2. Aims :  To look at how children calculate  To explain how we teach Numeracy in our school  To help you to support your child in their Numeracy learning

3. Was it…  I could never do Maths.  Loved it!  It comes naturally to me.  Rote learning/times tables Do you fit into one of these…?

4. ‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’

5. Think of a number between 1 and 9 Multiply the number by 9 Add the digits Minus 5 Use the number and count the letters of the alphabet to match the number e.g. 1=a, 2=b Think of a country starting with that letter Use the second letter of your country to think of an animal Put your hand up if you ‘ve got an.. Elephant! Its giving children the buzz and reaction from the simplicity of e.g. the 9 times table

6.  Kinaesthetic – this involves memorising through movement  Visual – some children have a good visual memory and can see facts on the page  Aural – some children remember things by hearing them repeated  Written – writing facts can help the facts travel from the pencil to the paper  Pattern – some children find it much easier to recall facts when they understand the structure of patterns in which they are embedded

7. The overall aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose the most effective and efficient strategies to work out the answers.  Addition  Subtraction  Multiplication  Division

9. Calculations supported by:  Head (mentally)  Fingers (real objects)  Biggest number in your head and count on with fingers  Number bonds to 20  100 square  100 square and adjust  HTU (Hundreds, Tens and Units)  Jottings  Number lines  Empty number lines

11. Empty number lines – from the end of Year 1 onwards… Number lines from Reception to Year 1

12. 2 + 1 = 5 + 4 = 12 + 6 = 19 + 1 = 36 + 10 = 49 + 9 = 249 + 100 = Some ‘Tools of the trade’! Head (mentally) Fingers (real objects) Biggest number in your head and count on with fingers Number bonds to 20 Counting in number patterns e.g.2 4 6 8 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings Number lines

13. Calculations supported by:  Head (mentally)  Fingers (real objects)  Biggest number in your head and count back with fingers  Number bonds to 20  100 square  100 square and adjust  HTU (Hundreds, Tens and Units)  Jottings  Number lines  Empty number lines Counting back is an essential skill for subtraction

14. Jottings

15. Number lines – Reception and Year 1 Empty number lines – from the end of Year 1 onwards… 45 – 23 =

16. 3 - 1 = 8 - 4 = 12 - 2 = 20 - 15 = 36 - 10 = 54 - 9 = 231 – 100 = Some ‘Tools of the trade’! Head (mentally) Fingers (real objects) Biggest number in your head and count back with fingers Number bonds to 20 Counting back in number patterns e.g. 10 8 6 4 2 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings / number lines

17. o Mental calculation supported by: o Jottings Number lines Counting patterns e.g. 2 4 6 8 10… o Understanding of multiplication as: an array repeated addition

18. I have 2 bags with 3 apples in each. How many apples altogether? Jottings

19. 3 x 5 5 x 3 Using repeated addition 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 5 5 Children should be able to calculate a multiplication using an array

20. o Mental calculations supported by: Jottings Number lines Counting using number patterns o Understanding division as sharing and grouping. o Visualising division using: arrays repeated subtraction

21. There are 6 sweets. How many people can have two sweets each? 8 dolls shared between 2 children. How many do they have each? Sharing Grouping

23. Up to Year 3 the emphasis is on: o working mentally or using tools o calculations recorded in horizontal number sentences o some jottings for more challenging numbers o Models and Images or pictures 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.

24.  Year 2: 2X 5X 10X  Year 3: 2X 3X 4X 5X 6X 10X  Year 4: Derive and recall division facts for all tables up to 10 x 10  Year 5 and 6: Derive and recall quickly all division facts for tables up to 10 x 10

25. WEB SITES www.counton.orgwww.counton.org has lots of ideas and games to play. www.bbc.co.uk/schoolswww.bbc.co.uk/schools games to play and links to many subjects.( Click on Bitesize KS1 infants, KS2 juniors) www.woodlands-junior.kent.sch.uk/ www.crickweb.co.uk/ http://www.mathletics.co.uk/http://www.mathletics.co.uk/ -children from Year 1 to Year 6 are provided with a password and user ID. Please speak to your child’s class teacher if necessary

26. Any questions? Parent Booklet Please fill in an evaluation form