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Manor Way's Maths Workshop: Making Maths Fun and Challenging

Join Manor Way's Maths Workshop where we make maths easy, fun, and challenging. Develop mental calculation skills and number knowledge. Learn multiplication facts and practical problem-solving activities. Win prizes for achieving curricular targets.

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Manor Way's Maths Workshop: Making Maths Fun and Challenging

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  1. Welcome to Manor Way’s Maths Workshop

  2. Which of these words would you useto describe mathematics? • Maths is …….. easy fun challenging frightening uncomfortable boring scary hard important exciting useful

  3. Maths is like cabbage …you love it or hate it, …depending on how it was served up to you at school!

  4. We all use Maths all day everyday! • We look at the clock to tell the time before we get out of bed. Estimating how much more time we can have in bed! • We know how many degrees to turn the tap so that we get enough water without getting soaked! • We measure the cornflakes in our bowl so they don't spill over! Then estimate how many bowlfuls are left. • Well you get the picture!

  5. Mental Maths • Mental maths is a short part of the daily maths lesson • An emphasis on the development of mental calculation • A focus on the development of number skills and knowledge

  6. Over reliance on written methods • 25x8 or 25 x 8 • Children relying on written procedures forget how much they can do mentally. 25x8 is double 25x4

  7. Brain Paper • The amount we can calculate in our heads increases with practice. • As children’s brain paper runs out they can and are encouraged to write things down not necessarily in any order but notes that help.

  8. ‘Brain Paper’ • Mental recall of number facts • Mental methods of calculation Paper (and use of calculators) • Jottings to record mental calculations • Informal written methods • Standard written methods

  9. A structured approach to calculation An approach based on the skills of mental calculation: • Remembering number facts • Using known facts to derive new ones • Familiarity with the number system and relationships between numbers • Having a repertoire of mental calculation strategies • Understanding of the four operations and how they are related

  10. Using multiplication facts It is vital that children know their times tables as all the work higher up the school relies on them knowing their tables. Where and When: • Year 2 2 times table • 5 times table • 10 times table • Year 3 2 times table • 3 times table • 4 times table • 5 times table • 6 times table • 10 times table • Year 4 Derive and recall all multiplication facts up to 10 x 10 (5 second recall) • Years 5 & 6 Derive and recall quickly all multiplication facts up to 10 x 10

  11. Times tables clubs

  12. Children’s early experience of multiplication will start by sorting equal groups of objects counting in 2s and 10s and begin to count in 5s. They will work on practical problem solving activities involving equal sets or groups.

  13. Children will develop their understanding of multiplication and use jottings to support calculationsRepeated addition 3 times 55 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3 Repeated addition can be shown easily on a number line:5 x 3 = 5 + 5 + 5 5 5 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 and on a bead bar: 5 x 3 = 5 + 5 + 5 5 5 5

  14. Arrays Children are able to model a multiplication calculation using an array. This knowledge will support with their understanding of multiplication. 3 x 5 5 x 3

  15. Short multiplication tu x u 45 x 3 4 5 x 3 1 3 5 1

  16. Once children have this understanding they then begin to use the compact written method htu x tu (Standard Method for long multiplication) 372 372 x 24 x 24 1488 7440 8928 8928

  17. Curricular Targets • Each term, as a school, an area of maths is chosen and teachers create a set of curricular targets. • In maths there are two targets for each child: a mental maths target and a written maths target. • These targets are layered to make them individual to each child.

  18. The children’s motivation:Prize Draw • At the end of each term all the names of the children who have achieved their targets are put into a draw for their phase. • There are prizes for each key stage • Reception/Year 1 / Year 2/ • Year 3 / Year 4/ Year 5 / Year 6

  19. Time to work with your children.

  20. And Finally . . . . . • Be positive even if you don’t feel it • Ask your child to explain to you how they are doing their maths • ‘Talk’ to them about and involve them in everyday maths • Ask the teachers if you have any questions about the maths your child is doing • And have FUN!!

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