1. KS2 Maths Parent WorkshopBK
6th November 2017

2. Aims of today To find out about the KS2 Maths Curriculum
To use some of the resources we use in school to teach Maths
To find out about how calculations are taught in KS2
To take away some ideas to support your children at home. BK

3. The New Maths Curriculum
Children should:
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.
Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. BK

4. Year Five Add and subtract numbers mentally with increasingly large numbers.
Fluency
Reasoning
Problem Solving
Work out this missing numbers: ____ - 92 = 145
740 + ___ = 1039
____ = 580 – 401
True or False?
Are these number sentences true or false? =
8.11
6.1 – 0.9 = 5.2 Give your reasons.
If 2541 is the answer, what’s the question? BK

5. Depth not acceleration…
The old curriculum, measured in terms
of levels, encouraged undue pace.
Children were accelerated onto more
complex concepts before really mastering
earlier ones.
The new curriculum
encourages a study of
fewer skills in greater
depth – mastery. BK

6. Teaching principals
Whole class teaching - no differentiation by acceleration
Support and challenge through scaffolding, questioning and intervention
How, why and efficient methods are explored
Precise language
Variation promotes deeper learning
Intelligent practice develops fluency
Sufficient time is spent on key concepts to embed learning
Additional practice consolidates learning BK

7. Lesson Design Fewer topics in greater depth
One learning aim per lesson
Small connected steps
Misconceptions are identified in advance and planned for
Questions are planned to challenge thinking
Context and representations are chosen to help students link concrete to abstract
High quality resources are used BK

8. What is “depth”?…
Procedures Vs
Concepts DE

9. Learning Key Number Facts

10. Concrete, Pictorial and AbstractDE

11. Resources DE

12. Progression in CalculationDE

13. Addition and Subtraction
Singapore Bar Model
100 75 25 75
Inverse
Commutative
Part Part Whole Model
100 25

14. The Four Operations Addition – Lower KS2 Number Lines: 48 + 36 = DE
You can see the two methods children are taught either partitioning and adding on the tens firat or bridging through multiples of ten – using the number bonds they learnt in KS1

15. The Four Operations Addition – Lower KS2 Partitioning:
Partitioning means splitting the number into the tens and units.
= =
8 + 6 =
= = 84 DE
You can see the different layouts here, the one in blue leading into the formal column method of addition.

16. The Four Operations Addition – Lower KS2 Expanded methods in columns:
Children’s understanding of place value has to be secure.
= 84
4 8
3 6 +
1 4 – adding ones first
7 0 – adding tens
8 4 DE
It is vital children are secure with their place value so they can put the digits in the correct column.

17. The Four Operations Addition – Lower and Upper KS2 - Column Method
This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method.
= 471
3 7 9
9 2 +
carrying ‘ten’ and ‘one hundred’ DE
This is extended to addition od decimals where children learn to use a zero as a place holder e.g needs to be

18. H T O

19. H T O

20. Concrete Pictorial

21. Using the place value counters, dienes or jottings solve the following number sentence
2 8 9
4 3 +
_____ DE

22. The Four Operations Subtraction – Lower KS2
Counting On ‘Finding the difference’
Count on from the smallest to the largest once again bridging through ten or a multiple of ten.
+ 30
+ 4
+ 2 BK
Due to the larger numbers involved children learn to subtract by finding the difference. They use a number line to assist them – continuing from Year 2. 38 40 70 74
74 – 38 = ( ) = 36

23. The Four Operations Subtraction – Lower KS2 Partitioning: BK
Children will partition the smaller number. First subtracting the tens and then the ones.

24. The Four Operations Subtraction – Lower KS2 Partitioning: BK
And also partitioning both numbers. Obviously this method only works when the number being subtracted is smaller than the number it is being taken from.

25. The Four Operations Subtraction –Upper KS2 BKBK
Chn need to be taught to be careful how they set out the numbers when calculating with decimals. They are taught the decimals REMAIN in the SAME PLACE

26. T O 1 10
100

27. T O 1 10
100

28. Use the place value counters, dienes or jottings to solve the following number sentence.
57. 12
_____ BK

29. The Four Operations Multiplication – Concepts First18 6 3
18 =
18 = 3 x 6
18 =
18 = 6 x 3 CR

30. The Four Operations Multiplication – Concepts First 18 3 6 180 30 60CR
1800
600
300

31. The Four Operations Multiplication – Concepts First 18 3 3 3 3 3 3 6 6CR

32. The Four Operations
Multiplication – Lower & Upper KS2
Grid Method: CR

33. The Four Operations Multiplication – Lower & Upper KS2 Grid Method:
43 X 6
124 X 32 X
3 0 2
1 0 0
2 0 0
2 0
6 0 0
4 0
6 4 0 4
1 5 0 8
1 5 8 X 6
4 0
2 4 0 3
1 8
2 5 8 CR

34. The Four Operations Multiplication – Year 4 & Upper KS2 4 3 X 6
Expanded Short Method:
4 3
6 x
1 8
2 4 0
2 5 8
Grid Method: X 6
4 0
2 4 0 3
1 8
2 5 8 CR

35. The Four Operations Multiplication – Year 4 & Upper KS2 4 3 X 6
Expanded Short Method: Short (Compact) Method:
4 3
6 x
1 8
2 4 0
2 5 8
4 3
6 x
2 5 8 1 CR

36. The Four Operations Multiplication – Upper KS2
Short Multiplication for 2-digit x 2 digit:
5 6 x 2 7 =
5 6
2 7 x
3 9 2 4 CR 1

37. The Four Operations Now it’s your turn! 1. Calculate 602 × 57CR
SATs example

38. The Four Operations Division – Lower KS2 : Concepts First 18 = 3 x 6
18 ÷ 6 = 3
18 ÷ 3 = 6 CR
6 ÷ 18 = 3

39. The Four Operations Division – Lower KS2 : Concepts First
Division as repeated subtraction ÷ 3 = 6 -3 -3 -3 -3 -3 -3 CR 39

40. The Four Operations Division – Lower KS2 : Concepts First
Grouping using multiplication knowledge:
This method uses children’s understanding of times tables and links to their mental calculations.
e.g. 43 ÷ 7 =
I know 6 X 7 = 42 so …
43 ÷ 7 = 6 remainder 1 CR

41. The Four Operations Division – Lower KS2 : Concepts First
Grouping using jottings
This enables the introduction of remainders CR 41

42. The Four Operations Division – Upper KS2 Short Division – HTU ÷ U:
291 ÷ 3 = 9 7 3 2 CR

43. The Four Operations Division – Upper KS2 (Year 6)
Long Division – HTU ÷ TU:
Dangerous
Divide
Monkeys
Multiply CR
Snatch
Subtract
Bananas
Bring Down

44. The Four Operations 2 1 2 12 12 2 5 4 4 4 4 24 1 12 2 Dangerous
Division – Upper KS2 (Year 6)
Long Division – HTU ÷ TU: 2 1 2 12
Dangerous
Monkeys
Snatch
Bananas
Divide
Multiply
Subtract
Bring Down
Repeat 12 2 5 4 4 4 4 24 1 12 2 CR 12 24 36 48 60
Let’s start by dividing 25 by 12 as they are both a 2 digit number.
What is 14 minus 12?
Now drop down the 4.
How many 12s are there in 24?
Write 2 above the 4 and there is your final answer!
Write 1 above the 4 and 12 below the 14.
How many 12s are there in 14?
Write 2 above the 5 and write 24 below the 25.
What is 25 minus 24?
Now drop down the 4.
How many 12s are there in 25?

45. The Four Operations Now it’s your turn! 1. Calculate 816 ÷ 24
2. A school buys some yo-yos as prizes.
The yo-yos cost £4.25 each.
The school has £40 to spend on prizes.
They buy as many yo-yos as they can.
How much money is left? CR
KS2 SATs Question

46. Key Stage 2 SATs BK

47. Reasoning and Problem Solving