1. Welcome to KS2 Maths Parent Workshop
Let’s start doing some Maths….
Add these numbers up:
What strategies did you use?

2. KS2 – Years 3, 4, 5 and 6
Addition
Subtraction
Division
Multiplication

3. Understanding number
Number bonds are the window to success in KS2 and it is vital that your child knows these securely as they enter this phase.
By the end of Year 4, your child is expected to know all their times tables up to 12 x 12. To ensure this, we practise the tables daily and explore connections between the tables, e.g. to find 6 x 8, we know 5 x 8 is 40, so 6 x 8 is one more 8, so is 48.

4. An App to download to help with times table learning:
100 Squares Calc.
My Maths also has a good bingo activity in the Games section.

5. Addition
Written calculations:
Models & images:
Mental calculations:

6. Now, have a go at this question on your whiteboards using one of the methods here, then try a different method: =

7. Subtraction Written calculations: Models & images:
Mental calculations:

8. Tens
Ones 1 1 1 10 1 10 10 10 1 1 1 10 10 1 10 1 6 7 2 10 1 1 1 1 - 7 4

9. Tens
Ones 1 1 1 10 1 10 1 10 10 1 10 6 7 2 1 - 7 4

10. Tens
Ones 1 1 1 10 1 10 1 10 10 6 7 2 1 10 1 - 7 4

11. Tens
Ones 1 1 1 10 1 10 1 10 10 6 7 2 1 - 7 4 10 1

12. Tens
Ones 1 1 1 10 1 10 1 10 10 6 7 2 1 - 7 4 10 1 5 2

13. Now, have a go at this question on your whiteboards using one of the methods here, then try a different method: =

14. Multiplication Written calculations: Models & images:
Mental calculations:

15. Multiplication
Progression
arrays
grid
compact

16. Models for multiplication
Fingers
But these images aren’t
commutative
“3”
“6”
“9”
“12”
Bead Bar
3  4
4  3
Number Line 3 6 9 12

17. Multiplication
Progression
arrays
grid
compact

18. More than single digits?10 18 18 8 10
100 80 13 13 3 30 24

19. Progressing towards the grid…
Progressing towards expanded column…
1 0 8
1 0
1 0 0
8 0 3
3 0
2 4
Progressing towards expanded column…
Now, have a go at this question on your whiteboards using one of the methods here, then try a different method:
53 x 15 =

20. Division
Written calculations:
Models & images:
Mental calculations:

21. 5 6 7 8 56  7 The array is an image for division too Either:
Try some for yourself:
Choose a number of counters
Make an array
Describe it to each other using ×’n and ÷’n language
Record it in an equation using × and ÷ symbols
56  7
Either:
How many 7s can I see? (grouping)
Or:
If I put these into 7 groups how many in each group? (sharing)
The array is an image for division too
5 6 7 8

22. An image for 56  7
5 6 7 8
How many 7s can I see?

23. 5 6 7 8
How many 7s can I see?

24. 8
How many 7s can I see? 7
5 6

25. 8
How many 7s can I see? 7
5 6

26. 120  3 The power of the place value: counters for larger numbers
Is this sharing or grouping? 40
120 3 26

27. 1200  3
Similarly for 100s
400
1200 3 27

28. Hundreds
Tens
Ones 3
2 0 1 1 6
1 3 8 23 6
138

29. Now, have a go at this question on your whiteboards using one of the methods here, then try a different method:
853 ÷ 5 =

30. My Maths Online resource that supports children in all areas of maths.
A link can be found on the White Rock website.