1. Maths Workshops at Smallberry Green Primary School
PRACTICAL
FUN!
FLUENCY
REASONING
REAL-LIFE
CHALLENGING
PROBLEM-SOLVING

2. Aims of today
To get an insight into how Maths is taught at Smallberry Green.
To take away some ideas to support your children at home.
To work with teachers and take part in a variety of maths activities.

3. Maths at Smallberry Green= + x %
subtract
more
add
sum
factor
product
Here is a receipt for some shopping. How much did I spend? How much change did I get from £20?

4. 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.

5. Addition, Subtraction, Multiplication and Division expectations by end of year group
Mental Methods
Children should have a good understanding of place value. Add a 3-digit number and ones mentally
Add a 3-digit number and tens mentally
Add a 3-digit numbers and hundreds mentally
Written Methods
Add numbers with up to 3-digits
Move to the compact column addition method, with ‘exchanging’:

6. Addition, Subtraction, Multiplication and Division expectations by end of year group
Mental Methods
Children should have a good understanding of place value. Add a 3-digit number and ones mentally
Add a 3-digit number and tens mentally
Add a 3-digit numbers and hundreds mentally
Written Methods
Add numbers with up to 3-digits
Move to the compact column addition method, with ‘exchanging’:

7. Addition, Subtraction, Multiplication and Division expectations by end of year group
Mental Methods
Subtract mentally a 3-digit number and ones Subtract mentally a 3-digit number and tens Subtract mentally a 3-digit numbers and hundreds
Written Methods
Subtracting with 2 and 3 digit numbers (introduce partitioned column subtraction method)

8. Addition, Subtraction, Multiplication and Division expectations by end of year group
Mental Methods
Recall and use multiplication facts for the 2, 3, 4, 5, 8 and 10 times tables, and multiply multiples of 10. e.g. 4 x 8 =
Develop fluency in mental strategies using the commutative law e.g. 3 x 11 x 5 = 5 x 11 x 3 = 55 x 3 and the distributive law e.g. 15 x 2 = 10 x x 2
Develop fluent mental methods to solve a range of problems
Written Methods
Multiply 2-digits by a single digit number develop understanding of use of arrays
Introduce the grid method for multiplying 2-digit by single – digits: e.g. 34 x 7
Children should be confident in partitioning as well as multiplication knowledge.

9. Addition, Subtraction, Multiplication and Division expectations by end of year group
Mental Methods
Recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 times tables, (through halving connect the 2, 4 and 8 tables) e.g. 32÷4 = Start with 32 à halve it(16), halve it(8)
Develop efficient mental methods e.g. using multiplication and division facts to derive related facts
Written Methods
Divide 2-digit numbers by a single digit – where there is no remainder in the final answer, then with remainders.
Model grouping on a number line:
Short Division
When introducing - limit numbers to no exchanges… then with exchanges.

10. Importance of Mental Maths and Fluency
Quick recall of facts and procedures
The flexibility and fluidity to move between different contexts and representations of mathematics.
The ability to recognise relationships/structures and make connections in mathematics
=200
90-70=20

11. Role of Relationships
Inverse:
7 X 2 = 14
14 ÷ 2 = 7

12. Mental Maths at Smallberry Green

13. Times Table Challenge and Weekly Raffle

14. Mathletics!

15. Context/visual diagrams
14-5
What’s the context?

16. Part-Part-Whole Models
You have 5 seeds.
You plant your seeds in 2 pots.
What could that look like?
Go through part- part whole briefly
Then have slide which asks question- if you are working with teachers how would you justify the emphasis on part part whole
What are the benefits you have seen using it
What are the strengths and weaknesses when you have been using it in the classroom

17. Developing depth/simplicity/clarity7 2 5
700
200
500 C
Should become part of how you teach it
This slide makes point about it goes through the system
Make the link to the Unit on equivalent calculations = a b
700
190
510

18. Finding unknowns ? 3 7 20 ? 10 3 ? 10 ?
Highlight the inverse relationships …

19. Correct terminology

20. Reasoning examples embedded throughout mathematics curriculum
Are these number sentences true or false?
= 113
98 – 18 = 70
= 123
92 – 67 = 35
Give your reasons.
Always, sometimes, never
Is it always, sometimes or never true that if you add three numbers less than 10 the answer will be an odd number

21. Problem solving examples

22. Ways to support your child at home

23. Addition – ideas to try at home
Bing, Bong, Zong
Face each other and tap your legs with both hands say ‘”Bing Bong Zong.”
After you have said “Zong” display a number with both hands from 1 to 10. (You are not allowed to display 0).
As both of you will have displayed a number each, you must add the two numbers together and call out the answer.
The person who calls out the correct answer first gets one point.
To simplify, you can just display a number on one hand.

24. Addition – ideas to try at home
Number bond tennis
With pretend tennis rackets, serve numbers to your child – they have to hit back with the complementary pair to make 10, 20, or 100.   
Example 1 (number bonds to 10):
You serve 3
Child hits back 7 to make 10
You hit 2
Child hits back 8
Example 2 (number bonds to 100):
You serve 50
Child hits back with 50
You hit 20
Child hit back with 80

25. Addition – other ideas
Board games such as Snakes and ladders (use 2 dice and add your score)
Going shopping – adding totals of items, have we got enough to pay?
Planning a party/family get together – how many people coming, if they each ate 2 sausage rolls, how many sausage rolls do we need to buy?
We’ve got 7 Jammie dodgers and 13 party rings, how many biscuits have we got altogether?
Pairing socks – adding 2s.

26. Addition – ideas to try at home
Number bond matching pairs
Use digit cards (or playing cards)
Turn them all over so they are facing downwards
Each play take turns to turn over two cards to find matching number bonds to 10
Count how many cards you have at the end of the game – winner has the most!

27. Subtraction – ideas to try at home
Subtraction Bingo
Use digit cards to make a Bingo board. Instead of calling actual numbers, call ‘1 less than 4’ or ‘10 minus 17’ or ‘9 takeaway 5’ so your child needs to work out the calculation first.

28. Subtraction – ideas to try at home
Missing toys!
Let your child work out how much of something has gone by setting up some toys under a towel, let them look away and take some away. ‘We had 8 toys, now there are 5. How many have I taken away’.
Use counters – hide under piece of paper

29. Subtraction – ideas to try at home
Ages Work out the age gaps of family members e.g. What is the age difference between you and dad? What is the age difference between mum and dad?

30. Subtraction – ideas to try at home
Shopping Encourage subtraction when shopping – you have 20p; your sweet costs 8p. How much have you left?/How much change will you get? Practice with coins at home ‘play shops’

31. Multiplication – ideas to try at home
Multiplication bingo Use digit cards to make a bingo grid. (make it relevant for your child’s knowledge of times tables e.g. x 2, x 5, x10) Parent calls out questions child uses counters/coins to cover relevant digit card.

32. Multiplication – ideas to try at home
Number Battle
Use digit cards. (1-10) Turn over different digit cards and multiply together. Next person does it – whoever has highest answer wins!

33. Multiplication – ideas to try at home
Number Cube Twice
Each player rolls two dice and multiplies the numbers shown. The higher number wins.
You can play the same game with subtraction and addition.

34. Division – to try at home
Sharing You have twenty marbles to share between you , your brother and mum and dad. How many marbles would you have each?

35. Importance of the role of:
Repetition
Challenge
Mathematical language
Representation (images and resources)
The connection between concrete and abstract
Practising makes perfect! (Importance of knowing number bonds and times-tables).
Factual – I know that
Procedural – I know how
Conceptual – I know why