KS2 Mathematics Parent Workshop November 2015 Mrs Adrien – Assistant Head of Teaching and Learning Miss Campbell – Head of Maths

Contents The New Curriculum – what’s new in Key Stage 2 Addition and subtraction – including calculation methods and progression Mental Mathematics End of Year Expectations Your turn to have a go/Using and Applying Year 6 SATS Problem Solving How you can help at home Online applications

Aims Enable you to understand the changes occurring in mathematics due to the new curriculum Provide you with a greater understanding of how mathematics is taught in school and progression of addition and subtraction through Key Stage 2. Enable you to see the types of different questions children are asked in their assessments. See the importance of mental mathematical skills and the strategies children are taught. Help you understand how you can help your child at home.

The New Curriculum - More cross curricular Greater links with Computing In each year group the expectations are higher Problem Solving no longer taught discretely but embedded within each area/domain of mathematics Divided into Lower Key Stage 2 and Upper Key Stage 2 The 2016 assessment tests will be based on the new curriculum content

The New Curriculum New Expectations By the end of year 4 pupils should memorise their multiplication tables up to and including the 12 times table show precision and fluency in their work By the end of year 6 pupils should - Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. -Pupils should read, spell and pronounce mathematical vocabulary correctly.

Addition and Subtraction Calculation Methods and Progression

The 4 operations Why so many methods? - Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

Addition Addition – Lower KS2 Number Lines: You can see the two methods children are taught either partitioning and adding on the tens first or bridging through multiples of ten – using the number bonds they learnt in KS1

Addition Addition – Lower KS2 Partitioning: Partitioning means splitting the number into the tens and units. 48 + 36 = 40 + 30 = 70 40 + 8 8 + 6 = 14 30 + 6 = 84 70 + 14 = 84 You can see the different layouts here, the one in blue leading into the formal column method of addition.

Addition Addition – Lower KS2 Expanded methods in columns: Children’s understanding of place value has to be secure. 48 + 36 = 84 4 8 3 6 + 1 4 – adding units first 7 0 – adding tens 8 4 It is vital children are secure with their place value so they can put the digits in the correct column.

Addition Addition – Upper KS2 Column Method: This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 48 + 36 = 84 4 8 3 6 + 8 4 1 carrying ‘ten’

Addition Addition – Upper KS2 - Column Method This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 379 + 92 = 471 3 7 9 9 2 + 4 7 1 1 1 carrying ‘ten’ and ‘one hundred’ This is extended to addition od decimals where children learn to use a zero as a place holder e.g. 34.5 + 27.43 needs to be 34.50 + 27.43

Addition

Addition 1) Calculate 1202 + 45 + 367 2) Calculate 8.52 – 7.78 3) Write in the missing digits.

Subtraction Subtraction – Lower KS2 Counting On ‘Finding the difference’ Count on from the smallest to the largest once again bridging through ten or a multiple of ten. + 30 + 4 + 2 38 40 70 74 Due to the larger numbers involved children learn to subtract by finding the difference. They use a number line to assist them – continuing from Year 2. 74 – 38 = (2 + 30 + 4) = 36

Subtraction Subtraction – Lower KS2 Partitioning: Children will partition the smaller number. First subtracting the tens and then the ones.

Subtraction Subtraction – Lower KS2 Partitioning: And also partitioning both numbers. Obviously this method only works when the number being subtracted is smaller than the number it is being taken from.

Subtraction Subtraction – Lower & Upper KS2 Column Method – Decomposition: This method is the most efficient for subtraction. However it relies on the children’s understanding of place value due to the need to ‘borrow’ tens or hundreds if the number being subtracted is larger than the number being subtracted from.

Subtraction Subtraction – Lower & Upper KS2 Column Method – Decomposition: 7 6 3 9 – 3 7 1 1 2 3 7 8 4 – 1 5 3 6 ⁄ 1 ⁄ Borrowing ‘ten’ not 1 This leads onto the common column method or decomposition. Children are introduced to this method using Dienes apparatus so there is a visual representation of the digits and children can physically more the ten into the ones column. It is vital children have a secure understanding of place value to enable them to ‘borrow’

Subtraction Subtraction –Upper KS2 Chn need to be taught to be careful how they set out the numbers when calculating with decimals. They are taught the decimals REMAIN in the SAME PLACE

Subtraction Now it’s your turn! Liam spends £14 altogether on the Big Wheel and the Rollercoaster. He goes on the Big Wheel twice. How many times does he go on the Rollercoaster? Level 4 Questions

The Four Operations Now it’s your turn! Dev and Joe each buy a book. Dev pays with a £5 note and gets £1.05 change. Joe’s book costs £7 How much more does Joe’s book cost than Dev’s book? Level 4 Questions

Mental Mathematics It is essential children have secure knowledge and recall of mental facts including: Place Value including decimals Number bonds Times tables from 0 to 12! Corresponding division facts Rounding to enable estimation of answers

Mental Mathematics Mental Mathematic Strategies: Use number bonds to 10, 20 and 100 transferable to 1,000 and decimals Multiplication and division by 10, 100, 1,000, 0.1 Use doubles and near doubles Partition into thousands, hundreds, tens and units Adding near multiples of 10. Adding the multiple then add or subtract 1 Subtracting near multiples of 10. Subtracting the multiple then subtracting or adding 1. These are transferable to multiples of 100, 1,000 etc.

Using and applying knowledge and skills Problem Solving Using and applying knowledge and skills Problem solving involves chn using and applying the knowledge and skills they have been taught. Chn are taught to use their RUCSAC to help them solve problems. Problem solving ensures chn: Understanding mathematical vocabulary Applying strategies taught Explaining process Reasoning for why doing that Justifying answer

Explaining, Reasoning & Justifying Now it’s your turn! Three whole numbers add up to 50   Seb says,‘All three numbers must be even numbers.’ Is Seb correct?
 Circle Yes or No.  Yes / No Explain how you know. Level 5 Questions

Level 6 SATS Now it’s your turn! Find the value of t in this equation. Algebraic equations Questions where mathematical reasoning and explanation required Level 6 Questions

Level 6 SATS Level 6 Questions Understanding angles along parallel lines – corresponding, alternate Know formulae for area of circles, parallelograms and triangles Level 6 Questions

How you can help at home Handout on webpage Maths vocab on webpage

Any other questions? Thank you