Mental Maths Evening

A very, very warm welcome to all of you

Good news! Congratulations to Mrs Batory our Maths Leader

Congratulations also to Mrs Hadaway, our Deputy Head and to Miss Bone, our Literacy Leader

Our aims for this evening For you to feel more confident in helping your child with their mental maths skills For you to be able to ‘engage’ with your child’s maths learning For you to enjoy the evening and feel you have learned something For you to know where to go if you need help in the future

Lots of parents (and some teachers) tend to be more negative about Maths than any other curriculum subject Why?

‘I was never very good at maths so my child won’t be’ ‘His dad/mum is the maths person’ ‘It’s boring’ It doesn’t make sense’ ‘I can’t understand it’ ‘When do you need to do this in real life?’ FEAR!

Your children need all the help they can get to: Enjoy mathematical activities Feel confident in tackling mathematical problems in everyday life Become creative thinkers Be motivated to learn BE TESTED!

Let’s empathise with them...

How can we help them to become as confident as possible in mathematics? Number bonds Multiplication and division facts Inverse operations, relationships, patterns Place value and partitioning Numberlines and jottings Estimation

Lots of practice and praise!

add plus more than increase total sum altogether double How many more? and

Doubles and near doubles = 12, = 13, 6 = 5 = = 70, = 71 etc Multiples of 10 and multiples of 5 which add up to 100… , etc Number bonds up to 10 Eg, = 2, 1+ 1 = 2… = 10, = 10 Numbers bonds up to 20 All bonds to 11, 12, 13 …20

= ? Writing operations and solving problems using ‘informal methods’ Firstly, encourage mental strategies (starting with the higher number, counting on, looking for pairs which make 10, verbal discussion about the method used to get an answer, checking!) On Monday morning, Beech get 4 housepoints, Chestnut get 3, Oak get 6 and Willow get 7. What is the total number of housepoints given?

Simple, informal jottings… use of a number line = ? X If another way has been used, encourage discussion about the method and talk about how effective it is.

The link between addition and subtraction

5 + 4 = = = 4 9 – 4 = Number triangles are BRILLIANT. Know 1 FACT, know 4 FACTS! They will help you a lot with all operations 2 x 4 = 8 4 x 2 = 8 8 ÷ 2 = 4 8 ÷ 4 =

The importance of understanding PLACE VALUE

25 2 Tens and 5 Units PLACE VALUE – Tens and Units… What is the value of each underlined digit in the following numbers? Hundreds, 9 Tens and 3 Units Can you add single units to any number? Can you add multiples of 10 to any number Can you add multiples of 100 to any number?

= = = = = = = = = = = = = = = = = =

Being able to split a number into Hundreds, Tens and Units is VERY IMPORTANT! This is called ‘partitioning’ and ‘recombining’ 28 -> 2 tens and 8 units 49 -> 4 tens and 9 units 384 -> 616 -> 902 -> 7 tens and 3 units = 6 tens and 2 units 3 hundreds and 7 units = = =

Different ways of adding up – mentally and with jottings…

Using a ‘mental’ or empty numberline = = 47 + (20 + 4) = X

Getting quicker… = = 47 + (20 + 4) = 47 X

And more difficult… = = 74 + (30 + 8) = 74 X

A different strategy… = Add the tens together and then add the units together ( ) + (6 + 2) = = 68

Larger numbers – crossing the hundreds boundary… = Add the tens together and then add the units together ( ) + (7 + 6) = = 173

Vertical Layouts – Formal Written Methods (Year 4 ish)

Only starting this when confident with stages so far! Wherever possible, children should be encouraged solve problems mentally. Vertical addition should only be used as the problems become too complicated to solve mentally… Easy! - a MENTAL calculation! Tricky! A written calculation! But I still need MENTAL skills!!!

First steps = ? =

The ‘Expanded’ method

The Compact Method – ‘Carrying’

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Thank you so much for your time..... Please enjoy the classroom activities and ask any questions you like Please complete the Parent View OFSTED questions as soon as possible online