1. Supporting your Child in Maths

2. New methods of written calculations Based on research of how children best understand numbers and calculation Can be used for large numbers, decimals and negative numbers Experienced children may take shortcuts These methods build up strong visual images, which children can transfer to more difficult concepts such as algebra Alongside these children develop mental methods and using a calculator

3. Number line - addition 27 + 55 = ______________________________ The answer is 82 55 +10 65 +10 75 +5 80 +2 82

4. Number line - subtraction 93 - 27 ______________________________ The answer is 66 66 -4 70 -3 73 -10 83 -10 93

5. Number line – difference What is the difference between 1993 and 4005? ______________________________ The answer is 2012 1993 +7 2000 +1000 3000 +1000 4000 +5 4005

6. Grid method for multiplication 34 x 59 304 50 9 1500200 27036 1700 306+ 2006 In secondary school this method is extended using algebra. The answer to (2a + 3) (a – 2) can be worked out using the grid method.

7. Vertical method - expanded Children who are confident with the way numbers work in the grid method will then progress onto writing it using this method. It is exactly the same as the grid method, but recorded vertically. 59 34x 1500 200 270 36 2006 50 x 30 Note: we do not say: ‘5x3 and two zeros.’

8. Vertical method - compact Here 2 steps are combined together. This is the long multiplication method most of us are familiar with. By teaching the steps of multiplication children understand how the numbers work, rather than just learning the method by rote. 59 34x (59 x 30)1770 (59 x 4)236 2006 2 3

9. Precursors to division

10. Basic Short Division The numbers must be reversed e.g. 360 divided by 9 becomes: 9360

11. Chunking method for division This is also called repeated subtraction and is probably the method that children struggle the most with. It is extremely similar to long division previously taught, but with this method, as with multiplication, pupils understand how the numbers work together, rather than learning a method by rote. (10 x 13) 130 (5 x 13) 95 65 - 13225 - 30 26 - (2 x 13) 4 Total all the chunks of 13 that have been subtracted and then you get the answer of 17 r 4

12. Long division Here is the method I was taught for carrying out long division and there is no reason why children can’t go onto this, but they must be encouraged to think about the numbers they are writing down, rather than just learning the method. This will then enable them to move onto carrying out more difficult division calculations. 13225 13 95 91 - - 17 4 r 4 Here you might think to yourself 13 goes into 22 once with 9 left over. However, to be mathematically correct we should be saying 13 goes into 220 10 times with 90 left over.

13. Helping at home Learning times tables Real life maths Estimating the cost of shopping Reading timetables Weighing ingredients Measuring out liquid Working out change Budgeting for an event Working out time differences Planning furniture for a room Interpreting bar charts and graphs Looking at calendars

14. Date Achieved:_________ Date Achieved:__________ Date Achieved:_________ Date Achieved:___________ Date Achieved:____________ Date Achieved:______ 9. Globetrotters 8. Backpackers Date Achieved:____________ Date Achieved:__________ 10. The Moon Date Achieved:______

15. 1.Europe I can identify, represent and estimate numbers. I can recall and use + and – facts to 20, and use number facts to 100. I can calculate mathematical statements for ÷. I can recognise, find, name and write fractions of a quantity. I can read relevant scales to the nearest numbered unit. I can identify 2-D shapes on the surface of 3- D shapes. I can interpret and construct simple tables. I know the place value of each digit in a 2 digit numbers. I can apply written strategies to problems. I can calculate mathematical statements for x. I can find, name and write fractions of a set of objects. I can compare and order length, mass, volume/ capacity I can identify and describe the properties of 3-D shapes. I can interpret and construct simple block diagrams. I can count, forwards and backwards in 10s from any number. I can apply mental strategies to problems. I can recognise odd and even numbers. I can recognise and write fractions of a shape. I can use different equipment to measure accurately. I can identify the lines of symmetry in 2-D shapes. I can interpret and construct simple tally charts. I can count in steps of 2, 3 and 5 from 0. I can solve simple one step problems with + and -. I can recall and use x and ÷ for the 2,5 and 10 x tables. I can recognise, find, name and write fractions of a length. I use the correct standard units to estimate and measure. I can identify and describe properties of 2-D shapes. I can interpret and construct simple pictograms. Number, place value & rounding Addition and Subtraction Multiplication and Division FractionsMeasuresGeometryStatistics

16. MyMaths.co.uk Parent Workshop Coombe Hill Junior School

17. What is MyMaths.co.uk? -An online bank of maths resources, games and activities tailored to the primary (and secondary) maths curriculum.

18. What is MyMaths.co.uk? - Teachers can set engaging and interactive homework activities for children.

19. What is MyMaths.co.uk? - This will run alongside our regular homework policy. Some weeks will be MyMaths, others will be on worksheets and some a combination of them both.

20. What is MyMaths.co.uk? -Teachers and parents can review pupils’ progress and (in addition to all the other ways teachers assess) can be used as an assessment tool.

21. What is MyMaths.co.uk? -You, your child and their teacher receive instant assessment data. - If you feel you would like your child to do more mathematics at home, you can set them extra tasks to do, at the click of a button.

25. Puffin Academy – Using MyMaths on iPads and iDevices.

27. Parent Logins