St Mary and St john numeracy parents’ evening january 2013

1. St Mary and St john numeracy parents’ evening january 2013

2. Introduction Aims : • To look at how children calculate • To explain how we teach Numeracy in our school • To help you to support your child in their Numeracy learning

3. What is your experience of numeracy or maths? Was it… • I could never do Maths. • Loved it! • It comes naturally to me. • Rote learning/times tables Do you fit into one of these…?

4. Dfe 1999 (more than 10 years ago but still relevant…) ‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’

5. Think of a number between 1 and 9 Multiply the number by 9 Add the digits Minus 5 Use the number and count the letters of the alphabet to match the number e.g. 1=a, 2=b Think of a country starting with that letter Use the second letter of your country to think of an animal Put your hand up if you ‘ve got an .. Elephant! Its giving children the buzz and reaction from the simplicity of e.g. the 9 times table Ice breaker:

6. Learning styles • Kinaesthetic – this involves memorising through movement • Visual – some children have a good visual memory and can see facts on the page • Aural – some children remember things by hearing them repeated • Written – writing facts can help the facts travel from the pencil to the paper • Pattern – some children find it much easier to recall facts when they understand the structure of patterns in which they are embedded

7. Four Calculations areas The overall aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose the most effective and efficient strategies to work out the answers. • Addition • Subtraction • Multiplication • Division

8. Key vocabulary

9. Examples of how your child might solve an addition calculation • Mental calculation supported by: Jottings Number lines Empty number lines • Understanding of addition as: expanded method compact method

10. Have a go.. Some ‘Tools of the trade’! Head (mentally) Fingers (real objects) Biggest number in your head and count on with fingers Number bonds to 20 Counting in number patterns e.g. 2 4 6 8 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings Number lines 2 + 1 = 5 + 4 = 12 + 6 = 19 + 1 = 36 + 10 = 49 + 9 = 249 + 100 =

11. jottings

12. Number lines from Reception to Year 1 Empty number lines – from the end of Year 1 onwards…

13. Expanded method

14. Compact method

15. Have a go.. Some ‘Tools of the trade’! Head (mentally) Fingers (real objects) Biggest number in your head and count on with fingers Number bonds to 20 Counting in number patterns e.g. 2 4 6 8 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings Number lines 42 + 36 = 56 + 28 = 63 + 79 =

16. Examples of how your child might solve an subtraction calculation • Mental calculation supported by: Jottings Number lines Empty number lines • Understanding of subtraction as: expanded method compact method

17. Jottings

18. Number lines – Reception and Year 1 Empty number lines – from the end of Year 1 onwards… 45 – 23 =

19. Expanded method

20. Compact method

21. Have a go… 69 – 42 = 73 – 38 =

22. Examples of how your child might solve a multiplication sum • Mental calculation supported by: • Jottings Number lines Number patterns • Understanding of multiplication as: an array repeated addition grid method expanded method compact method

23. Jottings I have 2 bags with 3 apples in each. How many apples altogether?

24. Children should be able to calculate a multiplication using an array 5 x 3 3 x 5 Using repeated addition 5 5 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

25. Grid method of Multiplication 38 x 72 2160 + 576 2736

26. Expanded method

27. Compact method

28. Examples of how your child might solve a division sum • Mental calculations supported by: Jottings Number patterns • Understanding division as sharing and grouping. • Expanded method • Compact method

29. Sharing 8 dolls shared between 2 children. How many do they have each? Grouping There are 6 sweets. How many people can have two sweets each?

31. Expanded method ( chunking)

32. Compact method

33. Up to Year 3 the emphasis is on: • working mentallyor using tools • calculations recorded in horizontal number sentences • some jottings for more challenging numbers • Models and Images or pictures In Year 3-6 children will be gradually taught more formal written methods of calculation but they will still use mental methods and jottings where appropriate.

34. Know your tables • Year 2: 2X 5X 10X • Year 3: 2X 3X 4X 5X 6X 10X • Year 4: Derive and recall division facts for all tables up to 10 x 10 • Year 5 and 6: Derive and recall quickly all division facts for tables up to 10 x 10

35. WEB SITES • www.counton.org has lots of ideas and games to play. • www.bbc.co.uk/schools games to play and links to many subjects.( Click on Bitesize KS1 infants, KS2 juniors) • www.woodlands-junior.kent.sch.uk/ • www.crickweb.co.uk/ • http://www.mathletics.co.uk/ -children from Year 1 to Year 6 are provided with a password and user ID. Please speak to your child’s class teacher if necessary

36. Any questions? Parent Booklet Please fill in an evaluation form