1. Welcome to our Maths Workshop

3. To encourage and support our children to reach their full potential.
To follow current National Curriculum objectives.
To provide opportunities to challenge all our children.
To provide reasoning & problem solving opportunities.
Regular times table practice.
Aims

4. What do we want our children to learn by the end of primary school?

5. Why are some of our children stuck?
Poor understanding of place value
Reliance on naïve counting strategies (fingers & noses)
Limited understanding of structures and relationships between numbers
Limited mathematical vocabulary and use of mathematical language
Not seeing themselves as
mathematicians

6. Mental Maths
An expectation now that all children now times tables up to 12x 12 by the end of year 4. Regular practice of times tables & associated division facts, outside the maths lesson. Times table rock stars Regular opportunities to count.

7. How do we teach Maths at Gledhow Primary School?

8. Early Bird Maths in Years 1 -6
To ensure fluency
20 minutes every morning.
100 minutes extra a week.
An extra 65 hours of Maths a year.

9. Concrete
The use of real objects for mathematical representation.

10. Pictorial (Iconic)
The use of pictures or equipment to represent real objects.

11. Abstract
Mathematical concepts represented in an abstract way without the use of equipment

12. What does = mean?

13. Where do you see
your word in everyday
life?
Mathematical symbol
Describe what your
word means.
Other (mathematical)
words related to your
word
Use your word in
a statement
Picture or diagram

14. “If in doubt use a number line!”
All 4 operations can be carried out on a number line

15. Addition
Using a number line In jumps of 1, put the biggest number first then count on. 7+4 =

16. Refine to partitioning the second number only.
Add the ‘ones’ first then the ‘tens’
Moving on to an open number line.
Add the ‘ones’ first then the ‘tens’:

17. Subtraction
Finding the difference – ‘counting on’ children should be encouraged to add on when the 2 numbers are close together eg. 396 – 387=
Number line underneath for subtraction
11 – 7=

18. Subtracting two numbers with a larger difference.
Subtract using a number line, drawing the lines underneath. Subtract the ‘ones’ first.

19. Moving onto using an open number line:

20. Multiplication
Arrays and repeated addition     4 x 2 or     2 x 4 or repeated addition

21. 6 x 3=
16 x 3=
10 x 3
6 x 3 30 48

22. Division Grouping – There are 6 sweets.
How many people can have 2 each?
(How many 2’s make 6? Count in 2s)

23. Understand division as sharing and grouping
18 ÷ 3 can be modelled as:
Sharing – 18 shared between 3
Grouping - How many 3’s make 18?

24. Sharing - 16 shared between 3, how many left over?
Remainders
16 ÷ 3 =
Sharing - 16 shared between 3, how many left
over?
Grouping – How many 3’s make 16, how many
left over?
e.g.
16 ÷ 3 = 5 r1

25. Sharing and grouping 30 ÷ 6 can be modelled as: grouping – counting in multiples of 6:

26. 41÷ 4 = 10 r1
10 x 4
r 1 40

27. Time problems 13 c Number lines are excellent for time problems
Eg. The bus leaves at 8:48 am and arrives at
1:12pm. How long is the journey?
Negative number problems
Eg. What is the difference in temperature between -6 c and 13 c?
- 6 c
0 c
13 c

28. Moving on from the number line Expanded Method
= 431
“ is approximately = 420”
Partition the numbers to add:
= 431

29. Moving towards: =
324
+ 65 9 80
300
389

30. Formal written Method
Estimate and check
2789
4431
1 1 1
The children are to check their answer using the inverse operation.

31. Extend to numbers with any number of digits and decimals with 1 and 2 decimal places = add in a zero to keep the place value
242.15 11

32. Expanded Method for subtraction
Not bridging 10 =
= 74

33. Bridging 10
191 – 136 = 80
50 + 5

34. Formal written method for subtraction8 1

35. Estimate and check Children are taught to estimate their answer first: 3352 – 2178 =
“3352 – is approximately = 1300”iis
3352 – 2178 is approximately
3300 – 2200 = 1100
Use decomposition

36. 34590 – = -
add in a zero to keep the place value

37. Grid Method **Remember to add the numbers inside
35 x 2 = 70
Partition
**Remember to add the numbers inside
the grid ie: = 70

38. Add the numbers inside the grid
500 20
670

39. 2660 then add the two numbers + 76 together to find 2736 answer. 1
2660 then add the two numbers
together to find
answer. 1

40. Formal Method (short multiplication)
125
X 7
875

41. Formal Method (long multiplication)
1 2 5
X 1 7
1 3
8 7 5
12 5 0 1
21 2 5

42. Multiplication with decimals
When multiplying a decimal the children should first multiply the decimal number by 10, 100 or 1000 to make it a whole number

43. eg
Because the decimal number was multiplied by 10, the final answer should be divided by 10.

44. 2 3 7 - 1 8 0 ( 20 x 9) 57 - 54 ( 6 x 9) 3 Answer: 26 r 3 Chunking
237 -:- 9=
1 1
( 20 x 9)
57 -
( 6 x 9)
Answer: 26 r 3

45. Bus stop / Formal Method using place value counters

46. Formal method (bus stop) Short division

47. Formal method (bus stop) long division36
180
216
252
jottings can be written to the side/underneath
Quotients expressed as fractions or decimal fractions
977 ÷ 36 = 27 5/36 or 27.14

48.
jottings
124
155

49. Where do we go next?
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