Place value Place value is at the heart of the maths curriculum Ones instead of units Game- Place value battle

Addition- Column method Solve… 35 + 17 = Model Calculations 35 +17 ___ T O 5 2 1 Key vocabulary: exchange Can we exchange any counters?

Addition- Column method Solve… 243 + 368 = Model Calculations 243 +368 ____ 10 1 100 100 100 100 10 1   10 10 1 6 1 1 1 1 100 10 1 Key vocabulary: exchange Can we exchange any counters?

Challenge 9999 + 999 + 99 + 9 + 5

Subtraction- Column method Solve… 35 - 17 = Model Calculations 35 -17 ___ T O 1   10   10   10 1 2 1 1 1 1 1 1 1 1 1 1 1 8 Key vocabulary: exchange Can we exchange any counters?

Subtraction- column method Solve… 234 – 88= Model Calculations 234 - 88 ____ 10 1 100 1 1 2 1 100 100 10 10 10 1 1 1 1 10 10 10 10 1 1 1 1 14 6 10 10 10 10 1 1 1 1 10 10 1 1 Key vocabulary: exchange Can we exchange any counters? You try: 345 – 167= 402 – 58=

Challenge 2 Solve 15000 - 3999

Multiplication 23 × 6 _ 13 8 Solve… 6 x 23 = Model Calculations 1 1 100 10 1   100 10 1 1 10 100 1 10 1 10 23 × 6 _ 1 10 1 1 10 13 8 1 10 1 10 1 1 1 10

Division Solve… 615 ÷ 5 = Model Calculations 5 615 H T O

Division Solve… 615 ÷ 5 = Model Calculations 5 615 H T O 1

Division Solve… 615 ÷ 5 = Model Calculations 5 615 H T O 1 1

Division Solve… 615 ÷ 5 = Model Calculations 5 615 H T O 1 2 1

Division Solve… 615 ÷ 5 = Model Calculations 5 615 H T O 12 1 1

12 3 Division 5 615 Solve… 615 ÷ 5 = Model Calculations H T O 5 615 H T O 12 3 1 1 You try: 936 ÷ 4 =

Intelligent and varied practice Variety of questions to support fluency, reasoning and problem solving. Clear links to a range of concrete and pictorial methods. Starting with number to develop fluency before linking to other topics.

Intelligent and varied practice www.whiterosemathshub.co.uk

Conceptual variation ? 3 5 ? 5 3 3 + 5 = Model Tina has 3 sweets. Bobby has 5 sweets. How many sweets are there in total? 5 3 www.whiterosemathshub.co.uk

Fluency, reasoning and problem solving

Fluency Practising a strategy in a variety of forms Children should not just memorise a single procedure- they need to know why they are doing what they are doing and know when it is appropriate to use different methods. Make connections at the right time in a child’s learning.

Fluency with variation 4 x 8 = 32 x 7 = 56 8 x 5 40 40 ÷ 8 = 5 8 8 8 8 x = 0 Worded questions 64 = 8 x There are 16 daisies. How many pairs can you make? Find the area

Reasoning It requires systematic thinking. Being able to explain a procedure to another. Being able to create their own problem that works.

Reasoning Explain why. Convince me! Odd one out. True or false? Do you agree? What do you notice? Prove it!

Problem solving Engaging with real problems; guessing, discovering, and making sense of mathematics. Exploring lots of different options. Using a system or a strategy. Many answers.

Problem solving

Reasoning or problem solving? Year 3: Using the digit cards in the multiplication below how close can you get to 100?

Reasoning or problem solving? Year 2: Jamie has 5 silver coins in his hand. How many different ways can he make £1 or more?

Reasoning or problem solving? Year 1: A bag is full of digit cards from 1-40 Michelle pulls out a card. What card could she have pulled out? Is this the only option? The difference between the digits is 1

Useful links http://amathsdictionaryforkids.com/dictionary.html http://www.bbc.co.uk/education/levels/zbr9wmn http://www.compare4kids.co.uk/arithmetic.php http://resources.woodlands.kent.sch.uk/maths/index.html http://www.topmarks.co.uk/Search.aspx?Subject=16 http://nrich.maths.org/