 # KS2 Mathematics Parent Workshop September 2014

## Presentation on theme: "KS2 Mathematics Parent Workshop September 2014"— Presentation transcript:

KS2 Mathematics Parent Workshop September 2014

Contents The New Curriculum – what’s new in Key Stage 2
The 4 operations – 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 My Maths and Online applications

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 the 4 operation methods through Key Stage 2. Enable you to see the types of different questions children are asked in their assessments including Year 6 SATS and Level 6. See the importance of mental mathematical skills and the strategies children are taught. Help you understand how you can help your child at home.

The New Curriculum - More cross curricular
Greater links with Computing 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

The New Curriculum How we are implementing the new curriculum
Years 3-5 are following the new curriculum Year 6 are following the objectives from the old curriculum All year groups are including more work on computers and ipads to support and consolidate learning In each year group the expectations are higher

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.

Calculation Methods and Progression
The 4 Operations Calculation Methods and Progression

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.

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

The Four Operations 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.

The Four Operations 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.

The Four Operations 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’

The Four Operations 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

The Four Operations 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

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

The Four Operations 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.

The Four Operations 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.

The Four Operations 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’

The Four Operations 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

The Four Operations 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

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

The Four Operations Multiplication – Lower & Upper KS2 Grid Method:
43 X X 32 X 3 0 2 1 0 0 2 0 0 2 0 6 0 0 4 0 6 4 0 4 1 5 0 8 1 5 8 X 6 4 0 2 4 0 3 1 8 2 5 8 In lower KS2 Chn are encouraged to use arrays to help them work out multiplication. Chn also practice multiplying numbers by 10, 100 & 1,000 using the place value chart Chn partition the numbers and then multiply each part separately. The answers are then added together. Dienes apparatus is used to show this visually.

The Four Operations Multiplication – Lower & Upper KS2
Expanded Short Method: 32 x 3 30 + 2 3 x 6 = 2 x 3 90 = 30 x 3 96 This method is taught before the short method

The Four Operations Multiplication – (Lower) & Upper KS2
Short Multiplication: 4 3 X 6 4 3 6 x 2 5 8 1 Once again children have to be secure with their place value and know they are carrying ‘ten’ not one.

The Four Operations Multiplication – Upper KS2
Short Multiplication for 2-digit x 2 digit: 5 6 x 2 7 = 5 6 2 7 x 3 9 2 When multiplying by the ten (20 in this example) children must remember to put the place holder ‘0’ in the units column. 4 1

The Four Operations Now it’s your turn! 1. Calculate 602 × 57
Level 5 Questions

The Four Operations Division – Lower KS2
Grouping using multiplication knowledge: This method uses children’s understanding on times tables and links to their mental calculations. e.g. 43 ÷ 7 = I know 6 X 7 = 42 so … 43 ÷ 7 = 6 remainder 1 Chn practice using corresponding division facts of x tables

The Four Operations Division – Lower KS2 Grouping using jottings
This enables the introduction of remainders 28

The Four Operations Division – Lower KS2
Division as repeated subtraction ÷ 3 = 6 -3 -3 -3 -3 -3 -3 The understanding of division as repeated subtraction helps chn with the chunking method 29

The Four Operations Division – (Lower) & Upper KS2
Expanded Method – Chunking: 87 ÷ 6 = 6 8 7 x 10 2 7 x 4 3 Answer = 14 r 3 This method is based on subtracting multiples of the divisor or ‘chunks’. Initially they subtract several chunks but with practice children will look at the biggest multiples of the divisor that they can subtract.

The Four Operations Division – (Lower) & Upper KS2
Expanded Method – Chunking HTU ÷ U: 191 ÷ 6 = x 20 7 1 x 10 1 1 x 1 5 Answer = 31 r 5 Children building up confidence, using their multiplication knowledge, to subtract larger ‘chunks’.

The Four Operations Division – (Lower KS2) & Upper KS2
Short Division - TU ÷ U: 81 ÷ 3 = 2 7 3 8 1 Answer = 27 This method is the next step after chunking. It is a more compact method. Links to chunking: 3 x 20 = 60 80 – 60 = 20 which the ‘2’ represents 3 x 7 = 21 No remainder 2

The Four Operations Division – Upper KS2 Short Division – HTU ÷ U:
291 ÷ 3 = 9 7 Answer = 97 2 This method links on from partitioning but is a more compact method.

The Four Operations Division – Upper KS2 (Year 6)
Long Division – HTU ÷ U: 560 ÷ 24 = 2 3 x 20 8 0 x 3 8 Answer = 23 r 8 4 1 This method links back to chunking and is used to reduce errors and children are using times tables they are unfamiliar with.

The Four Operations Now it’s your turn! 1. Calculate 816 ÷ 24
2. A school buys some yo-yos as prizes. The yo-yos cost £4.25 each. The school has £40 to spend on prizes. They buy as many yo-yos as they can. How much money is left? Level 5 Questions

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

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.

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

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

Year 3 – 4 Optional SATS Occur in May/June.
All children will complete a mental paper. Year 3 & 4 complete one written paper. Year 5 complete two written papers. Children will have already attempted past papers so use to the format. End of year level will be teacher assessed.

Year 6/End of KS2 SATS Occur in May.
All children sit the Level 3-5 paper. Children will complete a mental paper and two written papers. Both written papers will be non-calculator. Children will have already attempted past papers so use to the format. Some children will sit the two Level 6 papers (non-calculator).

Level 6 SATS Two papers both non- calculator Includes algebra
Requires knowledge of properties of different shapes and formula for areas of shapes Corresponding, Alternate and Supplementary Angle knowledge Involves reasoning and explanation of answers

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

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

How you can help at home Lots of practice
Playing games – cards, snakes and ladders, dominoes Cooking Telling the time MyMaths.co.uk Online Applications

Transum.org

Online Applications Multi player mental maths game
Four operation practice Squeebles Times Tables 2 Math Bingo: Four operation bingo King of Maths Achieve Level 4 Long division touch Algebra touch

How to support your child at home hand-out

Any other questions? Thank you