2. The aims of this session are: 1.) To explore how the teaching of mathematics has changed in recent years and the implications this has on your children’s learning 2.) To outline the progression in mathematical skills your children go through on their learning journey at Colebrook Junior School 3.) To (hopefully) build your confidence in supporting your child’s mathematical development at home.

3. Let’s start by doing some maths… The Pied Piper of Hamelin is walking through town. He is being followed by a mixture of people and rats. I have counted 600 legs. How many people could there be? How many rats could there be? (There are some of each). Have you found all possibilities? What do you notice about your solutions? It’s not just about the right answer, but the process a child goes through to obtain their answers. Along the way we want them to show their mathematical number skills as a means to further their investigation.

4. We have come a long way since the days of rote learning…

5. What the new National Curriculum states:

6. What’s the problem here? Does the person completing it know why 20 is the answer? Do they understand subtraction as the difference between two numbers? If they make a mistake, are they likely to spot it if they don’t understand exactly what is happening mathematically?

7. What does the progression in mathematics look like at Colebrook Junior School? It is vital that children learn to think mental before written!

8. Maths can seem overwhelming…

13. What does progression in maths look like?

14. Progression in addition: use of number line first (mental)

15. Progression in addition: use partitioning (mental)

16. Progression in addition: expanded column (written)

17. Progression in addition: compact column (written)

18. Key question for children: If I’m adding, can I do it in my head or with jottings first? If so, how? 1.) 45 + 47 2.) 79 + 58 3.) 136 + 242 4.) 15.9 + 2.4 5.) 0.964 + 0.034

19. If I can’t do it in my head, I need to use a formal written method. 1.) 1378 + 536 + 99.72 2.) 36728 + 5531 3.) 13.65 + 9.293

20. Progression in subtraction: understanding it as the difference

21. Progression in subtraction: counting on

22. Progression in subtraction: expanded column

23. Progression in subtraction: compact column

24. Key question for children: If I’m adding, can I do it in my head or with jottings first? If so, how? 1.) 2003 - 1998 2.) 148 - 59 3.) 136 - 24 4.) 15.9 - 2.4 5.) 0.964 - 0.034

25. Key question for children: If I can’t do it in my head, can I use a secure written method? 1.) 75 - 38 2.) 1478 - 492 3.) 23709 - 10574 4.) 13.82 – 9.071

26. Progression in multiplication: repeated addition and arrays

27. Progression in multiplication: partitioning and grid method (multiplying by units)

28. Progression in multiplication: Expanded column method

29. Progression in multiplication: Compact column method

30. Progression in multiplication: Grid method (multiplying by more than one digit and decimals)

31. Progression in multiplication: long multiplication

32. Key question: can I solve a multiplication mentally with or without jottings? 1.) 39 x 7 2.) 125 x 8 3.) 3.2 x 4 4.) 400 x 600

33. Key question: If I can’t solve it mentally, can I use a secure written method? 1.) 532 x 9 2.) 37 x 82 3.) 34.8 x 7 4.) 29.3 x 8.5

34. Progression in division: understanding it as a mathematical concept

36. Progression in division: understanding it as grouping on number line.

37. Progression in division: chunking when divisor is single digit.

38. Progression in division: introducing chunking when divisor is single digit

39. Progression in division: introducing short division as follow on to chunking single digit

40. Progression in division: introducing chunking for divisors greater than single digit

41. Progression in division: introducing long division for divisors greater than single digit

42. Key question for children: can I solve a division problem in my head with jottings? 1.) 630 ÷ 7 2.) 8100 ÷ 90 3.) 48 ÷ 4 4.) 385 ÷ 5

43. Key question for children: If I can solve a division problem mentally, can I use a secure written method? 1.) 637 ÷ 8 2.) 24.9 ÷ 6 3.) 6892 ÷ 34

44. How can you best support your child at home? TALK FOR MATHS: Speak to them about the strategies they use to solve problems mentally and with written methods. They will be somewhere into the progression for each operation. Encourage them to explain why the different methods work Support them in noticing when doing maths – when you see 642 ÷ 6, what do you notice? Are there any shortcuts to solving this? Maths isn’t just about right answers it’s also about what is happening.

45. How can you best support your child at home? DEVELOPING FLUENCY MATHS: Drill the pre requisite skills with them: Times tables – random orders, inverses and related division facts Number bonds (to 10, 20, 100, 1 – with decimals - and other common amounts) Halving and doubling mentally Using place value to x and ÷ by 10, 100, 1000, 10000 quickly and accurately

46. How can you best support your child at home? INVESTIGATE MATHS: Turn everyday occurrences into problem solving challenges: If I had 5 coins in my pocket, what could they be worth? If I give you £… for your pocket money, what different ways could you spend it? How many leaves do you think there are on the … tree? How could you work out an estimate? I want you to cost our holiday for next summer… If I use one tin of paint for half a wall and there are … walls, how many tins will I need?

47. Useful tools to help you: 1.) www.mymaths.co.uk (all children have a log in) – you can use this too to do lessons and activities. 2.) www.nrich.maths.org – fantastic online resource from the University of Cambridge. 3.) NCETM (National Centre for Excellence in the Teaching of Mathematics) Youtube channel – you will have to google this as it is filtered in school.www.mymaths.co.ukwww.nrich.maths.org