1. Supporting Mathematics at Home Parents’ Information Session

2. Mental and Oral Starter

3. How have things changed… Children being taught how to use a range of methods with practical resources to help develop their understanding Children having time to talk together about their work Children sharing their methods with the teacher and each other Children being taught how to work mentally Teaching and learning that is always built on what children have already learned

4. How would you find answers to these calculations? 3+1+4= 16+5+3+7= 34+45= 625+48=

5. Models and Images Objects Pictures Coat hanger and pegs Dice Bead string Tracks and number lines Arrow cards 123456789

6. Number bonds

7. Numicon Shapes allow children to ‘see’ the relationship between numbers and spot patterns… + = 44 8 Action, imagery, structure, conversation

8. Images The beadstring may be used to model the following strategies: - Doubling - Counting forwards and backwards - Using the relationship between addition and subtraction - Number facts - Partitioning Beadstring

9. 7 + 5 = 7 + 3 + 2 Informal Jottings - Using a number line 7+3 Bridging through ten Near doubles +1 6 6 + 7 = 6 + 6 + 1 = 04612357891011121314151617181920 +2 04612357891011121314151617181920 +6 = 12 13 Models and Images

10. 15 frogs on a lily pad 9 jump in, how many are left? 15 - 9 515 +1 - 10 The empty number line 6 frogs are left = 6 6 Compensating Models and Images

11. Partitioning 56 50 6

12. Mental method, using partitioning 56 + 41 90 7 + 61 5040 6 1 +++ 7

13. Partitioning Use partitioning to solve the questions below 56+32= 43+55= 67+46=

14. On the move Make a tower with Multilink (1 – 10) Find a partner With the same number in their tower So towers have a difference of 3 So that if you subtract one tower from the other you are left with 2 So that if you count back from one tower to another the difference is 4.

15. How would you find answers to these calculations? 8 - 4= 48 - 22= 63 - 9=

16. The baker makes 54 loaves and sells 28. How many has he left? 54 - 28 30 3454 - 4 - 20 26 loaves are left - 4 26 Using the number line and bridging to count back

17. Using a blank number line Use a blank number line to solve the calculations below 37 - 19= 84 - 57=

18. Key Principles Every day is a mental mathematics day Hands-on learning is still important Seeing mathematics through models and images supports learning Talking mathematics clarifies and refines thinking Make mathematics interesting Learning from mistakes should build up children’s confidence

19. Addition and subtraction activities at home calculating change - which coins, different combinations deciding on coins to pay a bill weighing fruit and vegetables in the supermarket counting pocket money calculating the price of a holiday from brochures estimating the final bill at the end of shopping while waiting at the checkout calculating discounts e.g. 20% reduction, 50% sale price using shopping bills to calculate change calculating postage on letters using first or second class stamps calculating the cost of a meal using a menu calculating the cost of the contents of a lunch box using the till receipt to check the shopping calculating the cost of the family going to the cinema, swimming baths, etc

20. How can parents help….. Talking about mathematics in everyday situations: counting when climbing the stairs, laying the table, shopping, planning an outing, solving problems Playing games: Snakes and ladders, Ludo, draughts Guess who?, Connect 4, Dominoes Snap, Happy Families If they are stuck useful questions: What have you got to do? How have you started? What have you found out so far?