1. …… Primary School Parents Meeting on: Progression through Calculations Can I do it in my head? Do I need jottings ? Do I need to use a calculator? Shall I use a pencil and paper method?

2. Starter (use a calculator!) Think of a number between 1 and 9 Multiply by 2 (x 2) Add 5 (+5) Multiply by 50 (x50) If you have had your birthday this year add 1 760. If not add 1759. Subtract the year of your birth.

3. Aims To look at the ways in which the teaching of mathematics has changed; To look at how children calculate; Try activities to develop calculation strategies; To look at ways in which parents can help their children

4. How has mathematics changed? Daily mathematics lesson; Emphasis on mental calculations; Interactive whole class and group teaching; Enjoyable practical approaches; Mathematics with understanding

5. Calculations Ways to help children to remember… Practice with just one fact a day, or try a ‘fact of the week’ Practice ‘fact families’, e.g. 6+8=14, 8+6+14, 14-6=8, 14-8=6 Work from answers back to facts – how many facts do you know with an answer of 12? Make an addition or multiplication table and cross out all those facts you already know. Now focus on those you need to learn. Encourage children to work out their own ways to remember facts Draw pictures to accompany particular facts. Repeat it and repeat it!

6. Skills of mental calculation Remembering number facts and recalling them without hesitation. Using facts that are known by heart to figure out new facts. Applying understanding of place value and ability to partition numbers into parts Understanding and using the laws of arithmetic and relationships between the four operations to find answers and check results Having a repertoire of mental strategies to do calculations with some thinking time Solving word problems

7. Mental gymnastics Think of a number and keep doubling it. How far can you go? Face the person next to you and alternate! In two’s – one person recites all the numbers from 1 to 100 The other person raises their hand at any number that can be divided by 3 or … Divided by 4 or … Divided by 3 and 4 or … Divided by 5 You can use your number square to help you!

8. Mental calculations Children are encouraged to count in different ways and to calculate mentally. Number lines – Bead bar / number stick / individual number lines / Number ladders

9. Calculations The aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose effective and efficient strategies to work out the answers.

10. Overview Up to Year 3 the emphasis is on: oworking mentally, ocalculations recorded in horizontal number sentences osome jottings for more challenging numbers oModels and Images In Year 3-6 children will be gradually taught more formal written methods of calculation but they will still use mental methods and jottings where appropriate.

11. Developing children’s mental picture of number system oDEMONSTRATE on a number line children’s response to a calculation. oDISPLAY number lines and washing lines around the room for the children to access. oMODEL the use of number lines and tracks to aid calculation from YR and empty number lines from Y2 oCONTINUE to demonstrate, display and model use of a number line all the way to Y6!

12. Early Recording

14. So - how can we give children the best foundations for success with written calculations? o We need to encourage children to use mental calculation strategies for mental calculation strategies for smaller/ simpler numbers. smaller/ simpler numbers. o We need to encourage children to ask the question “Can I do it in my ask the question “Can I do it in my head?” or “Can I do it in my head with head?” or “Can I do it in my head with jottings/ a number line?” jottings/ a number line?”

15. Laying the foundations for addition and subtraction oPartitioning oRounding oCompensating oCounting on oBridging through 10s, 100s, 1000s boundaries oAddition and subtraction facts

16. Laying the foundations for multiplication and division oDoubling/ Halving oGrouping/ equal groups/ equal jumps oRepeated addition/ subtraction oArrays oMultiplication and division facts

17. Multiply Slap, clap, click (not as violent as it sounds!) ‘Show me’ – 1. The product of a multiplication 2. A multiple of 2, 3, 5, 10, 4, etc 3. A number that is exactly divisible by 3, 5, 2, 10, 4, etc 4. A common multiple of 2 and 3, 3 and 5, 3 and 10 1. In groups have a go at ‘Hot Seat’ You can use your number square or calculator to help

18. Common calculation errors! 99 158 +101 + 184 1901 612 4 1 945 1 1 1 - 237 2000 712 - 108 902

20. Dartboard Activity Rules: You have 3 darts. You can hit the same section of the board more than once, but all three must score. Show how you could score each of these totals. Demonstrate the first one Work with a partner Do you always make the totals in the same way? How might you differentiate this game?

21. Addition- Progression oMental calculation supported by: Modelling of method by teacher Modelling of method by teacher Jottings Jottings Number lines Number lines oExpanded method using partitioning oCompact ‘carrying’ method

22. Jottings

23. When do children still use jottings/ number lines?? When they can calculate mentally and need a little support.When they can calculate mentally and need a little support. When they are not completely secure with ‘carrying’.When they are not completely secure with ‘carrying’. When they are dealing with addition of decimals, negative numbers, time, measurement scales, etc.When they are dealing with addition of decimals, negative numbers, time, measurement scales, etc.

25. Stage 1: Mental method using partitioning: 47 + 76 = (40 + 70) + (7 + 6) = 110 + 13 = 123 Stage 2/3: Use an expanded layout 47 47 + 76 + 76 110 13 13 110 123 123

26. Subtraction - Progression Mental calculations supported by:Mental calculations supported by: Modelling of method by teacher Modelling of method by teacher Jottings Jottings Number line Number line Expanded decomposition using partitioningExpanded decomposition using partitioning Compact decompositionCompact decomposition

27. 78 – 12? 74 – 57? How do you work out….

28. Using a Number line for Subtraction Counting Back 78 – 12 -10 -2 66 68 78 Counting on to find the Difference 74 – 57 +10 +3 +4 57 67 70 74

29. When do children still use jottings/ number lines?? oWhen they can calculate mentally and need a little support. oWhen they are calculating the difference between two numbers relatively close together. oWhen not completely secure with decomposition oWhen calculating with decimals. oWhen decomposition is made difficult by ‘trapped zeroes’.

32. Stage 1: Mental method using partitioning. 76 – 32 = (70 – 30) + (6– 2) = 44 Stage 2: Expanded vertical layout Stage 3: Compact decomposition Ongoing methods: mental methods and subtraction using a number line

33. Multiplication - Progression oMental calculation supported by: Jottings Jottings Number lines Number lines Modelling of method by teacher Modelling of method by teacher oUnderstanding of multiplication as: an array an array repeated addition repeated addition scaling scaling oGrid method Multiplication facts ITP

34. Multiplication Facts ITP

35. Using a number line

36. 10 3 6 1860 60 + 18 = 78 so 6 x 13 = 78 so 6 x 13 = 78 Grid ITP Grid method of multiplication

37. Division - Progression oMental calculations supported by: Jottings Jottings Number lines Number lines Modelling of method by teacher Modelling of method by teacher oUnderstanding division as sharing and grouping. oVisualising division using: arrays arrays repeated subtraction repeated subtraction

38. This child has used a strategy of grouping tallies to find the answer. This child has used a strategy of counting equal groups to find the answer.

40. Table Trios and Multiplication Clocks!

41. Division - Progression Chunking Step 1: Demonstrate practically by repeatedly subtracting groups of objects and keeping count Step 2: Model on a number line Step 3: Model vertical method

42. Stage 1: Short division. i.e. TU ÷ U, HTU ÷ U Known as the ‘chunking’ method. 6 72 - 60 x 10 12 - 6 x 1 6 - 6 x 1 0 Answer = 12 9 97 - 90 x 10 7 Answer = 10 r 7

43. Stage 3 Long division (HTU ÷ TU) 15 432 15 432 - 150 x 10 - 300 x 20 282 132 - 150 x 10 - 120 x 8 132 12 - 60 x 4 72 Answer = 28 r 12 - 60 x 4 12 Answer = 28 r 12

44. How to help your child with mathematics!

45. Visual maths Number lines Noticing numbers 1 2 3 4 5 6 23

46. Rhymes/songs 5 little speckled frogs; 10 huge dinosaurs (bottles); 1, 2, 3, 4, 5 once I caught a fish alive;

47. Sorting Socks Cars Shoes

48. Measures Keep a record of your child's growth; Scales and balances e.g. see-saws Capacity – different containers to play with in the sink or bath;

49. Rectangle

50. Spot the Shape 1 and 2

51. Shape and space Recognising shapes around them e.g. doors, windows, cans, boxes etc Construction sets, Lego, Shapes of cakes, biscuits, sandwiches.

52. How can parents help? Count with their child Play number games Involve children in shopping activities Involve children when taking measurements or weighing items Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc Give children opportunities to use money to shop, check change etc Talking about the mathematics in football e.g.. How many points does your favourite team need to catch the next team in the division? When helping their children calculate use the method that they have been taught.

53. Key Messages To develop written calculation strategies, children need: oSecure mental strategies from YR. oA solid understanding of the number system. oPractical, hands on experience including counters and base 10 apparatus. oVisual images including number lines and arrays. oExperience of expanded methods to develop understanding and avoid rote learning. oSecure understanding of each stage before moving onto the next. oThe questions at the forefront of their minds: ‘Can I do it in my head? If not which method will help me?’ ‘Can I do it in my head? If not which method will help me?’