Helping Our Children To Achieve Welcome Maths is FUN!

1. Helping Our Children To AchieveWelcome Maths is FUN!

2. How Maths teaching has changed • To give children the chance to explore ways of finding an answer, and being able to explain why it works • To give them the key skills needed to solve real world problems and examples • To provide opportunities to apply these skills in practical situations

3. Developing understanding • Prompting thinking & questioning • Providing opportunities to manipulate, experience and see (use of resources) • Develop thinking through investigation • Reasoning and making connections • Engaging in talk • Enabling learning through drawing attention to. • Encouraging children to make links and generalise

4. Changing attitudes towards Maths . . .

5. Right then, time for a warm up! 5 12 21Which is the odd one out, and why? No hands up! 1 min talk to a neighbour! Everyone has generalised!

6. FS and KS1 Mental Arithmetic The emphasis in KS1 is on mental arithmetic BUT based on practical activities. Useful things to practise at home include: • Doubles and halves • Bonds of 10, 20 and 100 • Adding 2 small numbers • Adding or subtracting • Using different vocabulary

7. KS2 Mental Maths H T U Times tables and division facts Number bonds up to 100 Doubling and Halving Rounding and estimating x 10, x 100 (DON’T ADD A 0!)

8. STRONG MENTAL CALCULATION STRATEGIES • Quick recall of • Number bonds to 20, 50 and 100. • Times tables knowledge • 2x, 5x, 10x • 3x, 4x, • 6x, 8x, 9x • 7x

9. When ready, the children will move on to more formal written methods. • Moving to written procedures too fast can mean: • Children add/subtract the digits in a column by rote, without understanding what their value is, or what a sensible answer is likely to be • Children who rely on written procedures can be more likely to look for a calculator when stuck, not a mental strategy • Children can hide their understanding of mathematical concepts behind having a good memory for procedure.

10. Written Methods for larger numbers, or too many numbers to deal with mentally What? Why? When? Where? How? We will attempt to touch on as many written methods as we can in the time we have. Please stay at the end and ask if you are unsure or have any further questions.

11. resources to support understanding

12. Addition • Counting on using objects • Counting on using number line / tracks • Counting on using a hundred square • Blank number line (bridging) • Partitioning • Column addition

13. Addition Plus Total 48 + 35 All together Sum More than

14. ADDITION: Number tracks / lines

15. Addition : Number lines

16. ADDITION : partitioning • 36 + 45 = 30 + 40 + 6 + 5 • = 70 + 11 • = 81 • or • 36 + 45 = 36 + 40 + 5 • = 76 + 5 • = 81 • Use of dienes blocks can support this.

17. Stage 2: Partitioning continued • Partitioned numbers are then written under one another. This mirrors the column method and also links mental methods.

18. ADDITION : Vertical : column addition

19. Try these out on your table using the resources • 2 more than 9 • 5 + 8 = • Total of 25 and 41 • 74 plus 27 • 134 + 217 =

20. Subtraction • Counting back using objects • Counting back using a number line • Counting back using a hundred square • Blank number line • Partitioning Subtract Minus Less than Take away Fewer than

21. SUBTRACTION: Number lines

22. SUBTRACTION: • 73 – 26 =

23. SUBTRACTION • COUNTING BACK • 85 - 37 = - 7 -30 48 55 85 Or finding the difference

24. Counting on • 354 – 188 =

25. End of year 4

26. Examples : try these! • Find 2 less than 7 • What is 27 – 13? • 62 – 45 = • Take away 19 from 96 • 72 – 46 • What’s the difference between 87 and 105? • How would you tackle this number sentence? Can you explain your method?

27. Multiplication • Doubles – objects / beadstring • Counting in steps of 2,5,10 • Counting objects • Pictures • Number lines • Times tables • Arrays • Grid method Groups of Multiply Times Lots of

28. Arrays and numberline • Children represent by drawings, counters, cubes and begin to link to number line as repeated addition

29. 8 x 23 = 8 x 10 + 8 x 10 + 8 x 3 = 80 + 80 + 24 = 184 This develops into the grid method. 8 x 23 =

30. leading to

31. Lots of Multiplication Product Double 7 5 times 6 3 lots of 4 23 x 7= 13 x 24= Times Multiply Repeated Addition Array

32. Division • Halving • Sorting hoops and objects • Pictures • Related times tables facts share Group divide

33. Division ‘84 sweets shared equally between 6 children’ How many 6’s go into 84? 84 divided by 6? 84 shared by 6? There is no need to divide! Use your tables knowledge!

34. Examples

36. Use of ‘I know’ boxes • I know: • 10 x 7 = 70 • SO • 20 X 7 = 140 • (I HAVE 56 LEFT) • 8 LOTS OF 7=56 • SO • 196  7 = 28 ( AS I KNOW 28 X 7 = 196)

37. Helping at home Some Dos… …And Some Don’ts! • Play (maths) with your child • There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox • Let your child win or be better than you • Otherwise all they learn is that you are better at maths than them • Recognise that there is more than one way of doing calculations • You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded • Be an actor • Get excited about maths and your child will get excited too • Don't expect them to understand after you've explained it once • It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer • Don't tell them you are hopeless at maths • You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important” • Don't get into an argument over homework • It will be something that your child has covered in class, and if they really can't do it without a lot of tears and frustration, leave it and LET US KNOW! Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)

38. Helping at home KS1/ FS • Play board games • Cook – measuring and weighing • Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! • Money • Comparing heights • Birthdays, Months of the year, Days of the week • Time

39. Props around the house KS2 • A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. • A traditional wall calendar-Calendars help with counting days, spotting number patterns and • Board games that involve dice or spinners-helps with counting and the idea of chance • A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting • A calculator- A basic calculator will help with maths homework when required, there are also many calculator games you can play, too. • Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial • Dried beans, Macaroni or Smarties- for counting and estimating • A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc • A large bar of chocolate (one divided into chunks)- a great motivator for fractions work • Fridge magnets with numbers on- can be used for a little practice of written methods • Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing • Unusual dice- not all dice have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting • A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting. Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)

40. Homework! • Related to classwork • Use method shown in class • Check with teacher if unsure! • It’s the child’s responsibility to complete their homework!