1. Do I need to use a calculator?
Woodford Church of England Primary School Welcome to our information evening Progression through calculations
Can I do it in my head?
Do I need to use a calculator?
Shall I use a pencil and paper method?
Do I need jottings ?

2. Maths people What type of Mathematics person are you? Effortless
Hard worker
Struggler
Terrified

3. Aims
To share the new calculation strategy and new curriculum for Maths
To review the necessity for a calculation strategy
To discuss issues and questions informally

4. Aims of the new Maths curriculum
The national curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

5. Calculations strategy
What is it and why do we have one?
This ensures that there is a consistent approach across the school and from parents on how to teach children to complete calculations.
All staff work from the same strategy to ensure a consistent approach to progression through the stages of learning.

6. Times tables Times tables
Over this coming year we will be developing multiplication tables across the school.
YR – Begin to count in steps – 1’s, 2’s and 10’s
Y1 – Be able to count in steps of 1, 2, 5 and 10 confidently to the 10th term
Y2 –To know their 2, 5, and 10 times tables (as times tables not as counting)
Y3 – To know their 3, 4, and 8 times tables (consolidate previous as well)
Y4 – Consolidation and move onto the 6, 7, 9, 11 and 12 times tables
Y5/6 – Consolidation and application
This will prepare children to work with longer calculations and use written methods competently.

7. The four stages Mental Informal Expanded Efficient
Note that mental and informal methods will continue all the way through primary maths.

8. Skills of mental calculation
Mental methods will be established. These will be based on a solid
understanding of place value in number and will include the following;
Remembering number facts and recalling them without hesitation (pairs, doubles, halves)
Using known facts to calculate unknown facts (6 + 6 = 12 so = 13)
Understanding and using the relationship between addition and subtraction to find answers and check results
Establishing a solid repertoire of mental strategies to solve calculation (bridging, near doubles etc)
Making use of informal jottings such as blank number lines to assist in larger calculations
Solving one-step word problems by identifying which operation to use and explain their reasoning
Beginning to present calculations is a horizontal format and explain the mental steps taken
Learning to estimate and approximate

9. Laying the foundations for addition and subtraction
Addition and subtraction are taught together. Children learn that addition is commutative and subtraction is not.
Children learn to understand the principle of exchange (which is central to our number system) – 10 ones become one 10.
Addition and subtraction teaching make the inverse relationship explicit.
Children will learn the column method (efficient) for both addition and subtraction.

10. Addition and subtraction
Mental
Informal
3 + 2 = 5
5 = 3 + 2 =

11. Addition and subtraction
Expanded Efficient

12. Laying the foundations for multiplication and division
Multiplication and division are taught together - children learn that multiplication is commutative and division is not
Children will ‘hook’ their mathematical thinking onto real life examples
Repeated addition and subtraction will be used to aid calculations
Explicit links will be made between division and fractions
Multiplication and division teaching make the inverse relationship explicit
Children will be encouraged to see patterns and the related nature of the times tables
Children learn to understand the principle of exchange (which is central to our number system) – 10 ones become one 10
Children will explore remainders and will learn the efficient written methods for both multiplication and division

13. Multiplication and division
Mental
Informal
12 shared into 3 equal groups
12 shared equally into groups of 4

14. Multiplication and division
Expanded Efficient

15. Language
Addition – increase, together, sum, more, plus, add, total, and
Subtraction – difference between, subtract, fewer, decrease, minus, take from, reduce, take away
Multiplication – multiplied by, multiply, times table, times, product, groups of, lots of
Division – divided by, share, divide, share equally, divisible by, divide into, group, fractions

16. How can you help? Count with your 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
Talk about the mathematics in football e.g. How many points does your favourite team need to catch the next team in the division?
Use the taught methods with calculations

17. What not to do....
Many of us use maths ‘tricks’ and teach them to our children. Please do not teach your child the following ‘tricks’;
Just add a zero
Move the decimal point
Let’s do some sums – only addition is referred to as sum
Rub it out and start again – workings are best shown

18. Mental gymnastics ideas
Think of a number and keep doubling it. How far can you go?
Face the person next to you and alternate!
In 2s – one person recites all the numbers from 1 to 100
The other person raises their hand at any number that can be divided by 3 or …
Divided by 4 or …
Divided by 3 and 4 or …
Divided by 5
You can use a number square to help you!

19. Useful websites www.bbc.co.uk/schools/ks2bitesize/maths/
Really good resources and games for all areas of numeracy that you would expect from the BBC. Also includes other Primary subjects.
An excellent school website offering links to games to help children with speed of recall for times tables.
A huge site that is easy to navigate around. All topics of numeracy are well organised so you can easily find what
you’re looking for. Also includes other Primary subjects.
You will need to register for free but contains lots of activities and printable worksheets that consolidate classroom work.
Scroll down to themes and locate the easy to navigate numeracy areas. Each game has a clear learning objective and suggested year group. Excellent games!
Huge amount of games and puzzles. Also click on the ‘links’ tab to find lots of links to other maths sites.

20. Key messages To develop written calculation strategies, children need:
Secure mental strategies from Nursery and Reception.
A solid understanding of the number system.
Practical, hands on experience including counters and base 10 apparatus.
Visual images including number lines and arrays.
Experience of expanded methods to develop understanding and avoid rote learning.
Secure understanding of each stage before moving onto the next.
They should have these questions at the forefront of their minds:
‘Can I do it in my head? If not which method will help me?’

21. Thank you Thank you for attending this information session
There is time for
Feedback
Exploring resources
Questions