1. Lymington Infant School
Maths Parent Workshop
Learning for Life
Together to
Achieve, Respect
and
Thrive
While you are waiting try this x puzzle or the ‘cover the board activity’ on your table’.
What did you mathematical knowledge did you use?
Intuitive- 2x2x2=8
The coloured shapes stand for eleven of the numbers from 0 to 12.
Each shape is a different number.
Can you work out what they are?

2. Children need lots of models and images of number

3. 3 Bears Addition

4. Developing the number line

5. Place value is crucial to understanding number and calculation
Place value is crucial to understanding number and calculation. Show me…..
8+5=13
13= 10+3
8+5=13

6. Addition of 2 numbers using numicon: 15+23
‘Make the tens friends’ and’ jigsaw the ones’
=38

7. Addition-’Unstructured Number Lines’: Jumping on in ones
Shirley- explain developing a mental image of a number line in head allows children to calculate without structured no line. Explain importance of starting no. and counting on in ones carefully (‘touch and dot’the jumps)

8. ‘Jumping on’ in tens and ones
With 2 digit nos children use place value knowledge of partitioning nos into tens and ones and ‘jump on ‘ on tens and ones.Next steps- start with larger no.

9. What if the ones digits total more than 10? e.g. 48+36=84

10. ‘Bridging through 10’ Children must be fluent in knowing bonds to 10 48+36 2 4

11. Over to you parents…
Pick 2 numbers to total. One of you is solver, the other is recorder.
Solver must give instructions to recorder explaining how to add up 2 numbers.
Recorder listens and carries out the instructions! 16 27 34 19 37 15 9 35 28 46 26 38 54 67 25 18 36 11 17 33 24 39
Swap over when you finished.
Try BOTH methods- numicon / unstructured number line!
Think if you need to bridge through 10!

12. Using real objects to ‘take away’

13. 5-3=2 Use ‘real life’ objects and numicon to show ‘taking away’

14. Subtraction by crossing out or ‘hiding’ helps children see the link between + and -
5-3=2
6-4=2
4-1=3
Take one peg away.
What shape fits over the remaining pegs?

15. Subtraction using the number track: Removing items on a number track 7 apples take away 3

18. Subtraction as counting back in ones on a structured number line moving to an unstructured number line
10-4=6 6 10

19. Subtraction of 2-digit numbers using an unstructured number line28

20. Subtraction – Bridging through 10 Bridge through 10 when the ones digit of the number you are subtracting is greater than the ones digit you are subtracting from. eg children move from this:
to this:

21. Over to you parents… 16 27 34 19 37 15 9 35 28 46 26 38 54 67 25 18 36 11 17 33 24 39
Pick 2 numbers to total. One of you is solver, the other is recorder.
Solver must give instructions to recorder explaining how to subtract one numbers from another using an unstructured number line.
Think whether you will have to bridge through 10 or not!
Then… take a break!

22. MULTIPLICATION Children need to see:
Multiplication in a real life context- real life ‘arrays’
Linked to what they already know- repeated addition unstructured

23. To wake you up (if we have time
To wake you up (if we have time!) Multiplication games to play: ‘Fuzz Buzz’ (Fuzz on 5, Buzz on 7, Fuzz Buzz on both) Partner clapping a times table ‘Ping pong’ counting- ‘whisper’ the numbers; ‘shout’ on a chosen multiple ‘Big Actions’ to ‘x table chants’

24. Division: Sharing real objects

25. Division as sharing in ‘real life context’

27. Division as grouping- There are 56 apples in an orchard.
The farmer boxes them up into boxes of 8 How many boxes will he need? 8 16 24 32 40 48 56

28. Division as grouping- chunking amounts
There are 48 eggs in a field.
The farmer boxes them up into boxes of 6.
How many boxes will he need?
Talk about importance of division as grouping for skills at KS2 when working with larger numbers- unwieldy to do a long division as a sharing out exercise.

29. Division as grouping with remainders-8
There are 61 apples in an orchard.
The farmer boxes them up into boxes of 8 How many boxes will need? 32 16 24 56 40 48
Answer= 8 boxes NOT 7r5

30. Division grouping and remainders!
I have 47 cakes. I can fit 6 cakes in a box.
How many boxes will I need?
This is more efficient than trying to share out 47 between 6!
Talk about interpreting the problem. Not just solving the calculation

31. Division grouping and remainders

32. THANK YOU! We hope you have found tonight useful.
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