1. Maths Calculation Evening
Tuesday 18th February 2014
Mrs Blaythorne – Numeracy Co-ordinator
Key Stage 1 – Mrs Jones (KS1 Numeracy Co-ordinator) and Mrs Johnson
Key Stage 2 – 3/4 Mrs Brumfitt and Miss Dawton
5/6 Mrs Gill and Mrs Blaythorne

2. Aims for this evening
Up to date guidance on the ethos and principles behind the teaching of Maths at Burley Oaks.
Guidance on how to constructively support your child at home with Maths.
Highlight resources to reinforce the learning of Maths at home, e.g. policy documents and published materials.
Explain the 4 operations of number and the methods we use in school.

3. Principles behind Maths at Burley Oaks
At Burley Oaks, our aim is for children to become
imaginative, independent and resourceful learners.
In Maths, the overall aim is that when children leave our school they:
have a secure knowledge of number facts and a good understanding of the four operations
are able to use their knowledge to carry out calculations mentally and to employ particular strategies when using larger numbers
make use of diagrams and informal jottings to record steps to support calculations
use efficient, reliable compact methods for calculations which they apply with confidence
use a calculator to support problem solving
confidently apply their knowledge and understanding independently.

4. How is teaching today similar to how I was taught?
Emphasis on ‘basic skills’ of calculations.
Understanding of these methods progresses and becomes more sophisticated as your child becomes older and/or requires more challenge.
Importance of being able to recall key number facts to support calculations, e.g. number bonds to 1, 10, 100 and times table facts.
Mental maths skills are a key foundation to any written method.

5. How is teaching different to how I was taught?
The methods and strategies we teach for calculation may be different to the strategies you have relied on in the past. These are designed to give children a fundamental grasp of basic number facts.
Formal calculations or ‘sums’ do not appear until Year Three. From Reception to Year Two the use of jottings to support calculations is the ultimate aim.
From Year Three to Six we encourage children to decide between mental calculations and informal/formal jottings.
A more challenging calculation is not just using large numbers but applying knowledge to problem solving and decimals etc.
New vocabulary, e.g. factors, multiple,
place value, ones

6. 182 + 276 = I can do this in my head.
How will
you
work it out?
I just need to jot something down to help me do this.
I’m going to use a formal written method for this!

7. Written methods for Addition
To add successfully, children need to be able to do the
following by the end of Year Six:
Recall all addition pairs to and complements in 10.
Add mentally a series of one-digit numbers such as
Add multiples of 10 (such as ) or of 100 (such as ) using the related addition fact, 6 + 7, and their knowledge of place value.
Carry out column addition and subtraction of 2 integers less than 1000 and column addition of more than 2 such integers.
Carry out column addition and subtraction of numbers involving decimals.

8. Here is an example of how we complete addition in school.

9. Written methods for Subtraction
To subtract successfully, children need to be able to do the following
by the end of Year Six:
Recall all addition and subtraction facts to 20.
Subtract by counting up from the smaller number to the larger using number lines.
Subtract multiples of 10 (such as 160 – 70) using the related subtraction fact, (16 – 7) and their knowledge of place value.
Carry out column addition and subtraction of 2 integers less than 1000 and column addition of more than 2 such integers.
Carry out column addition and subtraction of numbers involving decimals.

10. Here is an example of how we complete subtraction in school.

11. Written methods for Multiplication
To multiply successfully, children need to be able to do the following
by the end of Year Six:
Recall all multiplication facts to 10 x 10.
Partition number into multiples of 100, 10, and 1.
Understand that multiplication is the inverse operation for division.
To understand that multiplication is repeated addition.
Work out products such as 70 x 5, 70 x 50, 700 x 5 or 700 x 50 using the related fact 7 x 5 and their knowledge of place value.
Extend pencil and paper methods to include decimals to two decimal places.

12. Here is an example of how we complete multiplication in school.

13. Written methods for Division
To divide successfully, children need to be able to do the following by
the end of Year Six:
Partition two digit and three digit numbers into multiples of 100, 10 and 1 in different ways.
Recall multiplication and division facts to 10 x 10, recognise multiples of one digit numbers and divide multiples of 10 or 100 by a single number using their knowledge of division facts and place value.
Know how to find a remainder.
Understand and use multiplication and division as inverse operations.
Understand division as repeated subtraction.
Use pencil and paper methods to support, record and explain division.
To extend pencil and paper methods to include remainders and decimals.

14. Here is an example of how we complete division in school.

15. What can I do to help?
Revise multiplication tables and their division opposites as much as possible in all years at school.
Don’t be tempted to complete the calculation for your child, instead ask them:
Can I do this in my head?
Could I do this in my head using drawings or jottings to help me?
Do I need a written method? Is this accurate?
Should I use a calculator? Is this an accurate answer?
Encourage ‘real-world’ links with Maths, e.g. time, units of measure, shopping tasks (adding/subtracting
amounts, cost per item, percentages) and estimating.

16. More ways to help
Download the calculations policy from the school website. Please see ‘Parent page’ tab on the home page.
Watch children complete strategies in our online library of strategies.
Optional additional guidance for parents from ‘How to do Maths so your children can too. The Essential Parents’ Guide’, by Naomi Sani (Vermillion, 2010, )

17. Any questions?