1. WELCOME ‘ Mathematics is a creative and highly inter-connected discipline that has developed over centuries, providing the solution to some of history’s most intriguing problems.’ (National Curriculum in England, Sept. 2013)

2.  Aims: ◦ Become fluent in the fundamentals ◦ Reason mathematically ◦ Solve problems by applying their mathematics ◦ Depth of understanding before acceleration through new content  Challenge will be through the use of rich and sophisticated challenges focussing on the application of knowledge

3.  Curriculum content divided into domains ◦ Number – place value, addition and subtraction, multiplication and division, fractions ◦ Measurement ◦ Geometry – properties of shapes, position and direction ◦ Statistics (Y2 onwards) ◦ Ratio and Proportion (Y6) ◦ Algebra (Y6) Investigations and problem solving to promote inter- connections used throughout.

4. Concrete objects Pictorial representations Mental methodsWritten methods Mental methods – securing children’s fluency, enabling them to use numbers efficiently. Ensure a good understanding of place value. Use number lines and grid methods for multiplication Written methods – progressive approach. Initially using expanded methods Mental v’s written – using a written method does not make you a better mathematician!!

5. 2 + 3 = I buy 2 cakes and my friend buys 3 cakes. How many cakes did we buy altogether? (Children could draw a picture to help them work out the answer) 8 + 5 = 8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now? (Children could use dots or tally marks to represent objects – quicker than drawing a picture) pictures symbols

6.  Counting on 18 + 5 = 18 19 20 21 22 23 24 +1 +1 +1 +1 +1 18 20 23 +2+3

7. 47 77 80 82 (+ 2) (+ 3) (+ 30) 47 57 67 77 80 82 +10 +2+3 47 + 35 = 82

8. 408 306 40 + 30 = 70 8 + 6 = 14 84 40 8 + 30 6 70 14 70 + 14 = 84 4 8 + 3 6 8 4 1 + 248 374 622 11 48 + 36 = 84

9. 5 – 2 = I have five cakes. I eat two of them. How many do I have left? A teddy bear costs £5 and a doll costs £2. How much more does the bear cost? (Take away) (Find the difference) 13 – 5 = Mum baked 13 biscuits. I ate 5. How many were left? Lisa has 13 felt tip pens and Tom has 5. How many more does Lisa have? Drawing a picture helps children to visualise the problem Using dots or tally marks is quicker than drawing a detailed picture (Take away) (Find the difference)

10. 43 – 43 – 20 = 23 23 – 3 = 20 203 43 – 43 – 20 = 2 3 23 – 7 = 1 6 207

11. Take away 74 – 26 = 48 48 74 54 50 − 20 − 4 + 4 26 30 70 74 − 2 + 40 + 4 Find the difference

12. to subtract 7 units we need to exchange a ten for ten units 43 - 27 = 16 40 + 3 - 20 + 7 10 + 6 10 + 30 352 = 300 50 40 12 - 136 = 100 30 6 200 10 6 = 216 7 1 6867 - 2684 4183 Red Alert

13. Counting in steps of ……. 0 5 101520 25 Using pictures and symbols 3 x 2 = 6 Knowing multiplication facts 2 x 4 = 8

14. Repeated addition Rectangular array 2 + 2 + 2 + 2 = 8 4 x 2 = 8 2 multiplied by 4 4 lots of 2 14 x 2 = 28 5 x 3 or 3 x 5

15. 14 x 2 = 28 2 10 4 2 4 43 x 6 = 258 43 x 6 258 1

16. 64 x 34 = 2176 372 x 24 = 8928 TU x TU HTU x TU 1800 120 240 + 16 2176 6000 1400 1200 280 40 8 + 8928

17. 372 24 x 8 280 1200 40 1400 6000 8928 x 24 372 1488 + 7440 8928 1 ( 372 x 20) ( 372 x 4) Multiplying 4 x 2 then 4 x 70 then 4 x 300 etc 372 x 24 = 8928 HTU x TU Long Multiplication

18. Sharing or grouping? 6 cakes shared between 2 6 cakes put into groups of 2 6 ÷ 2 = 3

19. 15 ÷ 5 = 3 0 5 10 15 15 – I wonder how many 5’s? Linking an array to division

20. Repeated subtraction using a number line 12 ÷ 4 = 3 12 48 0 - 4 145 ÷ 6 = 24 r 1 With remainders 145 6525 1 (10 x 6) (4 x 6) - 60 - 24

21. Now for chunking! 100 ÷ 7 = 14 r 2 100 - 70 ( 10 x 7 ) 30 - 28 ( 4 x 7 ) 2 518 ÷ 7 = 74 518 - 350 ( 50 x 7 ) 168 - 140 ( 20 x 7 ) 28 - 28 ( 4 x 7 ) 0 Fact Box 1 x 7 = 7 2 x 7 = 14 5 x 7 = 35 10 x 7 = 70 20 x 7 = 140 50 x 7 = 350 100 x 7 = 700 What facts do I know about the 7 times-table? 560 ÷ 24 2 3 r 8 2 4 5 6 0 - 4 8 0 (20x24) 8 0 - 7 2 (3x24) 8

22. 291 ÷ 3 = 97 3 291 97 2 7 43.4 6.2 1 43.4 ÷ 7 = 6.2 2 4 432 ÷ 15 = 28.8 1 5 4 3 2.0 3 0 1 3 2 1 2 0 0 2 8. 8 Long division