2. Thornford School Mathematics Parents workshop How to help your child

3. Mathematics involves confidence and competence with numbers and measures. To take part in tomorrow’s world you will need maths: When our Year 6 children are of working age, over 80% of them will be using technology that has not been invented yet

4. Counting, partitioning and calculating Securing number facts, understanding shape Handling data and measures Calculating, measuring and understanding shape Securing number facts, relationships and calculating

5. Mathematics at Thornford Consistent approach with high expectations Daily maths lesson Cross-curricular lessons Maths week events Home learning consolidates skills

6. How do we cater for different abilities? Daily maths lesson High achievers Springboard SEN

7. Teaching Mental calculations before written methods Children learn a way of thinking and they can be quickly prompted into these ways of thinking with open questions Talk maths - verbalising and explaining their learning using the correct vocabulary

8. Questions “Can you see numbers close to these that would be easier to deal with?” “Would it be easier the other way round?” “Could you break it up and work on the bits separately?” “Could you use doubles or halves?” “Would it help to jot down a number half way?” “Would it help to use a number line?”

9. School calculations booklet In the booklet, it explains all the methods of calculation: addition, subtraction, multiplication and division, which we use at school.

10. Ways to help your child Mental calculations before standard written methods Let your child explain their method to you Don’t do too much at once Start from where your child is Let them make mistakes and know this is OK Be positive and enthusiastic

11. Acorn Maths The start... Reception Doubles, addition, chanting times tables Year 1 Doubles, repeated addition

12. Beech Class As well as using practical resources to group in certain multiples, e.g. 10s, or 2s, we practise counting up and back. We look for patterns within numbers that can help us to identify certain multiples, e.g. multiples of 10 all end in a zero, multiples of 2 are all even. Once we can count in a certain multiple, we can use it as a basis for working out the answers to multiplication number sentences. We reinforce this learning by chanting times tables aloud, playing games such as times table challenge, joining in with our times tables songs and using ICT to play maths games. Ways to help your child: practise counting in different multiples, up and back; look for patterns in numbers together and help your child to access web based maths games. Check out our links section on the Beech Class web page for lots of fun internet based games that can be played at home.Beech Class web page

13. Elm Class Times Table Techniques  Using arrays  Times tables songs  Playing bean bag games  Using doubling and halving, e.g. double 2 times table to find the 4 times table, or halve the 6 times table to find the 3 times table.  Practise, practise, practise!

14. Using number lines in Addition and Subtraction

15. Adding numbers using the number line. 4725 So how do we do this using the number line?

16. We use the strategy called: Counting On You need to think about: What number shall I start with on my number line? What number do we want to count up by? Are there any number bonds that can help me?

17. 25 + 47 = So we start at the biggest number…47 And count up 25 places What number do we end on??? So…. 25 + 47 = 72 47 +20 67 +3 7072 +2 Use the counting up method!!

18. Addition in Upper Key Stage 2 47 + 76 110 (40+70) 13 (7+6) 123

19. Addition in Year 5 and 6 47 + 76 123 1

20. Grid method multiplication of 23 X 8 X203 8

21. Grid method multiplication of 23 X 8 X203 8 160

22. Grid method multiplication of 23 X 8 X203 8 16024

23. Grid method multiplication of 23 X 8 X203 8 16024 184

24. Chunking for division 96 divided by 6 How many 6s in 96 ? Instead of -6 -6 -6 -6 -6 -6 -6 -6 …….. We take away a multiple of 6 we know eg 60 (this is 6x10 and is less than 96 ) 96 - 60 36 we have 36 left over which we know is 6x6

25. repeated subtraction of multiples of 6 96 - 60 (6 X 10) 36 - 36 (6 X 6) 0 So we can take away 16 lots of 6 from 96 So 96 divided by 6 = 16