Shall I use a pencil and paper method? Cantref Primary School Parents Meeting for Progression through Calculations Spring Term 2015 Shall I use a pencil and paper method? Do I need jottings ? Can I do it in my head? Do I need to use a calculator?

Overview Up to Year 3 the emphasis is on: working mentally, calculations recorded in horizontal number sentences some jottings for more challenging numbers 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.

Let’s warm you up first with a spot of Big Maths Beat That! 4 Calculation areas A Let’s warm you up first with a spot of Big Maths Beat That! Addition Subtraction Multiplication Division S M D

‘Learn Its’ at Cantref

Multiplication - Progression Mental calculation supported by: Jottings Number lines Modelling of method by teacher Understanding of multiplication as: an array repeated addition scaling Grid method Demo use of number lines with equal jumps to support in mental and oral and develop understanding Arrays on egg boxes, bun tins etc. ITP Demo grid method, have a go, discuss when introduced for policy. Discuss do ch move onto traditional compact method, stress benefits of grid method for long multiplication and the fact that ch can continue with this into Y7

Multiplication Children will experience equal groups of objects and will begin to count in 2s, 10s and 5s. They will work on practical problem solving activities involving equal sets or groups.

Show on bead bar or on a number line: 3 x 5 = 5 + 5 + 5   3 x 5 = 5 + 5 + 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Children need to learn through practice that multiplication can be done in any order. For example: 3 x 5 = 15 and 5x3 = 15

Using Arrays   Children should be able to model a multiplication calculation using an array. 3 x 5 = 15 5 x 3 = 15

Grid Method of Multiplication 38 x 72 X 70 2 30 2100 60 8 560 16 2160 + 576 2736 TU x U HTUxU TUxTU Multiplication with decimals HTUxTU

Division - Progression Mental calculations supported by: Jottings Number lines Modelling of method by teacher Understanding division as sharing and grouping. Chunking Demo ITPs,

Early Division Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

12 ÷ 3 = 4 3 3 3 3 Grouping or repeated subtraction There are 6 sweets, how many people can have 2 sweets each? Repeated subtraction using a number line or bead bar 12 ÷ 3 = 4 3 3 3 3 0 1 2 3 4 5 6 7 8 9 10 11 12

Number line division 72 ÷ 6 = 12 0 60 72 (10 x 6) (2 x 6)

Chunking Division is repeated subtraction. Chunking uses knowledge of times tables to take away ‘chunks’ from a number. 96 ÷ 4 = 24 leading 427 ÷ 7 = 61 Let me demonstrate on the board…powerpoint tools and this method are not a great mix!

Step 3: Standard Method 22 1 1 6 1 3 2 Children would be encouraged to check division calculations by using the inverse operation eg 22 x 6 = 132 (20 x 6 = 120 2 x 6 = 12 120 + 12 = 132

Parents/Carers can help by … Counting with your child Playing number games Involve your child in shopping activities Involve your child when taking measurements or weighing items Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc Give your child opportunities to use money to shop, check change etc Talking about the mathematics in sports. e.g. How many points does your favourite team need to catch the next team in the division? When helping your child calculate, use the method that they have been taught at school. Children will relish being able to ‘teach’ us! Keep key skills on the boil – tables, number bonds to 20, telling the time.

Maths Vocabulary