WELCOME ‘ Mathematics is a creative and highly inter-connected discipline that has developed over centuries, providing the solution to some of history’s most intriguing problems.’ (National Curriculum in England, Sept. 2013)

 Aims: ◦ Become fluent in the fundamentals ◦ Reason mathematically ◦ Solve problems by applying their mathematics ◦ Depth of understanding before acceleration through new content  Challenge will be through the use of rich and sophisticated challenges focussing on the application of knowledge

 Curriculum content divided into domains ◦ Number – place value, addition and subtraction, multiplication and division, fractions ◦ Measurement ◦ Geometry – properties of shapes, position and direction ◦ Statistics (Y2 onwards) ◦ Ratio and Proportion (Y6) ◦ Algebra (Y6) Investigations and problem solving to promote inter- connections used throughout.

Concrete objects Pictorial representations Mental methodsWritten methods Mental methods – securing children’s fluency, enabling them to use numbers efficiently. Ensure a good understanding of place value. Use number lines and grid methods for multiplication Written methods – progressive approach. Initially using expanded methods Mental v’s written – using a written method does not make you a better mathematician!!

2 + 3 = I buy 2 cakes and my friend buys 3 cakes. How many cakes did we buy altogether? (Children could draw a picture to help them work out the answer) = 8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now? (Children could use dots or tally marks to represent objects – quicker than drawing a picture) pictures symbols

 Counting on =

(+ 2) (+ 3) (+ 30) = 82

= = = = 84

5 – 2 = I have five cakes. I eat two of them. How many do I have left? A teddy bear costs £5 and a doll costs £2. How much more does the bear cost? (Take away) (Find the difference) 13 – 5 = Mum baked 13 biscuits. I ate 5. How many were left? Lisa has 13 felt tip pens and Tom has 5. How many more does Lisa have? Drawing a picture helps children to visualise the problem Using dots or tally marks is quicker than drawing a detailed picture (Take away) (Find the difference)

43 – 43 – 20 = – 3 = – 43 – 20 = – 7 =

Take away 74 – 26 = − 20 − − Find the difference

to subtract 7 units we need to exchange a ten for ten units = = = = Red Alert

Counting in steps of …… Using pictures and symbols 3 x 2 = 6 Knowing multiplication facts 2 x 4 = 8

Repeated addition Rectangular array = 8 4 x 2 = 8 2 multiplied by 4 4 lots of 2 14 x 2 = 28 5 x 3 or 3 x 5

14 x 2 = x 6 = x

64 x 34 = x 24 = 8928 TU x TU HTU x TU

x x ( 372 x 20) ( 372 x 4) Multiplying 4 x 2 then 4 x 70 then 4 x 300 etc 372 x 24 = 8928 HTU x TU Long Multiplication

Sharing or grouping? 6 cakes shared between 2 6 cakes put into groups of 2 6 ÷ 2 = 3

15 ÷ 5 = – I wonder how many 5’s? Linking an array to division

Repeated subtraction using a number line 12 ÷ 4 = ÷ 6 = 24 r 1 With remainders (10 x 6) (4 x 6)

Now for chunking! 100 ÷ 7 = 14 r ( 10 x 7 ) ( 4 x 7 ) ÷ 7 = ( 50 x 7 ) ( 20 x 7 ) ( 4 x 7 ) 0 Fact Box 1 x 7 = 7 2 x 7 = 14 5 x 7 = x 7 = x 7 = x 7 = x 7 = 700 What facts do I know about the 7 times-table? 560 ÷ r (20x24) (3x24) 8

291 ÷ 3 = ÷ 7 = ÷ 15 = Long division