1. Maths
Year 3 and 4 1

2. Parents that I talk to worry about trying to make sure home maths is the same as school maths and that they should always know the ‘right answer’.
Parents worry about using the same procedure so as not to confuse the child.
This evening allows us to give you an insight into the work your children do in maths as they move through the school.
We can also reassure you that if there is a specific method we are using in class, using the activelearn log-in that your children will have from y1 upwards, we can upload videos that show you the method we are using. 2

3. Children need to sees that maths is relevant to their world and not something that they just do in class, from a textbook.
You, the parents, are well placed to explore maths in the real world, with your child.
Research shows that an understanding of ways in which maths is used out-of-school can help improve children’s attitude towards mathematics and help children understand the value and relevance of mathematics in a variety of contexts.
i.e. going to the shop, baking and weighing out ingredients, planning times to get to zoo or cinema, and how much the tickets, popcorn and pick-n-mix will cost.
Handling money. Cannot emphasize enough in this age of Debit/ Credit cards. It is not easy to teach value without physically handling coins- earning them, spedning them, getting change. 3

4. Place value is the value of each digit in a number.
Y3/4 Place value
Y3- recognise and understand the place value of each digit in a 3-digit number.
Y4- recognise and understand the place value of each digit in a 4-digit number.
Place value is the value of each digit in a number.
It means understanding that 582 is made up of 500 and 80 and 2.
Place value is a cornerstone for children’s mathematical understanding.
It is the value of each digit in a number.
It means understanding that 582 is made up of 500 and 80 and 2
And understanding the position of zero - that 508 and 580 are different. 4

5. We use place value cards to help children add a pair of 2-digit numbers.
The children partition the numbers, so that they can add the tens first and then the units.

6. As children progress, they can use their knowledge of place value to work out sums and different pairs of multiples of 10, 100 and 1000.
This is why we put so much emphasis on number bonds. They need to know their number bonds, not just what makes 10 but for all numbers to at least 10, and have quick recall. 6

7. Children continue to use number lines to add larger numbers
Children continue to use number lines to add larger numbers. Start with the largest number first and count on! Using an empty number line supports them until they are ready to do it ‘in their heads’
This builds on the work done in Foundation Phase, using practical apparatus initially, to the visual, to the abstract (doing it in their heads). 7

8. Mental maths
The ability to work out sums in your head is an important skill for children to develop.
Using skills introduced in Foundation Phase to add:
Putting the largest number first, then adding the smaller number by counting up.
Using knowledge of doubles and near doubles ( ) ( ) by knowing what the double would be, then decreasing the value by 1.
NUMBER BONDS. They are essential for quick maths.
Speed is a key part of Menatl Maths and it is something children have to work at. 8

9. Good knowledge of number bonds allows children to solve, e.g.=
Number bonds to 100
No work sums: = =

10. Use of practical and visual apparatus
Place value cards
Bead strings
Number lines
Chocolate bars
Sweets
Money!
Practical and visual apparatus is essential in our teaching.
At home, rulers will do the same job as a number line, or children can make their own. And remember good old sweets and chocolate, which are also useful for e.g. fractions. 10

11. Mental Maths practise in everyday situations
Doubling a recipe.
Counting change.
Double checking till receipts.
Scoring a game of scrabble.
Your child can practise Mental Maths in every day situations and these are some examples.
I think children would especially like the counting change, checking the till receipts, or even that jar of 5’s and 2’s and 1s that we have at home. 11

12. Y3/4 - Column addition
Column method is an efficient method for working out addition, but the child needs to have a good understanding of place value.
Downside?
Numbers are ‘carried’ and setting out carefully is extremely important.
Y3 - add numbers up to 3 digits using column addition.
Y4 - add numbers up to 4 digits using column addition.
Column adition is a very efficient method but the downside is that it can be used without a good understanding of place value.
It of course has its place but children need to understand what they are doing to ensure they have acorrect answer or can apply the answer to the next problem. 12

13. Expanded column addition
Builds on partitioning to develop expanded column addition with two 3-digit numbers.
We use the activelearn method and we can upload videos for you to watch at home.
As wew ork on 3-digit column addition, we use this method to build on partitioning and ensure understanding of place value and carrying.
There are a variety of ways of doing this method before squashing back up to the compact column addition (that you and I are more familiar with). 13

14. If anyone has not had or would like a refresher letter about Abacus online, our Maths scheme, on the activelearn website, please pick up one of these as you leave tonight.
I now hand you over to Mr Roberts to give you more information about Y5 and 6. 14