Strengthening Progress in Year 4

1. Strengthening Progress in Year 4 Louise Grattage & Elizabeth Huggett Maths Team

2. To develop awareness of the range of mental strategies used in Y4 To strengthen progress and achievement in Y4 with a focus on Ma2 To consider a range of models and images to support the teaching and learning of mental calculations Session 1

3. Strands in the Renewed Framework 7 Strands 1.Using & Applying Mathematics 2.Counting & Understanding No 3.Knowing & Using No facts 4.Calculating 5.Understanding shape 6.Measuring 7.Handling data

4. Y4 Learner

5. The introduction of written methods that build on earlier practical, mental and visual work, and consideration of why some calculation methods are more efficient than others, helps children to develop their evaluation skills. (pg7 Y4 The Learner) Key aspects of learning

7. Supporting material for mental calculation booklets

8. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental calculation strategies

9. Counting Joe Interactive Essentials Counting forwards and backwards Children’s counting skills should always be slightly more advanced than their calculating skills. If children are not confident with counting higher numbers they may find it difficult to calculate with such numbers.

10. Interactive Essentials

11. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental calculation strategies

12. 34 + 53 = Partitioning – using multiples of 10 and 100 Gordons - Add vertical expanded with PV cards Gordons – Add number line

13. Partitioning – using multiples of 10 and 100 Gordon-Expanded addition

14. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

15. Partitioning – bridging through multiples of 10 Working with larger numbers and informal jottings 6 24 + 8 = 32 2 32 24 56 + 7 =

16. Children need to recall facts within 20 as a pre-requisite skill for adding or subtracting efficiently Partitioning – bridging through multiples of 10 Bridging Shuttle (Topic Box)

17. www.topicbox.co.uk

18. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

19. Compensating Equivalent calculations – Gordon’s calculation balance Gordons – Christmas

20. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

21. Using near doubles

22. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

23. When would bridging through numbers other than 10 be used in Y4?

24. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

25. Calculator space invaders Multiplying by 10 and 100 ITP- moving digits Interactive Essentials

26. Counting forwards and backwards Reordering Partitioning – using multiples of 10 and 100 Partitioning – bridging through multiples of 10 Compensating Using near doubles Bridging through numbers other than 10 Multiplying by 10 and 100 Halving and doubling Mental Calculation Strategies

27. Halving and doubling Gordon’s Function Machine ITP Function Blocks

28. Children use their knowledge of halves of 2–digit multiples of 10 and of even numbers to 20 to calculate half of any even 2–digit number. eg. half of 58 half of 50 plus half of 8 or half of 40 plus half of 18 Year 4 The Learner – Knowing and using number facts

29. Being aware of the range of strategies should ensure teachers: Choose appropriate numbers with which to model and then use Encourage children to consider efficiency of calculations Develop children’s confidence and fluency with a range of strategies In conclusion

30. Session 2: From mental strategies to written calculations

31. Warm up - Bingo Caller www.bingo-caller.com Write 10 different multiples of 10 numbers ranging from 0 to 180. As each number is called, double it, round to the nearest 10, and cross it off your grid. First to get 5 crossed off wins.

32. Bingo

33. To consider the progression in calculations towards an efficient written method To explore the ‘more difficult to learn, difficult to teach’ strategies To introduce a gap task focusing on identifying strengths and development areas in particular calculations. Aims:

34. Strands in the Renewed Framework 7 Strands 1.Using & Applying Mathematics 2.Counting & Understanding No 3.Knowing & Using No facts 4.Calculating 5.Understanding shape 6.Measuring 7.Handling data

35. Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers Calculating Y3 Calculating Y4 Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and £.p

36. SUPPORT RECORDEXPLAIN Why do children need to record a calculations?

37. Children just recording a written answer only allows us to see whether an answer is right or wrong, it doesn’t allow us to see the strategies used. Encouraging children to explain their strategies verbally is a strength, however modelling children’s explanations is an important step. For calculations that children can’t do in their heads or with jottings they will need the support of an efficient written method.

38. Progression in Addition Working with larger numbers and informal jottings 56 + = 27 20 7 83 56 + = + +20 +7 +4 +3 56 76 80 ? 83

39. 200 + 30 + 7 100 + 80 + 5 300 + 110 + 12 = 422 237 + 185 Children use the skills of partitioning to support the expanded method of calculation:

40. As children become more confident in using expanded methods, recording as much detail becomes less essential. 237 + 185 422 1 1

41. Progression in Subtraction a) Working with larger numbers 734 - 257 = 477 400 34 40 3 257 260 300 700 734

42. b) 734 - 257 3 260 40 300 400 700 + 34 734 477 734 - 257 or a)

45. 96 ÷ 7 a) Chunking up

46. 96 ÷ 7 b) Chunking back

47. c) Chunking back 7) 96

48. Which of these methods do you prefer? Why? or

49. www.learningclip.co.uk

50. Division by grouping Interactive essentials