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Maths the Modern Way!!

Maths the Modern Way!!. Multiplication and Division St Teresa’s Primary School Paul Hargreaves Primary Strategy Consultant – Mathematics Essex County Council. Mental Starter – Bunny Ears. Total Recall!. Select pairs of numbers from the target board on

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Maths the Modern Way!!

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  1. Maths the Modern Way!! Multiplication and Division St Teresa’s Primary School Paul Hargreaves Primary Strategy Consultant – Mathematics Essex County Council

  2. Mental Starter – Bunny Ears

  3. Total Recall! Select pairs of numbers from the target board on your table. Add these using one of the methods from last session. Will you use a number line? Will you partition and add mentally? Do you need to make jottings? BE BRAVE – try to avoid using the standard method! Now try with three numbers! Or try pairs of numbers and carry out a subtraction!

  4. The Primary National Strategy • Basis of teaching since 1999 – based on extensive research and proven success • Daily entitlement to maths lesson • Key features • Progression carefully set out • Interactivity – use of models, images, games, practical activities • Focus on mental skills as well as written • Vocabulary, problem solving, communication, explanation and reasoning

  5. There is no “right way” to work!! • Children exposed to a range of methods. • Methods selected will depend upon the situation and the numbers involved, including when to use calculators. • Children make decisions about methods and draw on a range of strategies and approaches when applying Maths is context. • Children in same class could be using different methods to others depending on their ability, confidence and stage of mathematical development.

  6. Describing Shapes

  7. The Importance of Vocabulary • Key to success in mathematics • Can be confusion between school and home • Children need opportunities in class and in homework to use mathematical vocabulary – games, collaborative work, open ended investigations

  8. Mathematical Vocabulary Booklet • Guide to which words and phrases are introduced to each year group • Schools many make decisions regarding vocabulary • It is not a checklist • Check with children and teachers if there are unfamiliar words

  9. Multiplication • Calculate the answer to this… 5 6 x 3

  10. Did you do this? 5 6 x 3 1 6 8 1 Or did you use a mental method?Why did you choose the method you used?

  11. Repeated Addition (Year 2/3) 5 added to 5 added to 5 5 + 5 + 5 3 lots of 5 5 x 3 3 x 5 Lots of practical experiences and use of number lines. Children will begin to use x and = signs.

  12. Multiplication as an Array 2 x 4 = 8 4 lots of 2 = 8 4 x 2 = 8 2 lots of 4 = 8 Arrays are quite common – ice cube trays, egg boxes, chocolate boxes, medicine wrapping, tiles etc.

  13. Multiplication by 10 7 x 10 = 70

  14. Multiplication by 10 7 x 10 = 70

  15. Multiplication by 10 7 x 10 = 70 BUT WE DIDN’T JUST ADD A 0!

  16. Multiplication by 10 7 x 10 = 70 BUT WE DIDN’T JUST ADD A 0! 7 7.0 Both of these numbers are worth the same! 7 add a 0 is 7 + 0 = 7 We haven’t multiplied here!

  17. Multiplication by 10 H T U

  18. Multiplication by 10 H T U 7

  19. Multiplication by 10 H T U 7 7

  20. Multiplication by 10 H T U 7 7 0

  21. Partitioning 15 x 5

  22. Partitioning This is 10 x 5 and 5 x 5 added together. 10 x 5 = 50 5 x 5 = 25 50 + 25 = 75 15 x 5

  23. Partitioning 36 x 4

  24. Partitioning 36 x 4 36 x 4 is 30 x 4 and 6 x 4 added together. I know that 30 is three lots of 10, so 30 x 4 is 10 x 4 added to 10 x 4 added to 10 x 4. 10 x 4 = 40 10 x 4 = 40 10 x 4 = 40 6 x 4 = 24 40 + 40 + 40 + 24 = 144

  25. Partitioning 36 x 4 36 x 4 is 30 x 4 added to 6 x 4 I know that 30 x 4 is 10 times bigger than 3 x 4 3 x 4 = 12, so 30 x 4 = 120 6 x 4 = 24 120 + 24 = 144

  26. Grid Method 23 x 8

  27. Grid Method 23 x 8 x 20 3 8

  28. Grid Method 23 x 8 x 20 3 160 8

  29. Grid Method 23 x 8 x 20 3 160 24 8

  30. Grid Method 23 x 8 x 20 3 160 + 24 160 24 8 184

  31. Have a Go!! 26 x 5 32 x 4

  32. Grid Method 26 x 5 x 20 6 100 + 30 100 30 5 130

  33. Grid Method 32 x 4 x 30 2 120 + 8 120 8 4 128

  34. Grid Method 346 x 4 x 300 40 6 4

  35. Grid Method 346 x 4 x 300 40 6 4 1200

  36. Grid Method 346 x 4 x 300 40 6 4 1200 160

  37. Grid Method 346 x 4 x 300 40 6 4 1200 160 24

  38. Grid Method 346 x 4 x 300 40 6 1200 160 4 1200 160 24 + 24 1384

  39. Grid Method 72 x 38 70 2 x 30 8

  40. Grid Method 72 x 38 70 2 x 2100 560 2100 60 30 60 + 16 2736 560 16 8

  41. Standard Method 23 x 8 x 20 3 160 + 24 160 24 8 184

  42. Standard Method 23 x 8 2 3 x 8 1 6 0 20 x 8 2 4 3 x 8 1 8 4

  43. 2 3 2 3 x 8 x 8 Standard Method 23 x 8 1 6 0 20 x 8 4 2 4 3 x 8 2 1 8 4

  44. 2 3 2 3 x 8 x 8 Standard Method 23 x 8 1 6 0 20 x 8 1 8 4 2 4 3 x 8 2 1 8 4

  45. 1 0 0 0 7 5 6 x 4 2 x 3 Why Not Just Teach the Standard Method?

  46. 1 0 0 0 7 5 6 x 4 2 x 3 Why Not Just Teach the Standard Method? 0 0 0 2 1

  47. 1 0 0 0 7 x 3 Why Not Just Teach the Standard Method? 5 6 x 4 2 0 0 0 2 1 • 2 • 2 0 3 2

  48. Squashy Boxes

  49. Division Share 8 sweets between two children.

  50. Division Share 8 sweets between two children.

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