1. Helping Our Children To Achieve Welcome
Maths is FUN!

2. How Maths teaching has changed
To give children the chance to explore ways of finding an answer, and being able to explain why it works
To give them the key skills needed to solve real world problems and examples
To provide opportunities to apply these skills in practical situations

3. Developing understanding
Prompting thinking & questioning
Providing opportunities to manipulate, experience and see (use of resources)
Develop thinking through investigation
Reasoning and making connections
Engaging in talk
Enabling learning through drawing attention to.
Encouraging children to make links and generalise
Maths is about spotting patterns, making links and understanding how pieces of knowledge fit together. NOT purely memorising facts and procedures by rote.

4. Changing attitudes towards Maths . . .

5. Right then, time for a warm up!
Which is the odd one out, and why?
No hands up! 1 min talk to a neighbour! Everyone has generalised!

6. FS and KS1 Mental Arithmetic
The emphasis in KS1 is on mental arithmetic BUT based on practical activities. Useful things to practise at home include:
Doubles and halves
Bonds of 10, 20 and 100
Adding 2 small numbers
Adding or subtracting
Using different vocabulary

7. KS2 Mental Maths
H T U Times tables and division facts Number bonds up to 100 Doubling and Halving Rounding and estimating x 10, x 100 (DON’T ADD A 0!)

8. STRONG MENTAL CALCULATION STRATEGIES
Quick recall of
Number bonds to 20, 50 and 100.
Times tables knowledge
2x, 5x, 10x
3x, 4x,
6x, 8x, 9x 7x
Important children need to have quick recall of facts but based on thorough understanding built on through practical manipulation and experiences- not simply memorising . Need to help them make links between knowledge.

9. When ready, the children will move on to more formal written methods.
Moving to written procedures too fast can mean:
Children add/subtract the digits in a column by rote, without understanding what their value is, or what a sensible answer is likely to be
Children who rely on written procedures can be more likely to look for a calculator when stuck, not a mental strategy
Children can hide their understanding of mathematical concepts behind having a good memory for procedure.

10. Written Methods What? Why? When? Where? How?
for larger numbers, or too many numbers to deal with mentally
What?
Why?
When?
Where?
How?
We will attempt to touch on as many written methods as we can in the time we have. Please stay at the end and ask if you are unsure or have any further questions.

11. resources to support understanding
On your table for you to use and experience.
We teach children methods, but support with multiple images and resources so children can see how maths works. Some resources work better for different calculations and its important that the children realise this.

12. Addition Counting on using objects
Counting on using number line / tracks
Counting on using a hundred square
Blank number line (bridging)
Partitioning
Column addition
From FS begin to count… lots of practical experience . Just being able to recite up to 100 doesn’t mean they can count or understand number. Important they know what 10 objects look like, what 20 objects etc.
Link the symbols of numbers to the objects – 1 more / add 2

13. 48 + 35 Addition Plus Total All together Sum More than
Language very important – know that all these words are represented by the symbol +
More than

14. ADDITION: Number tracks / lines
Board Games important to help count on / back.
Use of numbered tracks or numbered line – progress to blank no lines children draw their self on wowo boards

15. Addition : Number lines
Important that the children have secure knowledge of number and place value to be able to partition numbers
Use of beadstring can also aid this as colour coded in tens.

16. ADDITION : partitioning= =
= 81 or = =
= 81
Use of dienes blocks can support this.

17. Stage 2: Partitioning continued
Partitioned numbers are then written under one another. This mirrors the column method and also links mental methods.

18. ADDITION : Vertical : column addition

19. Try these out on your table using the resources
2 more than 9
5 + 8 =
Total of 25 and 41
74 plus 27 =

20. Subtraction Subtract Minus Less than Take away Fewer than
Counting back using objects
Counting back using a number line
Counting back using a hundred square
Blank number line
Partitioning
Subtract
Minus
Less than
Take away
Fewer than

21. SUBTRACTION: Number lines

22. SUBTRACTION:
73 – 26 =

23. SUBTRACTION COUNTING BACK 85 - 37 = - 7 -30 48 55 85=
Or finding the difference

24. Counting on
354 – 188 =

25. End of year 4

26. Examples : try these!
Find 2 less than 7
What is 27 – 13?
62 – 45 =
Take away 19 from 96
72 – 46
What’s the difference between 87 and 105?
How would you tackle this number sentence? Can you explain your method?

27. Groups of Multiply Times Lots of
Multiplication
Doubles – objects / beadstring
Counting in steps of 2,5,10
Counting objects
Pictures
Number lines
Times tables
Arrays
Grid method
Groups of
Multiply
Times
Lots of

28. Arrays and numberline Children represent by drawings, counters, cubes
and begin to link to number line as repeated addition

29. 8 x 23 = 8 x x x 3 =
= 184
This develops into the grid method.
8 x 23 = X 10 3 8 80 24
=184

30. leading to X 20 3 8
160 24
= 184

31. Multiplication Double 7 5 times 6 3 lots of 4 23 x 7= 13 x 24= Lots of
Product
Double 7
5 times 6
3 lots of 4
23 x 7=
13 x 24=
Times
Multiply
Repeated Addition
Array

32. share Group divide Division Halving Sorting hoops and objects Pictures
Related times tables facts
share
Group
divide

33. There is no need to divide! Use your tables knowledge!
Division
‘84 sweets shared equally between 6 children’
How many 6’s go into 84?
84 divided by 6?
84 shared by 6?
There is no need to divide! Use your tables knowledge!

34. Examples

36. Use of ‘I know’ boxes I know: 10 x 7 = 70 SO 20 X 7 = 140
(I HAVE 56 LEFT)
8 LOTS OF 7=56
196  7 = 28 ( AS I KNOW 28 X 7 = 196)

37. Helping at home …And Some Don’ts! Some Dos…
Don't expect them to understand after you've explained it once
It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer
Don't tell them you are hopeless at maths
You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important”
Don't get into an argument over homework
It will be something that your child has covered in class, and if they really can't do it without a lot of tears and frustration, leave it and LET US KNOW!
Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)
Play (maths) with your child
There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox
Let your child win or be better than you
Otherwise all they learn is that you are better at maths than them
Recognise that there is more than one way of doing calculations
You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded
Be an actor
Get excited about maths and your child will get excited too

38. Helping at home KS1/ FS Play board games Cook – measuring and weighing
Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas!
Money
Comparing heights
Birthdays, Months of the year, Days of the week
Time

39. Props around the house KS2
A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day.
A traditional wall calendar-Calendars help with counting days, spotting number patterns and
Board games that involve dice or spinners-helps with counting and the idea of chance
A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting
A calculator- A basic calculator will help with maths homework when required, there are also many calculator games you can play, too.
Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial
Dried beans, Macaroni or Smarties- for counting and estimating
A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc
A large bar of chocolate (one divided into chunks)- a great motivator for fractions work
Fridge magnets with numbers on- can be used for a little practice of written methods
Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing
Unusual dice- not all dice have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting
A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.
Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)

40. Homework! Related to classwork Use method shown in class
Check with teacher if unsure!
It’s the child’s responsibility to complete their homework!