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Maths at Bursledon Junior School

Maths at Bursledon Junior School Parents’ Evening 20 th November 2008 Why is Maths in the curriculum?

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Maths at Bursledon Junior School

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  1. Maths at Bursledon Junior School Parents’ Evening 20th November 2008

  2. Why is Maths in the curriculum? Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. Pupils who are functional in mathematics and financially capable, are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk.

  3. Maths at BJS At BJS, we have Maths for an hour and ten minutes a day. These sessions are taught in ability groups. We assess the children frequently and group them. Currently, we group across years 3 and 4. In the upper school, we have some groups that are single year groups and others which are mixed year 5 and 6, depending on ability.

  4. Maths at BJS Currently we are developing our Maths teaching and learning by improving the following three: • the use of talk in the lessons • the children’s use of tools • the tasks we do in lessons

  5. Problem solving Different types of problem solving – • Finding all possibilities • Logic puzzles • Finding rules and describing patterns • Diagram problems • Visual puzzles

  6. Have a go! Have a go at the problem. Can you tell what type of problem solving you are using to solve it? You may work in pairs if you wish!

  7. Problem solving Word problems 30 children are going on a trip. It costs £5 including lunch. Some children take their own packed lunch, they pay only £3. The 30 children pay a total of £110. How many children take their own packed lunch?

  8. The answer! You could use a table to find the answer:

  9. Calculation Methods At BJS, we teach the children appropriate calculation methods for the four rules, addition, subtraction, multiplication and division. We follow our own progression of skills guidance document that sets out how the children will progress over the four years with us. There is an increased emphasis on informal methods, before the children are taught formal methods.

  10. Calculation Methods Children are introduced to the processes of calculation through practical, oral and mental activities. Over time children learn how to use models and images, such as empty number lines, to support their mental and informal written methods of calculation. These methods become more efficient and succinct and lead to efficient written methods that can be used more generally.

  11. Informal methods • Number lines • Doubling • Halving • Partitioning • Chunking • Grid method • Using knowledge of multiples • Drawing the problem • Visualising the problem • Doing the opposite e.g. if it’s an addition sum do a subtraction sum

  12. By the end of year 6… The overall aim is that when children leave primary school they: • have a secure knowledge of number facts, • are able to use this knowledge and understanding to carry out calculations mentally, • make use of diagrams and informal notes to help record steps when using mental methods, • have an efficient, reliable, compact written method of calculation for each operation, • use a calculator effectively.

  13. Addition • add, addition, more, plus, increase • make, sum, total, altogether • double, near double • how many more to make…? • one more, two more... ten more... one hundred more • how many more is… than…? • how much more is…?

  14. Have a go! Can you work out the following? Three coaches travelled to a local football match. One coach held 59 supporters, another held 58 and the third held 22. How many supporters travelled to the match altogether?

  15. Addition

  16. Addition

  17. Have a go! Can you work out the following? A petrol tanker holds 1985 litres of fuel. It has delivered 289 litres to petrol stations. How much is left in the tanker? Your car holds 41 litres of petrol. Your tank currently holds 29 litres. How many more litres does your tank need to be full up?

  18. Subtraction • subtract, subtraction, take (away), minus, decrease • leave, how many are left/left over? • one less, two less… ten less… one hundred less • how many fewer is… than…? • how much less is…? • difference between • half, halve

  19. Subtraction

  20. Subtraction When children understand the concept of difference, through practical activity, and can confidently subtract by counting backwards they are ready to begin to use ‘counting on’ to find the difference if the numbers are close together. Some more able children may be ready to use this strategy much earlier. Ideally children should be encouraged to look at the numbers in a calculation and decide for themselves whether it is better to count on, or to count back.

  21. Subtraction

  22. Have a go! Can you work out the following? 185 people go to the school concert. They pay £1.35 each. How much ticket money is collected?

  23. Multiplication • lots of, groups of • times, multiply, multiplication, multiplied by • multiple of, product • once, twice, three times… ten times as (big, long, wide… and so on) • repeated addition • array • row, column • double, triple

  24. Multiplication

  25. Multiplication 17 x 3 = 10 x 3 and 7 x 3 or 10 x 3 and 5 x 3 and 2 x 3

  26. Multiplication 17 x 4 = 68

  27. Multiplication Use the grid method to solve short multiplication. 37 x 4 = 148 137 x 4 = 548

  28. Multiplication x 10 10 5 25 x 18 = 450 10 8 256 x 180 = 4608

  29. Multiplication Order to follow: TU x U; HTU x U; TU x TU; U.t x U; HTU x TU Expanded multiplication – makes links from the grid method to a column. Short - 346 x 9 6 x 9 54 40 x 9 360 300 x 9 2700 3114 Long – 72 x 38 2 x 8 16 70 x 8 560 2 x 30 60 70 x 30 2100 2736 Short Long 346 72 x 9x 38 3114 72 x 8 576 4 5 72 x 30 2160 2736 Compact method

  30. Have a go! Can you work out the following? Programmes cost 15p each. Selling programmes raises £12.30. How many programmes are sold?

  31. Division • halve • share, share equally • one each, two each, three each… • group in pairs, threes… tens • equal groups of • divide, division, divided by, divided into • left, left over, remainder • factor, quotient, divisible by • inverse

  32. Division Sharing: How many pencils are on each table if there are four tables and twelve pencils? Grouping: There are 12 pencils in a box. Each child is given 3 pencils, how many children have pencils? There are 12 pencils in a box. Each child is given 3 pencils, how many children have pencils? 12 – 3 – 3 – 3 - 3

  33. Division I have 20 cakes, I can fit 5 cakes in a box. How many boxes will I need? I have 22 cakes, I can fit 5 cakes in a box. How many boxes will I need?

  34. Division I have 48 cakes, I can fit 6 cakes in a box. How many boxes will I need? I have 78 sweets and I give 6 friends an equal amount. How many did they get each?

  35. Division Progression - HTU / U; HTU / TU; TU.t x U

  36. Division

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