1. Maths at Endsleigh Calculation strategies

2. How we teach maths We work through three stages of activities. Calculations – this is the starting stage for our activities for children who require consolidation in the area of mathematics we are studying.

3. How we teach maths We work through three stages of activities. Reasoning– focusing on the how and why we know what we know. There is a strong focus on this within the new curriculum.

4. Reasoning Is it always, sometimes or never true that the train between Retford and Grantham takes 21 minutes?

5. 1)It is true because if you plus 21 minutes to 14 it equals 35 minutes. 2)It is sometimes true that the train between Retford and Grantham takes 21 minutes because 10:14 + 21 mins equals 10:35. 3)It is sometimes true that it takes 21 minutes to get to Retford to Grantham. This is an example… for the first train 16 mins, for the second train 21 mins. 4)Sometimes because 10:14 +21 = 10:35 and 19:45 = 20:15. 5)It is sometimes true that the it takes 21 mins from redfield to gramford because the third train takes 13 mins.

6. How we teach maths We work through three stages of activities. Problem solving– not just word problems! A series of different problems designed to show what you know.

7. Problem solving Fred is a police officer. He is chasing a suspect on Floor 5 of an office block. The suspect jumps into the lift and presses -1. Fred has to run down the stairs, how many flights must he run down?

8. Times tables Year 1: count in multiples of twos, fives and tens Year 2: count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Year 3: count from 0 in multiples of 4, 8, 50 and 100 Year 4: count in multiples of 6, 7, 9, 25 and 1000

9. Year 1 read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.

10. Year 1 Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.

11. Year 2 solve problems with addition and subtraction: – using concrete objects and pictorial representations, including those involving numbers, quantities and measures – applying their increasing knowledge of mental and written methods

12. Year 2 add and subtract numbers using concrete objects, pictorial representations, and mentally, including: – a two-digit number and ones – a two-digit number and tens – two two-digit numbers – adding three one-digit numbers

13. Year 2 calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs.

14. Year 3 add and subtract numbers mentally, including: – a three-digit number and ones – a three-digit number and tens – a three-digit number and hundreds

15. Year 3 add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

16. Year 3 Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods

17. Year 4 add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

18. Year 4 multiply two-digit and three-digit numbers by a one-digit number using formal written layout solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

19. Year 4

20. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

21. Year 5 add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction). add and subtract numbers mentally with increasingly large numbers. use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

22. Year 5 multiply numbers up to 4 digits by a one- or two- digit number using a formal written method, including long multiplication for two-digit numbers multiply and divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

23. Year 5

24. Year 6 multiply multi-digit numbers up to 4 digits by a two- digit whole number using the formal written method of long multiplication divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context

25. Year 6

26. Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems