1. Year 3 and Year 4 Numeracy Workshop Autumn Term 2 2011 - 2012

2. Maths is like….. Cabbage… …you either love it or hate it depending on how it was served up to you as a child!

3. Aims of the session to provide information about how maths is taught today to support our whole school subject focus for the year to develop family learning and help parents who feel less confident with supporting their children as methods have changed over recent years to share resources and ideas with parents to look at some of the progression of the four rules of number, starting with addition and subtraction.

4. Key differences today Interactive teaching Emphasis on mental calculation Different approach to written calculations Maths through problem solving – (Using and Applying) Maths is fun!

5. Maths lessons Most daily maths lessons are approximately 45 minutes to 1 hour long. Starting with a mental warm-up Sharing WALT – ‘We are learning to…’ Sharing WILF - ‘What I’m looking for…’ Sharing the Success Criteria – ‘I can…..’ Whole class teaching input Differentiated tasks A Plenary – recap, sharing outcomes Self-assessment – how have you got on, success or more help needed, mark work with a traffic light Targeting teaching aims to challenge some and support others. Regular intervention by Teacher and/or TAs helps focus and support.

6. Maths Strands There are seven strands Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating Understanding shape Measuring Handling Data Each strand has key objectives for each Year group.

7. The aim The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this the children need to learn quick and efficient methods, including appropriate written and mental methods.

8. What can a numerate Year 3 or 4 child do? The following two slides show the objectives that your child should be able to interpret as “I can…” statements at the end of that year.

9. Year 3 Read write and order whole numbers to at least 1000; know what each digit represents. Count on or back in tens or hundreds from any two or three digit number. Recognise unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10; and use them to find fractions of shapes and numbers. Know by heart all addition and subtraction facts for each number to 20. Add and subtract mentally a ‘near number of 10’ to or from a two digit number. Know by heart the facts of 2, 5 and 10 multiplication tables. Understand division and recognise division is the inverse of multiplication. Use units of time and know the relationships between them (including second, minute, hour, day, week, month and year). Understand and use £.p notation. Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining methods and reasoning. Identify right angles Identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry. Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.

10. Year 4 Use symbols correctly including less than ( ) and equals (=). Round any positive integer less than 1000 to the nearest 10 or 100 Recognise simple fractions that are several parts of a whole and mixed numbers; recognise the equivalence of simple fractions. Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers. Carry our column addition and subtraction of two integers less than 1000, and column addition of addition of two such integers. Know by heart the facts for 2, 3, 4, 5 and 10 multiplication tables. Derive division facts corresponding to 2, 3, 4, 5 and 10 multiplication tables. Find remainders after division. Know and use the relationships between familiar units of length, mass and capacity. Classify polygons, using criteria such as the number of right-angles, whether or not they are regular properties. Choose and use appropriate number operations and ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.

11. National Curriculum expected levels at the end of each Year group Key Stage 1 Year 1 – 1A/2C Year 2 – 2B Key Stage 2 Year 3 – 2A/3C Year 4 – 3B Year 5 3A/4C Year 6 – 4B

12. What is maths? Mathematics is foremost an activity of the mind and written calculations are an aid to mental activity. The Numeracy Strategy, and subsequently the Revised Framework, aims to develop the children’s mental strategies and then written methods that derive from and support mental methods. We want the children to ask themselves – Can I do this in my head? Can I do this in my head using drawings and jottings? Do I need to use an expanded/compact written method? Do I need a calculator? Finally – is my answer sensible?

13. Addition

14. How do you add? 45 + 36 In Y3 the children would partition the numbers. 40 + 30 = 70 5 + 6 = 11 70 + 11 = 81 Or use a number line. In Y4 the children would learn expanded column addition 45 36 + 70 11 81 Progressing then to column addition with carrying and to include two decimal places.

15. 45 + 36 = There are 45 boys in a school and 36 girls. How many altogether? Children should partition (split) each number into tens and units. 45 + 36 40 5 30 6 40 + 30 = 70 5 + 6 = 11 70 + 11 = 81

16. 76 + 47 = 76 Number line 116 76 + 40 123 + 7 86 +10 96 +10 106 +10 116 +10 123 +7

17. 358 + 473 = Expanded column addition 358 + 473 11 120 700 831 358 + 473 831 11

18. Column addition 2 3 4 + 3 5 7 1 19 5

19. Column addition with numbers with up to two decimal places 8 3 ∙ 4 + 4 6 ∙ 7 4 1 4 10 1 3 ∙ 0 1

20. Subtraction

21. How do you subtract? 43 – 24 In Y3 children will use a number line either counting back or using addition (counting on). In Y4 children will learn the column method.

22. Children are taught to understand subtraction as taking away (counting back) and finding the difference (counting up).

23. 5 - 2 = I had five balloons. Two burst. How many did I have left? Children could draw a picture to help them work out the answer. (Counting back)

24. 5 - 2 = A teddy bear costs £5 and a doll costs £2. How much more does the bear cost? Children could draw a picture to help them find the difference. (Counting on)

25. 8 - 3 = Mum baked 8 biscuits. I ate 3. How many were left? Children could draw dots or lines, which is quicker than drawing a picture.   (find the difference) or I I I I I I I I (take away)

26. Number line – count back George has 13 conkers; he gives 4 away to his friends. How many does he have left? 13 – 4 = 131211 910 9 conkers - 1

27. Number line – count on George has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 - 24 = 24 30 +6 43 +3 40 +10 19p more

28. 54 - 38 30 8 54 - 30 = 24 24 - 8 = 16 54 - 38 = There are 54 children in a school and 38 are poorly. How many are left at school? Children should partition (split) each number into tens and units.

29. 54 - 38 30 8 54 - 30 = 24 24 - 8 = 16 54 - 38 = There are 54 children in a school and 38 are poorly. How many are left at school? Children should partition (split) each number into tens and units.

30. 8.23 – 4.55 = 3.68 8.23 8.00 5.00 4.55 +0.23 +3+0.45

31. Expanded Column Subtraction 74 – 23 = ? 70 4 - 20 3 50 1 = 51 663 – 378 = ? 600 60 3 - 300 70 8 1350500 150 580200= 285

32. Column subtraction 5 8 4 - 3 9 7 7 7 1 41 8 1

33. Column subtraction with decimals 5 8 ∙ 4 - 3 9 ∙ 7 5 ∙ 7 1 41 1 0 3 568 1 If a number has less decimal places than another, a zero may be used to help with the calculation. Remember to place a decimal point in the answer.

34. What happens next? Later in the year, if parents feel it would be helpful, a workshop could be arranged to cover multiplication and division. A print out of the PowerPoint is available.

35. What can you do at home? Homework - get your child to tell you what they are doing, the strategies they could use and to explain their reasoning. Ask them what they are doing in school, relate some activities to support it. Practise set targets. Practise times tables. Play lots of maths games – board games such as snakes and ladders; card games such as matching Snap, Rummy, Pontoon; dice games where two dice have to be added; Bingo using bonds to 10, 20, 100, 1000. Look for any mathematical opportunities in the home – telling the time, giving time intervals, weighing and measuring whilst cooking, using money out shopping, spotting shapes around the home, reading car numbers, look at the weights of store cupboard items - can your child put them in order, keep a height chart as they grow. Ask problem solving questions – If you have saved so much money, how much more do you need to save? If I eat a third of this pizza how much is left? If it is 6 o’clock now and tea is at 6.35 pm, how long is it until teatime? Use the computer to find some maths challenges. HAVE FUN!

36. Over to you….. Any questions?

37. Websites BBC KS2 Bitesize Hit the button Maths fun for Year 3 uk.ixl.com/maths Google Primary Maths Games Year 3 Maths Games Year 4 Maths Games