Welcome to Mrs Blands Maths Evening

Life Skill Maths is an important life skill. We want your children to be confident mathematicians who are able to use and apply their learning and to understand that it is fine to make mistakes along the way.

Aims of tonight: To share activities/strategies we teach in this school To help you feel confident to support your child at home.

Mental Calculation The ability to calculate mentally forms the basis of all methods of calculation. This involves instant recall of number facts (+ - x ÷) having a secure understanding of place value and the number system having a range of strategies to apply to a calculation understand the language and rules of maths

Written Calculation Throughout their primary years, children should progress from informal jottings to efficient written methods for each of the four operations. Standard written methods should only be introduced when a child has a secure knowledge and understanding of the process involved and can clearly explain the strategies they have used.

It is ok to make mistakes – this is part of learning!

Addition

Mental Strategies for Addition Secure mental addition requires the ability to recall key number facts instantly (number pairs to 10, 20 & 100, doubles etc) and to apply these to similar calculations recognise that addition can be done in any order and use this to add mentally different combinations of one and two digit numbers partition two-digit numbers in different ways, including adding the tens and units separately before recombining understand the language of addition including more than, sum, plus, greater than, total, altogether ….

Children need to be confident adding practically first. For example Give a child 3 apples and say how many will you have if you have one more? EYFS to Year 1

Pictorially Once a child as a solid understanding of addition practically they can then begin to record pictorially. + = Year 1 to Year 2

Even when a child moves on to using written methods if they get stuck ask them to draw pictures. This helps them to understand the problem!

Written methods for Addition Stage 1: The empty number line The empty number line helps to record the steps on the way to calculating the total. The steps often bridge through a multiple of = = 84 or:

Written methods for Addition Stage 2: Partitioning The next stage is to record methods using partitioning. Partitioning both numbers into tens and ones mirrors the column method where ones are placed under ones and tens under tens. This also links to mental methods = = = 123

Subtraction

Mental Strategies for Subtraction Secure mental subtraction requires the ability to: recall key subtraction facts instantly (inverse of number pairs to 10, 20 & 100, halves etc) and to apply these to similar calculations mentally subtract combinations of one and two digit numbers understand that subtraction is the inverse of addition and recognise that subtraction can’t be done in any order (it has to start with the larger number) understand the language of subtraction including less, minus, take away, difference between etc

Practical Subtraction Taking away using different objects and materials Counting back on number tracks Use resources to understand relationship between addition and subtraction EYFS to Year 1

Children need to use their understanding of partitioning Eg 78 – 27 = 78 – 20 – 7 = 58 – 7 = 51 Strategies:

Written methods for Subtraction Stage 1: The empty number line The empty number line helps to record the steps in mental subtraction. There are several ways to do this: Counting Back - a calculation like can be recorded by counting back 27 from 74 to reach 47.

Counting Up - the steps can also be recorded by counting up from the smaller number to find the difference

Using and applying Scarves cost £2 each Gloves cost £3 I buy 2 scarves and 1 pair of gloves, how much change do I get if I pay with £10?

Multiplication

Mental Strategies for Multiplication To multiply successfully, children need to be able to: understand multiplication as repeated addition group objects and count up in different amounts record repeated addition as arrays and on empty number lines understand how to multiply numbers by multiples of 10 Key Stage 2 know their times tables to 10 x 10 apply this understanding to more formal methods such as grid method

Written methods for Multiplication Initially multiplication is introduced as ‘repeated addition’ using vocabulary such as ‘lots of’ or ‘groups of’ and real objects or pictures. 3 lots of 3 = 9 leading to 3 x 3 = 9

By the end of KS1 Children count in 2s, 3s, 5s and 10s They use objects, money, stories and songs to learn these eg pairs of socks, playing shop keeper counting out 2ps They understand how to record as repeated addition Eg = 8 or 4 lots of 2 make 8 or 4 x 2 = 8 this is where they learn the x sign Year 2 learn their 2, 5 and 10 times tables

By the end of KS1 Children record jumps on an empty number line 3 lots of

They play games, group objects and look for patterns on number squares They learn doubling and halving facts They learn how to record repeated addition or multiplication as arrays – using cubes, peg boards and pictures. Year 1 and Year 2

By the end of KS1 2 x 4 4 x 2

Division

Foundation Stage Practical activities involving grouping and sharing How should we plant the daffodil bulbs in these 3 pots? Can we share these cakes out fairly? How shall we do it? I am going to divide this apple in half – how many pieces do I have? Lets sort these toys into 2s – how many groups have we made?

Written methods for Division Initially division is introduced as ‘sharing’ using real objects or pictures. Share 10 apples equally between 2 children which eventually becomes 10 ÷ 2 = 5

Key Stage 1 Continue to practically group and share Record in pictures Count patterns and equal groups Learn alongside multiplication

Share 12 sweets between 4. How many does each child have or

Or!

Always ask the class teacher to explain a method if you need help to support your child. The more practical experiences your child has the greater the understanding the child will have and they will be more confident to apply their understanding to problem solving – which is based on real life experiences!