Presentation on theme: "KS2 Mathematics Parent Workshop September 2014"— Presentation transcript:
1 KS2 Mathematics Parent Workshop September 2014 Mrs TownsendMaths Leader
2 Contents The New Curriculum – what’s new in Key Stage 2 The 4 operations – including calculation methods and progressionMental MathematicsEnd of Year ExpectationsYour turn to have a go/Using and ApplyingYear 6 SATSProblem SolvingHow you can help at homeMy Maths and Online applications
3 AimsEnable you to understand the changes occurring in mathematics due to the new curriculumProvide 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.
4 The New Curriculum - More cross curricular Greater links with ComputingProblem Solving no longer taught discretely but embedded within each area/domain of mathematicsDivided into Lower Key Stage 2 and Upper Key Stage 2The 2016 assessment tests will be based on the new curriculum content
5 The New Curriculum How we are implementing the new curriculum Years 3-5 are following the new curriculumYear 6 are following the objectives from the old curriculumAll year groups are including more work on computers and ipads to support and consolidate learningIn each year group the expectations are higher
6 The New Curriculum New Expectations By the end of year 4 pupils should memorise their multiplication tables up to and including the 12 times tableshow precision and fluency in their workBy 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.
7 Calculation Methods and Progression The 4 OperationsCalculation Methods and Progression
8 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.
9 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
10 The Four Operations Addition – Lower KS2 Partitioning: Partitioning means splitting the number into the tens and units.= =8 + 6 == = 84You can see the different layouts here, the one in blue leading into the formal column method of addition.
11 The Four Operations Addition – Lower KS2 Expanded methods in columns: Children’s understanding of place value has to be secure.= 844 83 6 +1 4 – adding units first7 0 – adding tens8 4It is vital children are secure with their place value so they can put the digits in the correct column.
12 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.= 844 83 6 +carrying ‘ten’
13 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.= 4713 7 99 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
14 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+ 238407074Due 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
15 The Four Operations Subtraction – Lower KS2 Partitioning: Children will partition the smaller number. First subtracting the tens and then the ones.
16 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.
17 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.
18 The Four Operations Subtraction – Lower & Upper KS2 Column Method – Decomposition:7 63 9 –3 7112 3 78 4 –1 5 36⁄1⁄Borrowing ‘ten’ not 1This 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’
19 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
20 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
21 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 £7How much more does Joe’s book cost than Dev’s book?Level 4 Questions
22 The Four Operations Multiplication – Lower & Upper KS2 Grid Method: 43 X X 32X3 021 0 02 0 02 06 0 04 06 4 041 5 081 5 8X64 02 4 031 82 5 8In 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 chartChn partition the numbers and then multiply each part separately. The answers are then added together.Dienes apparatus is used to show this visually.
23 The Four Operations Multiplication – Lower & Upper KS2 Expanded Short Method:32 x 330 + 23 x6 = 2 x 390 = 30 x 396This method is taught before the short method
24 The Four Operations Multiplication – (Lower) & Upper KS2 Short Multiplication:4 3 X 64 36 x2 5 81Once again children have to be secure with their place value and know they are carrying ‘ten’ not one.
25 The Four Operations Multiplication – Upper KS2 Short Multiplication for 2-digit x 2 digit:5 6 x 2 7 =5 62 7 x3 9 2When multiplying by the ten (20 in this example) children must remember to put the place holder ‘0’ in the units column.41
26 The Four Operations Now it’s your turn! 1. Calculate 602 × 57 Level 5 Questions
27 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 1Chn practice using corresponding division facts of x tables
28 The Four Operations Division – Lower KS2 Grouping using jottings This enables the introduction of remainders28
29 The Four Operations Division – Lower KS2 Division as repeated subtraction ÷ 3 = 6-3-3-3-3-3-3The understanding of division as repeated subtraction helps chn with the chunking method29
30 The Four Operations Division – (Lower) & Upper KS2 Expanded Method – Chunking:87 ÷ 6 =6 8 7x 102 7x 43Answer = 14 r 3This 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.
31 The Four Operations Division – (Lower) & Upper KS2 Expanded Method – Chunking HTU ÷ U:191 ÷ 6 =x 207 1x 101 1x 15Answer = 31 r 5Children building up confidence, using their multiplication knowledge, to subtract larger ‘chunks’.
32 The Four Operations Division – (Lower KS2) & Upper KS2 Short Division - TU ÷ U:81 ÷ 3 =2 73 8 1Answer = 27This method is the next step after chunking. It is a more compact method.Links to chunking:3 x 20 = 6080 – 60 = 20 which the ‘2’ represents3 x 7 = 21No remainder2
33 The Four Operations Division – Upper KS2 Short Division – HTU ÷ U: 291 ÷ 3 =9 7Answer = 972This method links on from partitioning but is a more compact method.
34 The Four Operations Division – Upper KS2 (Year 6) Long Division – HTU ÷ U:560 ÷ 24 =2 3x 208 0x 38Answer = 23 r 841⁄This method links back to chunking and is used to reduce errors and children are using times tables they are unfamiliar with.
35 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
36 Mental MathematicsIt is essential children have secure knowledge and recall of mental facts including:Place Value including decimalsNumber bondsTimes tables from 0 to 12!Corresponding division factsRounding to enable estimation of answers
37 Mental Mathematics Mental Mathematic Strategies: Use number bonds to 10, 20 and 100 transferable to 1,000 and decimalsMultiplication and division by 10, 100, 1,000, 0.1Use doubles and near doublesPartition into thousands, hundreds, tens and unitsAdding near multiples of 10. Adding the multiple then add or subtract 1Subtracting near multiples of 10. Subtracting the multiple then subtracting or adding 1.These are transferable to multiples of 100, 1,000 etc.
38 Using and applying knowledge and skills Problem SolvingUsing and applying knowledge and skillsProblem 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 vocabularyApplying strategies taughtExplaining processReasoning for why doing thatJustifying answer
39 Explaining, Reasoning & Justifying Now it’s your turn!Three whole numbers add up to 50Seb says,‘All three numbers must be even numbers.’Is Seb correct? Circle Yes or No. Yes / NoExplain how you know.Level 5 Questions
40 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.
41 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).
42 Level 6 SATS Two papers both non- calculator Includes algebra Requires knowledge of properties of different shapes and formula for areas of shapesCorresponding, Alternate and Supplementary Angle knowledgeInvolves reasoning and explanation of answers
43 Level 6 SATS Now it’s your turn! Find the value of t in this equation. Algebraic equationsQuestions where mathematical reasoning and explanation requiredLevel 6 Questions
44 Level 6 SATS Level 6 Questions Understanding angles along parallel lines – corresponding, alternateKnow formulae for area of circles, parallelograms and trianglesLevel 6 Questions
45 How you can help at home Lots of practice Playing games – cards, snakes and ladders, dominoesCookingTelling the timeMyMaths.co.ukOnline Applications