1. Buckland Primary School Welcome to our KS2 parent workshop for maths

2. * To build your understanding of how to support your child’s maths at home. * To understand what being ‘fluent’ in number means. * To give you strategies for helping your child to derive, learn and know number facts.

3. From September 2014 teachers have been following a new National Curriculum which has 3 main aims: The national curriculum for mathematics aims to ensure that all pupils:  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

4. Year group requirements ReceptionYear 1Year 2 Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20 Recognise and represent ½ of object, shape or quantity Solve problems involving multiplication and division Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. Recognise, find, name and write fractions ⅓, ¼, 2 ⁄ 4 and ¾ of a length, shape, set of objects or quantity

5. Year 3Year 4Year 5Year 6 count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables add and subtract fractions with the same denominator within one whole count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number recall multiplication and division facts for multiplication tables up to 12 × 12 use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers recognise and use factor pairs and commutativity in mental calculations add and subtract fractions with the same denominator find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 add and subtract numbers mentally with increasingly large numbers identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers multiply and divide numbers mentally, drawing upon known facts multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000 read, write, order and compare numbers up to 10 000 000 perform mental calculations, including with mixed operations and large numbers solve problems involving addition, subtraction, multiplication and division identify common factors, common multiples and prime numbers

6. 24 × 10 and then halve this to get 24 × 5, adding these two results together. record method as (24 × 10) + (24 × 5). Alternatively, 24 × 5 = 120 (half of 24 × 10), then multiply 120 by 3 to get 360 24x15 How would you do this mentally?

7. 4.4 × 18.6 Roughly, what answer do you expect to get?

8. Symbols Concrete experiences Real or physical materials Small worlds Money Cubes Counters Fingers Numerals Calculation signs The Connections Model Language Processing instructions Interpreting word problems Explaining their thinking Using mathematical, academic and everyday language. Pictures/images Number lines Place value cards Hundred squares Numicon Drawing their own representations Children need all 4 experiences in order to build connections

9. Counting is a child’s first experience of number and maths. Learning to count can support understanding of the number system. It’s one tool for building up calculation strategies. Counting backwards is no more difficult than counting forwards. Our maths lessons all begin with counting. Counting Help your child to use counting in steps to solve calculations.

10. Recognise, Read, Write Numbers Where can children read big numbers? Sun’s Distance to Earth Sun’s Distance to Earth:149,600,000 km Where can children see images of big numbers?. Encourage reading and writing of big numbers. Allow them to try first.

11. From Counting to Calculation

12. What do you notice about these two numbers ? 26 65 2 tens and 3 units 6 tens and 5 units 16 and 10 5 more than 60 and 5 less than 70 Double 13 odd number 4 less than 30 5 lots of 13 Close to one quarter of 100 it is halfway between 60 and 70 It is divisible by 2 it is 35 less than 100 Is 2/5 of 65 Encourage your child to notice things about numbers. e.g. Which number is before it /after it? How many more would you need to have 10? Is it greater than your age or less? Noticing numbers

13. Activities that encourage children to notice numbers Odd One 0ut Which number is the odd one out ? ½ 2/4 ¾ 0.5 Why? Same / Different What’s the same about these numbers? £13.1 £13.01 How are these numbers different?

14. Calculation Strategies 25+27= 30-16 = 120-111= 56+99= How can what you notice about these numbers help you calculate the answers?

15. * Quick mental recall of key number facts are important for helping children make connections with all 4 operations (add/subtract, multiply/divide). * 1:1 correspondence * Doubles and near doubles * Number facts to 5/10/20 and beyond * Adjusting (+/- 9 or 11) * Partitioning (tens and units) – using a 100 square efficiently to jump in tens and units * Bridging up or down to 10 * Know the inverse fact

16. Connect add the same again and x2 with double When play games suggest doubling points. Check your child can double numbers to 20.

17. Halves If I know double 4 equals 8 I also know half of 8 equals 4 Use the words: half, quarters, thirds, equal, fair when sharing food, toys, lengths, or time.

18. 25 + 26 = How could this help with 5.1kg-2.6kg= Near Doubles

19. Partitioning 48+36=

20. 37+8= +3 +5 37 40 45 320-70= 300 320250 -50 -20 Bridging up or down to 10 or 100

21. Make any number to 100 or beyond Race to 100 game Race to zero Dice games

22. Inverse Operations If I know 7 +3 makes 10, what is 10-7= If you know 1 fact, there are usually 3 facts you can have for free.

23. * 43 – 13 = 74 – 69 = The number you need to subtract is small enough to ‘pick up and take away’ The gap between the 2 numbers is smaller so it is more efficient to find the difference (probably by counting on) Robber maths or mind the gap?

24. Multiplication

25. Bead Bar Number Line Fingers “6”“6”“9”“9” “12” “3”“3” 0 3 6 9 12 25 Lots of the ‘same thing’

26. Recognise multiplication is commutative 5 x 4 is the same as 4 x 5 Represent the fact with objects or pictures

27. 3 times as tall Scaling Model for multiplication

28. Division

29. Grouping and Sharing 12 divided by 3 = 4 Grouping – we know how many are in each group but not how many groups there will be. The answer is the number of groups. Sharing – we know how many groups there are but not how many are in each group. The answer is the number in each group. Use the language of division in every day life. E.g.10 cakes divided by 5 equals 2 each 10 socks sorted in pairs makes 5 pairs.

30. Repeated Subtraction 24 divided by 4 = 24 – 4 – 4 – 4 – 4 – 4 - 4

31. Bingo Choose 5 numbers and write them down. 7 14 21 28 35 42 49 56 63 70

32. What helps children to memorise facts? Written Visual Kinaesthetic Pattern Aural

33. Patterns 8 16 24 32 40 48 56 64 72 80 7+8= Multiples of 8: what pattern is repeated?

34. Facts for free 8x3=24 24÷3=8 24÷8=3 3x8=24 Equivalent facts 12x2=24 2x12=24 4x6=24 6x4=24 1x24=24 24x1=24 Nearby facts 3x7=21 3x9=27 4x8=32 2x8=16 Place value 30x8=240 3x80=240 30x80=2400 300x8=2400 3x800=2400 300x80=24000 30x800=24000 300x800=240000

35. 6 x 4 = 24 Visual Learners 6+6+6+6=24 24 ÷ 4 =6

36. 7 8 56 Visual Learners Use pictures relevant to your child to trigger memory

37. Make a set of triangle cards for tricky times table facts.

38. Auditory Learners https://www.youtube.com/watch?v=uvqTizEfrhU Chant, rhyme, sing, whisper or shout and record.

39. The Macarena 1. Right hand straight out in front, palm down. 2. Left hand out, palm down. 3. Turn right palm up. 4. Turn left palm up. 5. Right hand to left shoulder. 6. Left hand to right shoulder (both arms crossed over the chest). 7. Right hand to back of your head. 8. Left hand to left of head (you should now look like you’re doing sit-ups). 9. Right hand touches left hip. 10. Left hand crosses to the right hip. 11. Right hand to right hip. 12).Left hand to left hip. Kinaesthetic Learners

40. Q & A

41. Thank you for coming. Sharon Genovesi Please take a moment to complete our workshop feedback form. This will help us to improve our provision for you in the future. Did I meet the aims? To build your understanding of how to support your child’s maths at home. To understand what being ‘fluent’ in number means. To give you strategies for helping your child to derive, learn and know number facts.