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Methods of Addition

Methods of Addition. +10. +2. 34. 36. 24. Children need to know their number bonds to 10 and 20. Unifix can be used to help those who find this difficult. Next step is to use number lines e.g. 24 + 12 = 36.

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Methods of Addition

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  1. Methods of Addition +10 +2 34 36 24 • Children need to know their number bonds to 10 and 20. Unifix can be used to help those who find this difficult. • Next step is to use number lines e.g. 24 + 12 = 36 • Then children move on to vertical addition, through partitioning, before moving on to the standard short method e.g. 166 + 129 166 166 + 129 + 129 15 (6+9) 295 80 (60 + 20) 1 200 (100 + 100) 295

  2. Methods of Subtraction +10 +8 +1 29 30 40 48 • Children will then continue this method, but without the help of the number line and using larger numbers e.g. 783-356 • 356 360 = + 4 • 360 400 = + 40 • 400 700 = + 300 • 700 783 = + 83 427 • Again, children need to know their number bonds to 10 and 20! A variety of apparatus is often used to support children when learning to subtract. • Next step is to use number lines to COUNT UP eg 48 - 29

  3. Methods of Subtraction……..(continued) • The next step is to begin recording vertically, using partitioning e.g. 81 – 57 = 81 = 80 + 1 = 70 + 11 - 57 = 50 + 7 = 50 + 7 20 + 4 = 24 • This then leads to the standard written method and will involve larger numbers eg 754 – 86 = 754 - 86 668 6 14 1

  4. Methods of Multiplication • Children MUST know their times tables, if they are to be successful at multiplication and division. • By the end of Year 4, most children should know ALL their tables, including the inverses. • Children will begin by using arrays to introduce them to multiplication e.g. = 2 x 3 = 6 = 3 x 2 = 6

  5. Methods of Multiplication (continued….) • This leads to the grid method, where children use partitioning to multiply e.g. 75 x 3 70 5 3 15 210 = 210 + 15 = 225 • Children will then learn to record their work vertically, beginning with partitioning of tens and units e.g. 25 x 17. This leads into the standard written method and larger numbers. 25 X 17 175 250 425 25 X17 35 (7x5) 140 (7x20) 50 (10x5) 200 (10x20) 425 U X U, then the U X T Start a new line because you’re X by 10. Slap in the place value 0. T X U, then the T X T ADD them together. 3

  6. Methods of Division • Yet again, children MUST know their times tables to make division easier. • At first children will group objects into equal groups e.g. 12 ÷ 4 = 3

  7. Methods of Division (continued….) • This leads on to knowledge and use of tables. • 16 ÷ 2 = 2 ÷ 16 • 16 ÷ 2 = 8 because 2 X 8 = 16 / 21 ÷ 5 = 4 remainder 1 5 X 4 = 20 When children start dealing with larger numbers they move onto the CHUNKING method using multiples of the divisor. e.g. 72 ÷ 5 = 14 remainder 2 72 50 10 X 5 22 204 X 5 2

  8. Methods of Division (continued….) 2685 ÷ 79 = 33 remainder 78 2685 79010 X 79 1895 79010 X 79 1105 79010 X 79 315 1582 X 79 157 79 1 X 79 78 2685 237030 X 79 315 2373 X 79 78

  9. Methods of Division (continued….) ‘Bus stop’ method – this is used for small numbers for ‘easy’ division 020 • 300 How many 15s go into 3? 0 Carry the 3 over How many 15s go into 30? 2 How many 15s go into 0? 0 Standard Method of Division 022 17 376 34 036 34 2 Answer: 22 remainder 2 This method is then extended into having a decimal as the answer rather than a remainder / 3 /

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