1. Maths workshop KS2 September 2012

2. Which of these words would you use to describe mathematics? easy fun challenging exciting useful scary hard frightening important uncomfortable

3. Maths is like… Cabbage…you either love it or hate it depending on how it was served up to you as a child!

4. Parents are important Parents have the most influence over their children. Be Postive: Let children know that everyone can do maths and maths is important Try to avoid saying ‘I was never any good at Maths/ I never liked Maths Encourage them to see how Maths are used in everyday life – maths hunt around house will show this! Encourage them that Maths is fun!!!!

5. 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.

6. In daily maths lessons... pupils are encouraged to use mental calculation strategies they practise recall of number facts to become faster and more accurate children are more aware of the strategies they use to calculate they use vocabulary correctly they are more confident about maths maths is more fun!

7. What can a numerate child do? By the age of 11, we hope each child will: 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

8. 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

9. How is it different to the way we were taught? Mental and oral methods are an important aspect of each lesson The ability to use already known facts to identify other facts is encouraged rather than rote learning The application of mathematics underpins the skills taught Children need to learn to select the most appropriate methods to solve problems

10. Look at the numbers in the table. Can you identify any properties of these numbers? We are going to think about eight clues which will help us to identify one of the numbers in the table.

11. What do children need to know to help them succeed? Number bonds to 10 and 20 Number facts to 100 Partitioning (splitting a number into different parts) Mental strategies for addition, subtraction, division and multiplication Multiplication tables Counting on and back in ones, tens, hundreds, thousands from any number ensuring that they cross ten, hundreds and thousand barriers.

12. Example: Number Number bonds to 10 form the basis of all learning- children must know these confidently..ping pong, playing cards can be used to develop these These then extend to number bonds to 100 and then 1000 etc Children must be able to add ten to numbers/extend to multiples of ten- can use 100 square or number lines Then they need to be able to add/subtract near multiples of 10 (9/ 11, 19/21) At all stages the patterns and relationships between the patterns are developed These are all developed mentally with informal recording prior to written methods being introduced

13. Tables Ping pong as suggested. Snakes and ladders- multiply the dice by 2/3/4 etc to find number that you move on Fizz Buzz Tables Bingo Patterns on 100 squares Aps on iphones Multiplication Squares

14. Ways to support you children Ask them to explain what they are doing Listen to what they are saying Give them a similar example to try Don’t allow them to let you do all the thinking! Don’t be tempted to show them your way…

15. Further Ways to Support Play games which require use of number or problem solving Encourage children to calculate change TV timings- digital and analogue Use mathematical language- half, quarter etc Talk to your child about maths at every opportunity… what is ten more than the number on that bus? What is the sum of the 3 digits on the car registration? What is the highest number on car registration that you can see on the way home?

16. Further Ways to Support Play games which require use of number or problem solving Encourage children to calculate change Help your child to tell the time Weighing and measuring in real situations Discussing maths in the real world e.g. percentage increase or decrease Use mathematical language e.g. half and quarter, divide Talk to your children about maths and number at every opportunity

17. Baking This simple, enjoyable experience can be used at all levels to develop lots of educational experiences: Research the recipe- make a shopping list, visit the shop and purchase the ingredients (coins, change problems etc) Measure the ingredients (weighing) Timings when putting in the baking..what time does it go in at? When will it come out? How do we write that in digital time? Analogue time? To extend the activity for older children – if you sold the produce at a certain amount, how much profit would you make? How much would you have to sell it for to make 25% profit etc.

18. Practical Activities Maths pack which parents can take Sheets of suggested activities for different age groups Websites

19. Any questions?