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Mental Maths Parent Workshop

Mental Maths Parent Workshop. How mental maths is taught in school and ways in which you can support your child at home. It’s not just times-tables!. How has mathematics changed?. Daily mathematics lesson; Emphasis on mental calculations ; Interactive whole class and group teaching;

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Mental Maths Parent Workshop

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  1. Mental MathsParent Workshop How mental maths is taught in school and ways in which you can support your child at home. It’s not just times-tables!

  2. How has mathematics changed? Daily mathematics lesson; Emphasis on mental calculations; Interactive whole class and group teaching; Enjoyable practical approaches including games, group work, problem solving; Mathematics with understanding – not just learning a method but understanding why a method works too

  3. What can a numerate child do? • calculate accurately and efficiently, both mentally and on paper, using a range of strategies • explain their methods and reasoning using correct mathematical terms • judge whether their answers are reasonable and have strategies for checking them where necessary

  4. Learning written methods is not the ultimate aim. • Mathematics is foremost an activity of the mind, and written calculations are an aid to that mental activity. • The Numeracy Strategy aims to develop children’s mental strategies and then written methods that derive from and support mental methods.

  5. We want children to ask themselves: Can I do this in my head? 2 1 Can I do this in my head using drawings or jottings? 3 Do I need to use an expanded/ compact written method? Do I need a calculator? (More able Year 4s and Y5 and Y6) 4

  6. 13 13 8 10 10 5 Addition and Subtraction • Inverse • Relate known addition facts to subtraction facts. • By the end of Year 2 children should know most of the facts for single digit numbers up to 9+9=18 8 + 5 = 13 5 + 8 = 13 13 – 8 = 5 13 – 5 = 8 +3 +2 -5 -3

  7. Key Facts Year 1: • Pairs of numbers that total 10 and some stories up to 10 E.g. 2 + 5 = 7, 5 +  = 9 , 6 – 4 = 2 • Doubles up to totals of 10 e.g 5+5 Year 2 • Pairs of numbers that total 20 and related subtraction facts • Relate pairs to ten to ten to know pairs of tens that total 100 e.g. 60 + 40 = 100 • Most of the facts for single digit numbers up to 9+9=18 • Doubles up to totals of 20

  8. Key Facts Year 3 • Pairs of numbers that total 20 and related subtraction facts • Relate pairs to ten in order to know pairs of tens that total 100 e.g. 60 + 40 = 100 • Know all of the addition facts for totals up to 18 E.g.7 + 5 = 12, 9 +  = 18 • I know all subtraction facts for numbers up to 18 in my head. Eg 13 – 6 = , 17 –  = 12 • know lots of pairs of two-digit numbers that total 100, eg 68 + 32 = 100 • add 2 two-digit numbers together mentally

  9. Key Facts Year 4 • Relate bonds to ten and 100 to work bonds to 1000 • Efficiently and subtract numbers on an empty numberline including decimal numbers as money or measures and time intervals • mentally subtract a two digit number from another two digit number by counting on to find the difference

  10. A number line is just a ‘picture’ of how we work out some calculations in our heads!

  11. 20-6 20 15 14

  12. 78 - 12 78 68 66 76 78 66

  13. 74 - 57 74 57 60 74 67 57

  14. Tenzin and Sarah Y4

  15. 3001 – 2998 = ?

  16. Subtraction with decimals on a number line

  17. Have a go! 22 – 5 = 145 – 94 = The bus is due to arrive at 7.35am but is 46 minutes late. What time does it arrive? Sally wants to buy a CD that costs £15.60. She only has £13.45. How much more money does Sally need to buy the CD?

  18. Multiplication and Division

  19. Count repeated groups of the same size

  20. Separate a group in different waysNumber rhymes, story props,Handa’s surprise. Share objects into equal groupsSharing and looking at remainders, number lines.

  21. Multiplication and Division • Inverse • Relate known multiplication facts to division facts. • By the end of Year 2 children should know 2x, 5x and 10x tables and related division facts • By the end of Year 3 children should know 2x, 5x,10x , 3x and 4x tables and related division facts • By the end of Year 4 children should know 2x, 5x,10x, 3x, 4x, 6x and 7x tables and related division facts • By the end of Year 5 children should know all the times-tables up to 10x10 and related division facts

  22. How are times-tables taught? • Counting on and back • Chanting • Games • ICT / internet games • Independent and group work • Times-table tests in class • Homework

  23. Real Life Multiplication and DivisionMental calculations for Y5 and 6

  24. First using partitioning 93 ÷ 7 = First we partition the 93 into a convenient multiple of 7 + the rest 93 70 + 23 10 + 3 r 2 = 13 r 2

  25. First using partitioning 84 ÷ 7 = First we partition the 84 into a convenient multiple of 7 + the rest 84 70 + 14 10 + 2 = 12

  26. Counting sequences to help with times-tables Y4

  27. Counting sequences to help with times-tables Y6

  28. MoT • Master • of • Times-Tables

  29. Mini MoT x2, x5, x10 Middle MoT x3, x4, x6 Master MoT x7, x8, x9

  30. How do we know when a child knows a times-table?

  31. How can you help? Use the My Maths website to help both you and your child Talk about how you do maths Be positive Give praise and encouragement Ask your child to explain Make sure maths is fun!

  32. My Maths

  33. Lots of support and guidance is on our school website. • http://webfronter.com/waltham-forest/stoneydown/index.shtml

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