1. …… Primary School Parents Meeting on: Progression through Calculations- Addition Can I do it in my head? Do I need jottings ? Do I need to use a calculator? Shall I use a pencil and paper method?

2. Starter.Imagine we have a new number system A = 1, B= 2, C= 3 and so on……. Count on starting from A Count backwards from G Start at N and count forwards Count backwards from Q How does this feel?

3. Aims To look at the ways in which the teaching of mathematics has changed; To look at how children calculate; Try activities to develop calculation strategies; To look at ways in which parents can help their children

4. How has mathematics changed? Daily mathematics lesson; Emphasis on mental calculations; Interactive whole class and group teaching; Enjoyable practical approaches; Mathematics with understanding

5. Skills of mental calculation Remembering number facts and recalling them without hesitation. Using facts that are known by heart to figure out new facts. Applying understanding of place value and ability to partition numbers into parts Understanding and using the laws of arithmetic and relationships between the four operations to find answers and check results Having a repertoire of mental strategies to do calculations with some thinking time Solving word problems

6. Calculations The aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose effective and efficient strategies to work out the answers.

7. So - how can we give children the best foundations for success with written calculations? o We need to encourage children to use mental calculation strategies for mental calculation strategies for smaller/ simpler numbers. smaller/ simpler numbers. o We need to encourage children to ask the question “Can I do it in my ask the question “Can I do it in my head?” or “Can I do it in my head with head?” or “Can I do it in my head with jottings ?” jottings ?”

8. Laying the foundations for addition oPartitioning oRounding oCompensating oCounting on oBridging through 10s, 100s, 1000s boundaries oAddition facts

9. Jottings

10. When do children still use jottings? When they can calculate mentally and need a little support.When they can calculate mentally and need a little support. When they are not completely secure with ‘carrying’.When they are not completely secure with ‘carrying’. When they are dealing with addition of decimals, negative numbers, time, measurement scales, etc.When they are dealing with addition of decimals, negative numbers, time, measurement scales, etc.

11. So what is the progression for addition? In reception children start to add objects together. The focus is on practical experiences using different resources. We start to use different vocabulary for addition

12. Using base 10 e.g. 34 + 23 = 34 + 23 = 57

13. From base 10 we move onto an expanded method but the apparatus still supports the children. 47 + 76 13 (7 + 6) 110 (40 + 70) ____ 123

14. Now the children move onto a compact method HTU 625 + 48 673 1

15. How to help your child with mathematics!

16. Visual maths Number lines Noticing numbers 1 2 3 4 5 6 23

17. Rhymes/songs 5 little speckled frogs; 10 huge dinosaurs (bottles); 1, 2, 3, 4, 5 once I caught a fish alive;

18. How can parents help? Count with their child Play number games Involve children in shopping activities Involve children when taking measurements or weighing items Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc Give children opportunities to use money to shop, check change etc Talking about the mathematics in football e.g.. How many points does your favourite team need to catch the next team in the division? When helping their children calculate use the method that they have been taught.

19. Key Messages To develop written calculation strategies, children need: oSecure mental strategies from YR. oA solid understanding of the number system. oPractical, hands on experience including counters and base 10 apparatus. oVisual images including number lines. oExperience of expanded methods to develop understanding and avoid rote learning. oSecure understanding of each stage before moving onto the next. oThe questions at the forefront of their minds: ‘Can I do it in my head? If not which method will help me?’ ‘Can I do it in my head? If not which method will help me?’