1. St David’s C of E Primary School
Parents’ Mathematics Workshop
Thursday 23rd April 2015

7. An answer given on a SATs paper!

8. So what do we hope to achieve this afternoon?
For you to become more familiar with calculation strategies we teach the children in Mathematics
To know some of the mathematical language we expect children to learn
To point you towards our Maths Page on the school website

9. A little warm-up
How would you calculate these “sums”? Feel free to discuss with the person next to you and jot down your calculations.
Please hand your answers to Mrs Brinnicombe and we will mark them – scores will be given at the end of the workshop.

10. There are many ways that calculations can be performed
Our aim is for children to complete calculations in the most efficient manner for their stage of development.
They need to be able to choose appropriate strategies and then record them in a way that is clear, they can understand them and minimises errors.

11. Let’s now consider the progression in Addition
Early Years
4 + 3 =

12. At this stage they will learn you can add numbers in any order.
Early Years (cont)
Children will learn to bridge through ten
8 + 5 =
Bridging through tens, hundreds and thousands takes alot of understanding conceptually!!
Moving onto
or or
At this stage they will learn you can add numbers in any order.

13. Early Years By the end of Year 1 children will be expected to:
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
given a number, identify one more and one less
Addition and subtraction
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including zero
solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = –9

14. Number-lines are a key part of their learning
Year 2
Children will move to calculating addition of numbers to 100
– start with the larger number
Number-lines are a key part of their learning
We now tend not to split both numbers into and – This comes later when moving into column methods

15. Year 2
Bridging through ten can help children become more efficient.

16. Year 2
recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
– a two-digit number and ones
– a two-digit number and tens
– two two-digit numbers
– adding three one-digit numbers
show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

17. Year 3
Further use of the number line

18. Year 3
67 = = = =
Here the children need to be familiar with =
Bridging the tens and hundreds!!

19. Year 3
By the end of Year 3
add and subtract numbers mentally, including:
– a three-digit number and ones
– a three-digit number and tens
– a three-digit number and hundreds
add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
estimate the answer to a calculation and use inverse operations to check answers

20. Expanded Column Method
Year 4
Expanded Column Method
67 =
91 = = 2869

21. Year 4
625
+ 324
900 40 9
949
2327
2000
800 60
2869

22. Year 4 – Compact Column Method

23. Year 5
Number lines using efficient counting on 4526ml ml = 8333ml = litres ml 4526ml ml + 800ml + 7 ml

24. Compensation when adding
Year 5
Compensation when adding
£ £9.14 =
£5.00 – 5p + £9 + 14p =

25. Year 6
Consolidating and applying all of these strategies when solving numerical and word problems.

26. The vocabulary used throughout Addition
Sum
Total
Plus
How much all together +
More

27. Another test!! How do you calculate these? 54 – 49 4003 – 2998 11 – 2
54 – – – 2
7383 – 5728
£15 - £13.98

28. A Look at Subtraction
Subtraction is taught hand in hand with Addition so that the children see the connections
E.g = 9
9 – 4 = 5
9 – 5 = 4
5 + 4 = 9

29. Is this addition or subtraction?
If I have collected 35 stickers out of 50 in total. How many more stickers do I need to collect?
Is it?
50 – 35 = Or
35 + ____ = 50

30. Early Years
There are 8 biscuits on a plate. Take 3 of them to eat. How many are left on the plate?
6 – 2 = 4

31. Are we super reliant on games on computers and tablets?
Playing Games
An essential part of children’s early years experience of number and calculating.
Shut the Box +
Any other dice and card games
What games do you have or have you had?
Are we super reliant on games on computers and tablets?

32. Early Years How many more green cubes than red cubes?
What is the difference between 8 and 4?

33. Early Years
8 – 3 =

34. Year 2
Counting back across the tens boundary

35. Children need to see how counting on can be more efficient.
Year 2
Children need to see how counting on can be more efficient.
Compensating
Children need to see that when subtracting 9 we can subtract 10 and add 1 back on.

36. Year 3

37. Year 3 / 4 -24 = 20 + 4 43 = 40 + 3 And then into 164 = 100 + 60 + 4
Expanded informal method using place value
67 = =
43 =
And then into
164 = = =

38. Year 4

39. Using Base 10 to reinforce this understanding is essential
Year 4 / 5
Using Base 10 to reinforce this understanding is essential

40. Year 5 1209 – 388 Children must be secure with number-lines

41. Year 6
Decomposition – Only when confident with the expanded column subtraction

42. Year 6
Negative column subtraction (optional) Then it is all about applying these skills to numerical and word problems

43. A Little Trick – The power of nines
Think of a three digit number where the first and third digits are different.

44. A brief look at multiplication
3 x 5 = 15
5 x 3 = 15
15 ÷ 3 = 5
15 ÷ 5 = 3
6 x 10 = 60
6 x 8 = 48
= 108
6 x 10 = 60
6 x 8 = 48

45. A Final look at arrays
16 x 12 X

46. Children need to know their multiplication facts
Division
Basically children are taught division through sharing and grouping through practical examples.
They will cover remainders in practical situations
They will end up with the good old bus-stop method and with all the stages in between.
Children need to know their multiplication facts

47. And finally
Our calculation Policy is on the School Website in a tab marked Maths
We use Sumdog with the children and they all now have a log-in – We need to familiarise Ruby and Emerald class with theirs and demonstrate it to them. – The children love it!