1. Parents’ Mathematics Workshop 10 th February 2016 Mr Nellis

2. How Maths teaching has changed - To give children the chance to explore ways of finding an answer, and being able to explain why it works - To give them the key skills needed to solve real world problems and examples - To provide opportunities to apply these skills in practical situations

3. Developing understanding Prompting thinking & questioning Providing opportunities to manipulate, experience and see (use of resources) Develop thinking through investigation Reasoning and making connections Engaging in talk Enabling learning through drawing attention to. Encouraging children to make links and generalise

4. Changing attitudes towards Maths...

5. 15 12 21 Which is the odd one out, and why? Right then, time for a warm up!

6. FS and KS1 Mental Arithmetic The emphasis in KS1 is on mental arithmetic strategies and skills BUT based on practical activities. Useful things to practise at home include: Doubles and halves Bonds of 10, 20 and 100 Adding 2 small numbers Adding or subtracting Using different vocabulary

7. KS2 Mental Arithmetic M HTh TH Th H T U- Place Value Times tables relative division facts Number bonds up to 100,1000 Doubling and Halving- Use of decimals Rounding and estimating x 10, x 100 x 1000DON’T “Add a zero” ÷10 ÷100÷1000

8. STRONG MENTAL CALCULATION STRATEGIES Quick recall of Number bonds to 20, 50,100 and 1000 Fluency with Number Talk about their maths Times tables knowledge

9. When ready, the children will move on to more formal written methods. Moving to written procedures too fast can mean: Children add/subtract the digits in a column by rote, without understanding what their value is, or what a sensible answer is likely to be Children who rely on written procedures can be more likely to look for a calculator when stuck, not a mental strategy Children can hide their understanding of mathematical concepts behind having a good memory for procedure.

11. for larger numbers, or too many numbers to deal with mentally Written Methods When? Why? How? Where? What? We will attempt to touch on as many written methods as we can in the time we have. Please stay at the end and ask if you are unsure or have any further questions.

12. resources to support understanding

13. Addition Counting on using objects Counting on using number line / tracks Counting on using a hundred square Blank number line (bridging) Partitioning Column addition

14. Addition 48 + 35 Sum Total Plus All together More than

15. ADDITION: Number tracks / lines

16. Addition : Number lines

17. ADDITION : partitioning 36 + 45 = 30 + 40 + 6 + 5 = 70 + 11 = 81 or 36 + 45 = 36 + 40 + 5 = 76 + 5 = 81 Use of dienes blocks can support this.

18. Stage 2: Partitioning continued Partitioned numbers are then written under one another. This mirrors the column method and also links mental methods.

19. ADDITION : Vertical : column addition 47 + 76 123 1 Working Towards

20. Try these out on your table using the resources 2 more than 9 5 + 8 = Total of 25 and 41 74 plus 27 134 + 217 =

21. Counting back using objects Counting back using a number line Counting back using a hundred square Blank number line Partitioning Subtraction

22. SUBTRACTION: Number lines

23. SUBTRACTION: 73 – 26 =

24. SUBTRACTION COUNTING ON TO FIND THE DIFFERENCE 85 - 37 = 48 _____________________________________________ 37408085 +3 +40 +5 Answer: 40+5+3= 48

25. Counting on 354 – 188 =166 Answer: 154+12=166

26. Moving to Written Subtraction:

27. Examples : try these! Find 2 less than 7 What is 27 – 13? 62 – 45 = Take away 19 from 96 72 – 46 What’s the difference between 87 and 105? How would you tackle this number sentence? Can you explain your method?

28. Multiplication Doubles – objects / beadstring Counting in steps of 2,5,10 Counting objects Pictures Number lines Times tables Arrays Grid method

29. Arrays and numberline Children represent by drawings, counters, cubes and begin to link to number line as repeated addition

30. Arrays become: Jottings 8 x 23 = 8 x 10 + 8 x 10 + 8 x 3 = 80 + 80 + 24 = 184 This develops into the grid method. 8 x 23 = X203 816024= 184

31. 23 X 8=184 23 X 8 24 (3X8) + 160 (20X8) 184 23 X 18=414 23 X 18 184 +230 414 2 1

32. Multiplication Double 7 5 times 6 3 lots of 4 23 x 7= 13 x 24= Product Multiply Lots of Times Array Repeated Addition

33. Division Halving Sorting hoops and objects Pictures Related times tables facts

34. Division ‘84 sweets shared equally between 6 children’ How many 6’s go into 84? 84 divided by 6? 84 shared by 6? There is no need to divide! Use your tables knowledge!

35. Examples

37. Use of ‘I know’ boxes 196÷7= ? I know: 10 x 7 = 70 SO 20 X 7 = 140 (I HAVE 56 LEFT) 8 LOTS OF 7=56 SO 196  7 = 28 ( AS I KNOW 28 X 7 = 196)

38. 756÷6=126 1 2 6 6 756 13 756÷14=54 054 14 756 -70 056 -56 00

39. Division 27÷9= Share 24 sweets between 6 friends 255÷5= 299÷13=

40. MAY 2016 Arithmetic Test (Approx 20 Minutes) Problem Solving and Reasoning (35 Minutes) 60 Marks in Total NO APPARATUS (NUMBER LINES OR 100 SQUARES WILL BE ALLOWED) W/B 9 th MAY 2016 Wednesday Paper 1 Arithmetic Test (30 Minutes) Paper 2 Problem Solving and Reasoning (40 Minutes) Thursday Paper 3 Problem Solving and Reasoning (40 Minutes) 110 Marks in Total NO CALCULATORS OR TRACING PAPER ALLOWED. There is no longer a level 6 paper

41. It will be reported whether or not Pupils have achieved the expected standard for KS1 against the National Average using a Scaled Score. The Scaled Score Target/Thresholds will be set AFTER the ‘live tests’ in May 2016 Pupils will receive a raw score for the papers alongside a Scaled Score. The Target Expected Grade for Year 6 Standard will be 100 We do not currently know what this 100 standard will look like as this is the first year of the new SATs papers and marking. However pupils working securely within Year 6 Objectives should achieve the New National Standard Comfortably.

42. Related to class work Use method shown in class Check with teacher if unsure May include online ABACUS Activities linked with class work It’s the child’s responsibility to complete their homework

43. Helping at home Some Dos… …And Some Don’ts! Play (maths) with your child Let your child win or be better than you Otherwise all they learn is that you are better at maths than them Recognise that there is more than one way of doing calculations You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded Be an actor Get excited about maths and your child will get excited too Don't expect them to understand after you've explained it once It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer Don't tell them you are hopeless at maths You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important” Don't get into an argument over homework It will be something that your child has covered in class, and if they really can't do it without a lot of tears and frustration, leave it and LET US KNOW!

44. Helping at home KS1/ FS Play board games Cook – measuring and weighing Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! Money Comparing heights Birthdays, Months of the year, Days of the week Time

45. Totals, Difference, Time, Temperature, Symmetry and shape, Distance, Odd or Even? Less than, More than? Can you double it? What’s the total? What comes next? What time is it? How long will it take?

46. Props around the house KS2 A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. A traditional wall calendar-Calendars help with counting days, spotting number patterns and Board games that involve die or spinners-helps with counting and the idea of chance A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting A calculator- A basic calculator will help with maths homework when required, there are also many calculator games you can play, too. Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial Dried beans, Macaroni or Smarties- for counting and estimating A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc A large bar of chocolate (one divided into chunks)- a great motivator for fractions work Fridge magnets with numbers on- can be used for a little practice of written methods Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing Unusual die- not all die have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.

47. Useful Websites: http://www.coxhoe.durham.sch.uk/curriculum-links/numeracy Good range of links to online games and resources http://resources.woodlands-junior.kent.sch.uk/maths/index.html Range of Online Games and Tasks- Good Multiplication/Times tables games http://www.bbc.co.uk/bitesize/ks2/maths/number/ BBC KS2 Maths games- Lessons, Games and Quizzes http://www.bbc.co.uk/bitesize/ks1/maths/ BBC KS1 Maths games-Games and Links to Worksheets to support learning http://www.primaryresources.co.uk/maths/maths.htm Primary Resources- Full Range of KS1 and KS2 power points, worksheets and tasks. ABACUS Online Games (Homework)- Your child should have a Log-in for this

48. Print Resources and Revision CGP Range is Available at all good book shops and online. They have a wide range of revision and practice books as well as realistic SATs style practice papers. The ‘ACHIEVE’ range or ‘ACHIEVE 100’ range are a great resource also. Many other publishers offer Revision books and practice booklets for KS1/2 SATs and also year groups (eg 3,4,5)