2. Aims:  to provide an overview for parents of how mathematics is taught within our school,  to explain the expectations of the National Curriculum  To demonstrate the differences between written and mental methods in maths  to model and demonstrate the pencil and paper procedures for the four main operations +, –, ×, ÷ as they look throughout the school

4. The current national curriculum has been statutory from September 2014. It is now in its third year of use at St Mary’s, as we began using it in 2013- 14.

5. General points about the national curriculum for maths Expectations are higher than ever. Pupils are benchmarked against age-related expectations. “Levels” are a thing of the past. Number, calculation and arithmetic are the most important areas. Shape, space and measure are secondary. Pupils are learning to manipulate and calculate with fractions in more depth than ever. All pupils are expected to build firm foundations. They are a no longer accelerated to content expected in secondary school.

6. Expectations Pupils must learn their tables to 12 x 12 by the end of year 4. Maths has become more “old fashioned” in approaches to calculations. Children must master their written methods (more on this in a minute.) There is an earlier and more challenging requirement for fractions and decimals. By Year 6, pupils must use formulae and be familiar with algebraic equations (for example, for volume and to calculate the area of shapes other than squares and rectangles.)

7. Points to note The use of calculators is restricted until the later years of primary. Roman numerals are taught from Year 3. There is a focus on counting beyond whole numbers, that is, decimals, fractions and percentages. Financial education is emphasised, with focus on essential numeracy skills, using money and working with percentages.

8. Our approach at St Mary’s We aim to make maths fun and interactive wherever possible. We use our learning powers – collaboration, determination, curiosity, creativity and independence – to support our learning. We ask children to be self-reflective through peer-marking and self-evaluation. Homework is used to support and reinforce classroom learning.

9. Written vs. mental methods A “mental method” is one which gets to the answer without writing anything down. A “written method” involves writing – which can include jottings and notes. Mental methods are nevertheless formal and taught explicitly. For example: -Doing 13 + 40 by counting on in tens in your head. -Doing 116 – 99 by taking away 100 and adding 1. -Doing 8 x 4 by doubling and doubling again. The methods shown in this presentation will be about written methods specifically.

11. Place value Children must gain an understanding of place value alongside learning calculation methods. For example: 24 = To teach this we use a variety of resources such as arrow cards, dienes blocks, mini-flips, etc. 20 4 2 tens4 units = 24 +

12. Addition and subtraction Drawings & visual representations 3 + 2 = 4 – 3 = -= +=

13. Addition and subtraction Number lines 8 + 5 = Using knowledge of round numbers to jump on in units other than ones 18 + 7 = 8 910111213 18 +2 20 +5 25

14. Addition and subtraction 9 10 11 8 12 Starting with the smallest number at the start of the numberline Place the largest number at the end +1 12 – 8 = 18 – 7 = 7 + 3 10 + 8 18 25 + 5 30 + 20 58 50 + 8 58 - 25 =

15. Addition and subtraction Addition and subtraction in columns 13 + 6 18 – 15 T U 1 3 + 6 T U 1 8 -1 5 “Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers” – National Curriculum, Y2

16. Fractions In the late KS1 the children begin to add and subtract fractions. For example: ¼ + ¼ = 2/4 = ½ 3/5 – 2/5 = 1/5

17. Below is an example of the vertical method and crossing the tens, a ten must be carried over to the tens column. 145 + 37 = 145 + 37 182 1 H T U Addition

18. Subtraction 1 2 3 5 8 - 1 3 4 2 2 4 H T U 4 3 2 - 2 4 5 1 8 7 H T U 2 0 2 8 - 7 5 1 1 2 7 7 Th H T U 1 3 1 1 9 1

19. Multiplication By the beginning of KS2 the children should have confident and quick recall of the 2, 10, 3, 4 and 5 times tables. Children should know rules for multiplying by 10 and 100. In early KS2 we introduce the grid method for multiplication. X206 714042 For example: 26 X 7 = 182 140 + 42 = 182 The idea of partitioning is used in this method to break the numbers down into more manageable chunks which are recombined in the final stages of the method.

20. Multiplication  The grid method is then used to assist the children when multiplying 2 and 3 digit numbers. For example: 25 X 132 = X100302 20200060040 550015010 2000 + 600 + 40 = 2640 500 + 150 + 10 = 660 2640 + 660 = 3300 First the children will add the first row. Then move on to the second. Finally they will add the totals to reach their final answer.

21. Multiplication The grid method moves on to the written column method H T U 2 1 4 x 6 12 8 4 2

22. Upper KS2  The written column method becomes the method for long multiplication H T U 3 2 5 x 1 3 9 7 5 1 32 5 0 4 2 2 5 1 Tth Th H T U 4 5 7 x 2 4 1 8 2 8 2 2 9 1 4 0 1 1 1 0 9 6 8 1

23. Division Written bus stop method, using Does Macdonald’s Sell Burgers (Division, Multiplication, Subtraction, Bring down) 0 7 5 r 1 32 2 6 0 2 2 2 1 0 1 6 0 7 0 5 r 4 5 3 5 2 9 0 3 5 0 0 2 0 2 9

24. 1 0 3 1 1 r 11 15 4 6 7 6 0 4 6 4 5 0 1 7 1 5 0 2 6 1 5 1 1 0 6 5 5 r 4 13 8 5 3 9 0 8 5 7 8 0 7 1 6 5 0 6 9 6 5 4 7 61 Long Division

25. Fractions Children begin to add and subtract with fractions containing non-common denominators: 1 + 3 = 13 = 1 1 3 4 12 12 Eventually they learn to multiply by a fraction 4 x 1 = 4 = 1 6 2 12 3

26. I hope this has proven useful for you, and that you will feel more able to help your children with their maths at home.