1. KS2 Mathematics Parent Workshop November 2015
Mrs Adrien – Assistant Head of Teaching and Learning
Miss Campbell – Head of Maths

2. Contents The New Curriculum – what’s new in Key Stage 2
Addition and subtraction – including calculation methods and progression
Mental Mathematics
End of Year Expectations
Your turn to have a go/Using and Applying
Year 6 SATS
Problem Solving
How you can help at home
Online applications

3. Aims
Enable you to understand the changes occurring in mathematics due to the new curriculum
Provide you with a greater understanding of how mathematics is taught in school and progression of addition and subtraction through Key Stage 2.
Enable you to see the types of different questions children are asked in their assessments.
See the importance of mental mathematical skills and the strategies children are taught.
Help you understand how you can help your child at home.

4. The New Curriculum - More cross curricular
Greater links with Computing
In each year group the expectations are higher
Problem Solving no longer taught discretely but embedded within each area/domain of mathematics
Divided into Lower Key Stage 2 and Upper Key Stage 2
The 2016 assessment tests will be based on the new curriculum content

5. The New Curriculum New Expectations By the end of year 4 pupils should
memorise their multiplication tables up to and including the 12 times table
show precision and fluency in their work
By the end of year 6 pupils should
- Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
-Pupils should read, spell and pronounce mathematical vocabulary correctly.

6. Addition and Subtraction Calculation Methods and Progression

7. The 4 operations Why so many methods?
- Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

8. Addition Addition – Lower KS2 Number Lines:
You can see the two methods children are taught either partitioning and adding on the tens first or bridging through multiples of ten – using the number bonds they learnt in KS1

9. Addition Addition – Lower KS2 Partitioning:
Partitioning means splitting the number into the tens and units.
= =
8 + 6 =
= = 84
You can see the different layouts here, the one in blue leading into the formal column method of addition.

10. Addition Addition – Lower KS2 Expanded methods in columns:
Children’s understanding of place value has to be secure.
= 84
4 8
3 6 +
1 4 – adding units first
7 0 – adding tens
8 4
It is vital children are secure with their place value so they can put the digits in the correct column.

11. Addition Addition – Upper KS2 Column Method:
This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method.
= 84
4 8
3 6 +
carrying ‘ten’

12. Addition Addition – Upper KS2 - Column Method
This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method.
= 471
3 7 9
9 2 +
carrying ‘ten’ and ‘one hundred’
This is extended to addition od decimals where children learn to use a zero as a place holder e.g needs to be

13. Addition

14. Addition 1) Calculate 1202 + 45 + 367 2) Calculate 8.52 – 7.78
3) Write in the missing digits.

15. Subtraction Subtraction – Lower KS2
Counting On ‘Finding the difference’
Count on from the smallest to the largest once again bridging through ten or a multiple of ten.
+ 30
+ 4
+ 2 38 40 70 74
Due to the larger numbers involved children learn to subtract by finding the difference. They use a number line to assist them – continuing from Year 2.
74 – 38 = ( ) = 36

16. Subtraction Subtraction – Lower KS2 Partitioning:
Children will partition the smaller number. First subtracting the tens and then the ones.

17. Subtraction Subtraction – Lower KS2 Partitioning:
And also partitioning both numbers. Obviously this method only works when the number being subtracted is smaller than the number it is being taken from.

18. Subtraction Subtraction – Lower & Upper KS2
Column Method – Decomposition:
This method is the most efficient for subtraction. However it relies on the children’s understanding of place value due to the need to ‘borrow’ tens or hundreds if the number being subtracted is larger than the number being subtracted from.

19. Subtraction Subtraction – Lower & Upper KS2
Column Method – Decomposition:
7 6
3 9 –
3 7 1 1
2 3 7
8 4 –
1 5 3 6 ⁄ 1 ⁄
Borrowing ‘ten’ not 1
This leads onto the common column method or decomposition.
Children are introduced to this method using Dienes apparatus so there is a visual representation of the digits and children can physically more the ten into the ones column.
It is vital children have a secure understanding of place value to enable them to ‘borrow’

20. Subtraction Subtraction –Upper KS2
Chn need to be taught to be careful how they set out the numbers when calculating with decimals. They are taught the decimals REMAIN in the SAME PLACE

21. Subtraction Now it’s your turn!
Liam spends £14 altogether on the Big Wheel and the Rollercoaster.
He goes on the Big Wheel twice.
How many times does he go on the Rollercoaster?
Level 4 Questions

22. The Four Operations Now it’s your turn! Dev and Joe each buy a book.
Dev pays with a £5 note and gets £1.05 change.
Joe’s book costs £7
How much more does Joe’s book cost than Dev’s book?
Level 4 Questions

23. Mental Mathematics
It is essential children have secure knowledge and recall of mental facts including:
Place Value including decimals
Number bonds
Times tables from 0 to 12!
Corresponding division facts
Rounding to enable estimation of answers

24. Mental Mathematics Mental Mathematic Strategies:
Use number bonds to 10, 20 and 100 transferable to 1,000 and decimals
Multiplication and division by 10, 100, 1,000, 0.1
Use doubles and near doubles
Partition into thousands, hundreds, tens and units
Adding near multiples of 10. Adding the multiple then add or subtract 1
Subtracting near multiples of 10. Subtracting the multiple then subtracting or adding 1.
These are transferable to multiples of 100, 1,000 etc.

25. Using and applying knowledge and skills
Problem Solving
Using and applying knowledge and skills
Problem solving involves chn using and applying the knowledge and skills they have been taught. Chn are taught to use their RUCSAC to help them solve problems.
Problem solving ensures chn:
Understanding mathematical vocabulary
Applying strategies taught
Explaining process
Reasoning for why doing that
Justifying answer

26. Explaining, Reasoning & Justifying
Now it’s your turn!
Three whole numbers add up to 50
Seb says,‘All three numbers must be even numbers.’
Is Seb correct?

Circle Yes or No.
 Yes / No
Explain how you know.
Level 5 Questions

27. Level 6 SATS Now it’s your turn! Find the value of t in this equation.
Algebraic equations
Questions where mathematical reasoning and explanation required
Level 6 Questions

28. Level 6 SATS Level 6 Questions
Understanding angles along parallel lines – corresponding, alternate
Know formulae for area of circles, parallelograms and triangles
Level 6 Questions

29. How you can help at home
Handout on webpage
Maths vocab on webpage

30. Any other questions?
Thank you