1. Welcome to Maths at Hagley Primary School.
We teach for Mastery.
Teaching for Mastery helps pupils to develop a deep and sustainable understanding of Maths through a depth before breadth approach.

2. The National Curriculum for Mathematics (2014) aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics
- reason mathematically by following a line of enquiry
- can solve problems by applying their mathematics to a variety of problems.
We do this through a concrete, pictorial and abstract approach allowing children to see Maths in different ways.
Fluency is of utmost importance is enable children to access every area of the Maths curriculum.

3. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
Revision of yesterday’s learning…
How would we find ¾ of £8?
STL:
Divide the whole by the denominator
Multiply by the numerator
Check – does it look right? Is the answer sensible?

4. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
Fluency
If one quarter of a number is 10, what is three quarters?
What is three tenths?
What is one fifth?
STL:
Divide the whole by the denominator
Multiply by the numerator
Check – does it look right? Is the answer sensible?

5. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
Let’s solve this puzzle together…
A little squirrel had 24 acorns.
On Monday he buried 1/6 of his acorns and ate 2.
STL:
Divide the whole by the denominator
Multiply by the numerator
Check – does it look right? Is the answer sensible?
On Tuesday he gave 1/18 away and ate 1.
On Wednesday he buried 1/4 and ate 2.
On Thursday he gave away 1/5, ate 2 and buried 1.
How many were left for Friday?

6. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
Now it is your turn…
In your pairs, work through these problems to find a solution.
Think carefully about the method and layout you use.
Peaches, peaches, peaches
(i) A little monkey had 60 peaches.
On the first day he decided to keep 3/4 of his peaches. He gave the rest away. Then he ate one.
On the second day he decided to keep 7/11 of his peaches. He gave the rest away. Then he ate one.
On the third day he decided to keep 5/9 of his peaches. He gave the rest away. Then he ate one.
On the fourth day he decided to keep 2/7 of his peaches. He gave the rest away. Then he ate one.
On the fifth day he decided to keep 2/3 of his peaches. He gave the rest away. Then he ate one.
How many did he have left at the end?

7. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
(ii) A little monkey had 75 peaches.
Each day, he kept a fraction of his peaches, gave the rest away, and then ate one. These are the fractions he decided to keep:
½  ¼ ¾  3/5  5/6  11/15
In which order did he use the fractions so that he was left with just one peach at the end?

8. WALT: solve problems using fraction of quantity
WALT: solve problems using fraction of quantity
(iii) Whenever the monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one.
I wonder how long he could make his peaches last for?
Here are his rules:
Each fraction must be in its simplest form and must be less than 1.
The denominator is never the same as the number of peaches left (for example, if there were 45 peaches left, he would not be allowed to keep 44/45 of them).
Can you start with fewer than 100 peaches and choose fractions so that there is at least one peach left after a week?
What is the longest that you can make them last, starting with fewer than 100 peaches?

9. How you can help your child at home
Encourage a positive mindset in Maths.
Tell them how good they are. Let your child know that they have unlimited maths potential and that being good at maths is all about working hard.
Explain how much you enjoy the subject.
Always be encouraging and never tell them they are wrong when they are working on maths problems. Instead find the logic in their thinking. For example if your child multiplies 3 by 4 and gets 7, say – Oh I see what you are thinking, you are using what you know about addition to add 3 and 4, when we multiply we have 4 groups of 3…
Encourage good number sense.
For example, when working out , if you take one from the 56 and make it , it is much easier to work out. The flexibility to work with numbers in this way is what is called number sense and it is very important.
If you are worried about confusing your child a different method when supporting your child with home tasks, use our calculation policy on the school website to support your child with home learning.
Encourage your child to play Maths games and puzzles.
The next two slides have a list of apps and websites you and your child may enjoy.

10. Useful websites and apps
Useful Websites for Children Useful Websites for Parents/Carers

11. Useful websites and apps
Useful Apps (free unless otherwise stated)