1. ADDITION & SUBTRACTION
Parent Information Workshop
October 17th 2017

2. Aims for the session: To outline the expectations in Years 2 and 3.
To share some of the activities we do in school and explain how we teach maths, in particular calculations.
To provide some ideas for how you can help at home.

3. Programmes of Study: Year 3 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
recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects, pictorial representations, and mentally, including: two- digit number and 1s, two-digit number and 10s, 2 two- digit numbers, adding 3 one-digit numbers
show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot
recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
 add and subtract numbers mentally, including:
three-digit number and 1s
three-digit number and 10s
three-digit number and 100s
add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction
estimate the answer to a calculation and use inverse operations to check answers
solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

4. Changes within the new curriculum.
Expectations that children will cover the maths objectives for their year.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems rather than acceleration through new content.
Those who are not sufficiently fluent with earlier material should consolidate their understanding through additional practice, before moving on.

5. Concrete Experiences Concrete representation
This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

6. Pictorial Experiences
Pictorial representation
Using representations, such as a diagram or pictures of the problem.

7. Symbolic/abstract Experiences
Abstract representation The symbolic stage - a student is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6

8. Using a concrete, pictorial, abstract approach at all ages for all children.

9. What are the characteristics of a child who is good at maths?
takes risks
asks questions and explores alternative solutions without fear of being wrong
enjoys exploring and applying mathematical concepts to understand and solve problems
explains their thinking and presenting their solutions to others in a variety of ways
reasons logically and creatively through discussion of mathematical ideas and concepts
becomes a fluent, flexible thinker able to see and make connections

10. Dotty 6 You need a partner, a 1 - 6 dice and a grid like this
Take turns to throw the dice and draw that number of dots in one of the boxes on the grid. (suggest you each have a different colour of pencil)
Put all of your dots in one of the boxes. You can't split them up and you can't have more than six dots in a box.
When a box is full, you could put a tick in the corner like this:
Keep going until there are three ticks in a row or column or diagonal.
The winner is the person who puts the last tick.
Consider what maths skills you are using when playing this game.

11. Ten Things
A game for two players. Each player chooses ten cubes each. They take it in turns to throw a dice and choose that number of items from their opponent’s set. First to get all items wins.
Adaptation: you must throw the exact number to win.

12. Line Up
Players take it in turns to throw the dice. You can use 2 dice or 3.
Either throw the dice two / three times or use two / three dice.
First throw represents the H, second throw the T and third throw the Ones. If you’re using 2 dice, its T and then Ones.
Plot the 2/ 3-digit number on a blank number line.
First to get 4 in a line without opponent’s numbers in between wins.

13. Fluency Using a pack of cards
Remove the face cards
Find matching pairs which equal 10.
Shuffle the pack and place face down. Play like snap, turning over a card each and the first to call the total gets the cards.
Other versions: first to call the difference, first to multiply the two numbers.

14. Idea to deepen knowledge. Using a pack of cards
Easy
Hard
Use the digits to make a 3-digit number and a 2-digit number.
•What’s the largest total you can make? What’s the smallest? What totals between these can you find. Put the totals in order.
•What’s the largest even total you can make? What’s the smallest?
•What’s the largest odd total you can make? What’s the smallest?
•A total nearest to 500? 300? Etc.
•Arrange 5 digits into a 3-digit and 2-digit number which sum to a given total.
Use the digits 7, 5, 3, 4, 1. Choose two digits.
•What’s the largest total you can make?
•What’s the smallest?
•What totals between these can you find. Put the totals in order.
•What’s the largest even total you can make? What’s the smallest?
•What’s the largest odd total you can make? What’s the smallest?

15. Helping at home Cook – measuring and weighing
Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas!
Money
Comparing heights
Birthdays, Months of the year, Days of the week

16. Calendar Activities Mark off days.
What day is it today? Yesterday was…. Tomorrow will be….
How many days until the weekend? Until half term? Halloween?
Who has a birthday this week / month? How many days until Jack’s birthday?
How many school days left this month?
How many days are either a Monday or Tuesday this month ?
How many days start with a T?