1. Parents Numeracy Workshop Strategies for Addition & Subtraction

2. The National Numeracy Strategy Good teaching incorporates: An oral/ mental starter Main teaching focus Plenary ICT Assessment for Learning as well as Assessment of Learning

3. Assessment for learning Shared learning intention Planned success criteria Pupil self-assessment Talk about and explain maths Written and oral feedback

4. Supporting your child at home Think about: The value of children explaining the task to their parents Ways in which the parent supports the child’s learning through listening, encouraging and confirming The quality of work – content and presentation

5. What can a numerate child do? By the age of 11 they should :  have a sense of the size of number and where it fits into the number system  know by heart addition and subtraction facts to 20, multiplication and division facts to 10x10, doubles and halves, complements to 100, multiply and divide by 10 and 100  use what they know to figure out answers mentally

6. What can a numerate child do? (cont.)  calculate accurately and efficiently, both mentally and on paper, using a range of strategies  recognise when it is appropriate to use a calculator- and when it is not- and be able to use one effectively  explain their methods and reasoning using correct mathematical terms  judge whether their answers are reasonable and have strategies for checking them where necessary

7. The aim  The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this children need to learn quick and efficient methods, including appropriate written methods.

8.  Mathematics is mainly an activity of the mind, and written calculations are an aid to that mental activity.  The Numeracy Strategy aims to develop children’s mental strategies and then written methods that derive from and support mental methods. Learning written methods is not the ultimate aim.

9. We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use an expanded/compact written method? Do I need a calculator?

10. 61 + 457800 – 5600 5735 + 36575735 + 3990 83 – 685002 – 4996 538 - 295267 + 267 2.5 + 2.75.1 - 2.78 How do you add and subtract?

11. 16 - 9 1 Mistakes children make:

12. 643 + 274 8117 803 - 526 187 …….and more: 6 1013

13. These equations are carried out horizontally which leads to

14. 76 + 47 = 76 Addition 116 76 + 40 123 + 7 86 +10 96 +10 106 +10 116 +10 123 +7

15. 358 + 473 = Addition 358 + 473 11 120 700 831 358 + 473 831 11

16. Subtraction Imran has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = 4333 -10 23 -10 20 -3 19 19 conkers

17. Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = 55 60 +5 93 +3 90 +30 38p more

18. Subtraction 8.23 – 4.55 = 3.68 8.23 8.00 5.00 4.55 +0.23 +3+0.45

19. Subtraction A sports stadium holds 9010 spectators. 5643 people attend a football match. How many empty seats are there? 5643 5700 6000 9010 57 +300 +3010 3367 564357009010 + 57+300+3010 3367 empty seats 6000

20. Parents Numeracy Workshop Strategies for Multiplication & Division

21. 57 x 278 ÷ 2 43 x 50 742 ÷ 2 36 x 25 700 ÷ 4 18 x 15 65.5  10 8 x 1917 ÷ 5 34 x 75.4 ÷ 6 How do you multiply and divide?

22. Mistakes children make: 76 x 8 5648 67 x 54 268 335 603 101 r 5 7 847

23. Multiplication Early stages Counting in groups of Arrays or repeated addition 3x2 or 2 x3 But also 2X 3= 6 3 x 2= 6 x3=6

24. Multiplication Later Partition 23 x 4 20 x 4 = 80 3 x 4 = 12 92

25. Multiplication More formal methods 47 x 8 = x 407 8 32056376 37 x 46 = x 30 7 40 1200 280 1480 6 180 42 222 1702

26. Multiplying using more traditional methods 27 X 5 135 3 33 X 24 132 660 932

27. Division early on Groups of and sharing But also 6÷3=2 6÷2= 3 ÷2= 3

28. Division 375  43 43 375 47  8 8 47

29. First on a number line 87 ÷ 7 17873 subtract 7x10 or 7 ten times We have subtracted seven 12 times and have 3 left so… 87 ÷ 7 = 12 r 3 subtract 7x2 or 7 twice -70 -14

30. A shop notice states that there are 87 shopping days to Christmas. How many weeks is that? 87 -70 (x10 weeks) 17 -14 (x2 weeks) 3 So it’s 12 weeks (and 3 days) of shopping to Christmas.

31. 432 school children are going on an outing. If each bus takes 15 passengers, how many buses will be needed? 432 -300 (x20 buses) 132 - 90 (x6 buses) 42 So we need 29 buses or 28 buses and some cars! -30 (x2 buses) 12 (people left)

32. Parents Numeracy Workshop Division: mental & written methods Division: mental & written methods

33. Understanding relationships between multiplication & division 17 x ? = 34 ? -:- 5 = 90 ? x 4 = 1600 20 x ? = 8000 ? x 0.5 = 35 640 -:- ? = 32 What operations did you use?

34. Using informal pencil and paper methods to support, record or explain divisions Self adhesive stamps come in sheets of 24. 1.Estimate how many sheets you would need to buy if you wanted 500 stamps. 2.How would we work it out exactly?

35. “Chunking” method Subtracting multiples of 24 from 500. Answer

36. How many coaches would be needed to take 780 people on coaches which hold 42 people each? How could we use the chunking method to answer this question?

37. Rounding up or down after division, depending on the context Calculator activity: 500 -:- 24 = What does the decimal part mean?

38. How many CDs at £11.99 each could you buy with £50? Estimate? Use a calculator What does the decimal part represent? Is there enough money to buy 5 CDs?

39. Strategies for problem solving Read the problem Understand the problem Choose the operation and estimate the answer Solve the problem Answer the question Check the answer

40. Identify and use appropriate operations to solve word problems involving numbers and quantities 89 children are camping. There are 3 tents that each take 9 children and the other tents take 4 children. How many tents taking 4 children are needed, and how many tents are needed all together? Estimate and record working