Welcome to our Mathematics Evening

1. Welcome to our Mathematics Evening Please take a seat

2. This evening we hope to… • Inform you what your children learn in Mathematics at Primary School • Take a look at ‘Mental Mathematics’ • Look at Written/Jotted Calculations for the four operations and their progression as your children move through the school

3. Firstly, the Primary Mathematics Curriculum in Numbers

4. Your children will learn… • About the 7 areas of Mathematics Calculations Space Measures Data Handling Number System Fractions, Decimals and Percentages Shape

5. Your children will learn… • Maths, for 60 minutes each day.

6. Your children will learn… • How to use the 4 operations effectively + + - -

7. Your children will learn… • 31 mental calculation strategies 156 + 97 Half of 48 70% of £20 0.8 x 7

8. Your children will learn… • 1078 pieces of vocabulary Acute Tetrahedron Vertex Trapezium Reflex

9. Your children will learn… • How to apply these skills in a range of situations ?

10. Your Turn

11. Your Turn • You are about to hear the 2009, Year 6 Mental Mathematics Test. • It lasts 8 minutes • It contains 20 questions • The response sheet is on your desk for you to fill in. • 17-20 marks, above Y6 national expectations • 11-16 marks, at Y6 national expectations • 0-10 marks, below Y6 national expectations

12. ANSWERS • These are in the brown envelopes on your desks • Take a minute to mark own if you wish

13. So where do we start the teaching?

14. So where do we start the teaching? • Every day we teach 1 hour of Maths • Sessions usually start with Mental Mathematics Work (approx 10 mins) • Years 5 and 6 would work on all the skills you needed to answer the earlier questions • Years 1-4 would work on similar skills, probably with smaller numbers, or numbers that are easier to manipulate.

15. For example, progression in doubling • Y1 – Double any number to 10 • Y2 - Double any number to 15 and any multiple of 5 to 50 • Y3 – Double any number to 20 and any multiple of 10 to 100 • Y4 – Double any number to 50 and any multiple of 5 to 100 and any multiple of 10 to 500 • Y5 – Double any number to 100 and any multiple of 10 to 1000 • Y6 – Double any number to 1000

16. Or… double… • Y1 - 1 4 7 • Y2 - 9 35 45 • Y3 - 16 70 80 • Y4 - 34 65 340 • Y5 - 67 240 760 • Y6 - 76 269 764

17. Focus on Calculations (main part of our lesson)

18. ADDITION – first steps Children record calculations using pictures. This helps develop a mental picture of number system in their head. + = 6 + 3 = 9

19. ADDITION – next step Children use number-lines (counting on) practically to solve calculations. This could be simplified to add 20 then add 3, depending on the understanding of the child.

20. ADDITION – penultimate step Children partition (split into parts), then add and recombine. 49 + 18 = 40 + 10 + 9 + 8 = 50 + 17 = 67

21. ADDITION Final step – column method

22. Using your whiteboard – try the final 3 methods for… 45 + 47 12 + 97 179 + 123 49 + 18 = 40 + 10 + 9 + 8 = 50 + 17 = 67 Which one do you like best? (Number line, partitioning and column)

23. ADDITION – CRUCIAL FACTS Be able to add any two numbers upto ten (within 2 seconds) 7+4 = 11 6+9 = 15 Be able to add multiples of ten (within 2 seconds) 40 + 30 = 70 60 + 80 = 140

24. Focus on Calculations - subtraction Like addition, children start by record using calculations with pictures. This helps develop a mental picture of number system in their head.

25. SUBTRACTION Children then use number lines (counting on OR backwards) practically and written to solve calculations. Also known as finding the difference.

26. Subtraction - decomposition 5 3 3 - 1 8 7 3 4 6 4 12 1 Efficient for all subtractions. Can get ‘messy’ if performing a calculation like 2004 - 997

27. Try these 765 – 543 102 – 84 3002 - 1534 Use number line and decomposition methods. Some pupils will choose the most effective method based on the given numbers! (Very advanced) 5 3 3 - 1 8 7 3 4 6 4 12 1

28. SUBTRACTION – CRUCIAL FACTS Number line – As addition Decomposition - Be able to subtract any number less than 10 from any number less than 20 (again within 2 seconds) eg 19 – 8 13 - 7

29. Focus on Calculations - Multiplication ARRAYS – children, like the other first steps represent the answer pictorially

30. Focus on Calculations - multiplication Children solve the answer by repeated addition

31. Focus on Calculations - multiplication These become impractical for numbers greater than 10. Imagine adding or drawing for 14 x 27!

32. Focus on Calculations – multiplication grid method Pupils move onto the grid method. They need to be able to partition and add larger numbers. 18 x 23 200 + 160 + 30 + 24 = 360 + 54 360 + 54 = 414

33. Focus on Calculations - multiplication Try these using the grid method (some schools move onto ‘short multiplication,’ we don’t) 16 x 28 127 x 27 18 x 23 200 + 160 + 30 + 24 = 360 + 54 360 + 54 = 414

34. MULTIPLICATION – CRUCIAL FACTS To know your times tables upto 10 x 10. (using this method there is no need to go to 12 x 12) When adding (as part of the grid method) you also need to know your addition facts

35. Focus on calculations - division Children use jottings to ‘group’ or ‘share’ objects

36. Focus on calculations - division Children repeatedly subtract to find out how many.

37. 90 - 50 (10 x 5) 40 - 40 (8 x 5) 0 Focus on calculations - division Chunking – subtract chunks of each number to find out how many. This method is a quicker and similar way to repeated subtraction.

38. Focus on calculations - division Short (bus stop) method 0 3 4 r 4 8 2 6 8 2 2

39. 90 - 50 (10 x 5) 40 - 40 (8 x 5) 0 Try these 76 / 3 345 / 7 456 / 6 Use chunking and the short method. Which do you like best?

40. Thank you for taking part • We hope it has been useful • Most of this information is in the Wales Cluster Calculation Booklet (given out before the summer holidays) • This PowerPoint will be placed on the school website. • Please feel free to ask any questions, to members of staff, about the calculation strategies used.