Y3 Numeracy Presentation

1. Y3 Numeracy Presentation What we are doing in school and how you can help.

2. The aim • The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this children need to learn quick and efficient methods, including appropriate written methods.

3. In daily maths lessons... • pupils are encouraged to use mental calculation strategies • they practise recall of number facts to become faster and more accurate • children are more aware of the strategies they use to calculate • they use vocabulary correctly • they are more confident about maths • maths is more fun!

4. Learning written methods is not the ultimate aim. • Mathematics is foremost an activity of the mind; written calculations are an aid to that mental activity. • Maths aims to develop children’s mental strategies and then written methods that derive from and support mental methods. • We don’t want the situation where children are able to complete pages of sums without understanding what is happening.

5. We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use an expanded or compact written method? Do I need a calculator?

6. Place ValueWhat do we mean when we talk about Place Value..?Simply – recognizing that the value of a digit is determined by its place in a number. TH H T U In written work, always try and keep these columns neatly arranged. 1 3 2 5 3 2 5 1 3 2 5 4

7. Partitioning What does the word mean..? Breaking a number up according to its place value. (typically to make addition, subtraction and multiplication easier). 3276 is 3000 + 200 + 70 + 6 and 52 x 3 becomes 50 + 50 + 50 and 2+2+2 …

8. Vocabulary • Children hear more maths questions than they read. It is important that they understand the range of vocabulary involved. For example, the ‘+’ sign may be said as……. plus, add, more than, greater than, altogether, total etc

9. +10 +10 +10 +10 +7 76 96 106 116 123 86 + 40 + 7 116 123 76 Addition • 76 + 47 =

10. 358 + 473 358 + 473 831 1 1 Addition 358 + 473 = 11 8 + 3 120 50 + 70 700 300 + 400 831

11. Have a go!!! • I have £257 in one bank account and £468 in another. How much is this altogether? • A sunflower measures 1.94m. By Friday it has grown 38cm. How tall is it now?

12. 19 20 23 33 43 -1 -3 -10 -10 Subtraction Imran has 43 marbles; he gives 24 away to his friends. How many does he have left? 43 – 24 = 19 marbles

13. +5 +30 +3 93 90 55 60 Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = 38p more

14. Have a go!!! • There are 83 children on the playground. 37 go in for their lunch. How many are left outside? • There are 7000 spaces in the car park. 3756 cars go in. How many spaces are empty?

15. Multiplication 47 x 8 = x 40 7 8 320 56 376

16. Times tables • Finally! Some old fashioned Maths teaching! • Nothing has changed... Children need to learn their times tables. • Without their times tables they may know the method for multiplication, but still arrive at a wrong answer. • Rote learning

17. Everyday ways to improve your child’s (and your!) maths • A prominent clock in the kitchen – ideally analogue and digital. • Display a traditional calendar. • Board games that involve dice and spinners – helps not only with counting but with the concepts of chance. • Traditional playing cards – simple games such as snap are a natural way of learning about sorting and chance. • Dominoes – to help with number combinations. • A calculator. • Measuring jugs with scales / kitchen scales. • Dried pasta…or Smarties! – useful for counting large collections to investigate remainders etc. • Tape measure and ruler – involve your child in ‘real life’ situations. • An indoor / outdoor thermometer.

18. How can you help? Talk about how you do maths Be positive Ask your child to explain Give praise and encouragement Make sure maths is fun!