St Peter’s Catholic Primary School Maths Information Evening 2016

Aims of the evening To inform you of the Age Related Expectations for each year group To encourage discussion about maths To explain how we teach maths in school To help you understand how IMPORTANT the basics are To give you an opportunity to ask questions

Using three darts can you make 50?

I think of a number and add 6. My answer is negative 7, what number did I start with? Sums and Things for Parents

Well done Lucy How did you think that through ? Sums and Things for Parents Negative 13

How many parents think they are ‘no good’ at Maths?

Who has bad memories of Maths at school? WHY???

What Maths do you use in a day?

Examples of Maths you use in a day Time Measuring Shape and space Percentages Fractions Doubling/halving Calculations Problem solving Money THESE ARE ONLY A FEW EXAMPLES!!!!!!

The Four Operations Addition Subtraction Multiplication Division

Addition Number Bonds-3 + 7= 10, 4+6=10 etc 8+6= = 36 +9= 57+8= =

7 + = 30 7 Addition

Addition Moving on to partitioning… = = = Add the 10’s together. Add the units (1’s) together. Add both answers together, starting with the units.

= Addition Always start with the units !

Did You Understand? 7+8= 16+9= 47+12= =

Subtraction 5-1= 12-7= 26-13= 72-46= =

Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = p more

Subtraction 8.23 – 4.55 =

Subtraction A sports stadium holds 9010 spectators people attend a football match. How many empty seats are there? empty seats

Column Subtraction To be explained……

Can you subtract? 13-8= 37-5= = = =

Multiplication lots oftimesmultiply multiple

Times Tables Children will be learning tables through:  Songs  Raps  Rote learning  Writing them down Understanding multiplication comes from the child understanding that X means ‘lots of’. It is important that the child finds their preferred way of learning tables.

Progression in teaching multiplication = 6 3 lots of 2 = 6 Repeated addition

Progression in teaching multiplication Using a number line x 2 =

Progression in teaching multiplication Arrays are a visual representation. 3 x 2 = 6 lots of = 6

Progression in teaching multiplication 2 x 3 = 6 We can change the numbers around and we find the same answer. 3 x 2 = 6

Standard Written Form For Multiplication

As children move through the school, they are shown different methods to solve multiplication problems. As with all maths strategies, we show the children all of the standard written methods. It is up to them which one they use as we want them to feel confident using it as it can be the difference between getting the answer right or wrong.

THE “GRID” METHOD Children use the term “grid” to describe this strategy. They need to know how to partition numbers they will be multiplying. Partitioning = breaking the numbers into hundreds, tens, units

STEP 1 How many “windows” do I need? 231 x 35= Draw the “grid” X ??? 5???

STEP 2 Start in the bottom right hand corner of the grid. 1 x 5 = 5 Then move up through the grid until all sections of the window are complete. X

STEP 3 Once all the numbers have been multiplied, add the rows together vertically. The total of the numbers is the answer X

THE “COLUMN” METHOD This is the method which you are all probably more familiar with. The children need to be confident with the order in which they carry out this process. The most important thing for them to remember is to put the ‘0’ on the second row if they are multiplying by a 2 digit number.

THE “COLUMN” METHOD – Short Multiplication Write the multiplication out, placing the largest number above the smallest, ensuring that the digits are in the correct columns. 245 x 6 STEP 1

Multiply the unit on the bottom row by all of digits above it. Start with the units. STEP x

STEP 1 Write the multiplication out, placing the largest number above the smallest, ensuring that the digits are in the correct columns. 345 x 56 THE “COLUMN” METHOD – Long Multiplication

STEP 2 Multiply the unit on the bottom row by all of digits above it. 345 x

STEP 3 Place a ‘0’ in the next row in the units column (we do this to ‘hold the place’). Now repeat the same action with the digit in the tens column. 345 X

STEP 4 Now use column addition to add together the two new rows which you have just created - this is your answer! 345 x

Over to you! Have a go at solving the following multiplication problems using both the Grid Method and the Column Method. Whilst you are completing this task think about the following: What knowledge do you need to have to use each of the methods? What are the errors which are likely to occur? Which method do you prefer? 45 x 16 = 675 x 9 = 247 x 23 = 4533 x 15 =

Division divide share group equally

How can you work out a division sum using groups? 12 ÷ 3 – How many 3’s are in 12? Each group has 4 bananas, so 12 ÷ 3 = 4 Dividing Using Groups (no remainders)

There are 18 counters which need to be shared between 4 groups. How many counters should be placed in each group? I’ve shared out 16 which means I have 2 left over. So 18 ÷ 4 = 4 r2 The ‘r’ stands for remainders Dividing Using Groups (with remainders)

Division on a Number Line 15  3 = ? We can solve this by jumping along a number line in lots of 3

15  3 = Draw a number line Start at 0 Hop in jumps of the number you are  by Add up the number of jumps

What about 17  4? So 17  4 = 4r1

Have a go at these using the number line method – remember to start at ‘ 0 ’ 1.42  6 = 2.37  7 = 3.49  6 =

Standard Written Form For Division

As with multiplication, we expose the children to different written methods for division because we appreciate that all children do not learn in the same way. It is then up to the individual child to choose which method they use and it is our job to ensure that they feel confident using the method which they have decided upon.

Short Division Write your sum in the ‘bus stop’; Firstly, work out how many fours fit into 7. Write the answer above 7 and the remainder in front of the next digit of the number to be divided Then count up in fours to see how many now fit into 36 and write the answer above the digit If the divisor does not fit exactly into the final number, you will be left with a remainder to be recorded next to your answer. 3 3

Short Division with remainders Write your sum in the ‘bus stop’; Firstly, work out how many fours fit into 5. Write the answer above 5 and the remainder in front of the next digit of the number to be divided Then count up in fours to see how many now fit into 19 and write the answer above the digit 9, putting the remainder next to this number, following an ‘r’. 1 4r

Long Division Long division requires the children to be competent and confident with their tables, and subtraction, before they can use it as a division strategy Mrs Davies will explain this to you…..

Over to you again……. 36  6= 128  4= 405  15= 1008  18=

The National Picture…… Expected-Meeting the age related expectations Exceeding-Working beyond the age related expectations Emerging-Working towards achieving the age related expectations

The Picture at St Peter’s Mathematics is part of our School Improvement Plan The bar has been raised……. Our aim is for every child to meet the Age Related Expectations If they are working below this we will put support in place this could be-intervention/morning work/learning club/homework If they are working above (exceeding) we will adapt learning accordingly-challenge/homework/small group work/intervention

Next Steps….. Use the information from tonight to support your child Refer to the website Become familiar with the Age Related Expectations (ARE) for Maths