1. Maths evening 12th October 2015
Welcome
Changes in teaching and expectations
since introduction of New Curriculum 2014
Calculating and efficient written methods
Assessment For Learning
Launching ‘Launch Pad’ maths.
Have a look around and see how we do it.

2. Example of Changes to the Maths Curriculum

5. North Rigton Church of England Primary
Calculations
Addition
Subtraction
Multiplication
Division
Assessment

6. Early addition 5+4 =

7. Addition method 1
In our school to work out addition problems we use the partitioning method.
= 61
How did you work it out?
= 50
= 11
= 61

8. Addition progression
The partitioning method is now used for increasingly large numbers e.g.
= 6001
= 5000
= 900 = =
This is then extended to include larger numbers and numbers
with more decimal places.

9. Addition progression
Again we use the partitioning method, but this is extended to include decimals.
= 13.4
= 12
= 1.4

10. Adding (transition)
To progress with addition using efficient written methods we begin to encourage the children to use more traditional column methods. 123 The children need a secure knowledge of +74 place value. 197
1 1
123
+89
212

11. Early Subtraction 5-4 =

12. Subtraction method 1
Children are encouraged to begin by using the empty number line method. This method is quick and efficient and develops children's mental calculation skills.
Children are encouraged to always count forwards along the number line.

13. The Number Line: 96 – 32 = 8 50 6 32_______________________________96
32_______________________________96
This is extended to include more difficult numbers and decimals.
In later years this may also become jottings.

14. Subtraction Method 2
Introducing the column method

15. Progression: Decomposition
Other wise known as borrowing.
2 1
326
-95
231

16. Early Multiplication
Groups of/ lots of/arrays

17. Multiplication method 1
We begin multiplying using the partitioning method.
23 x 3 = 69
20 x 3 = 60
3 x 3 = 9
= 69

18. Multiplication method 2
In year four the children continue to use partitioning but the grid method is introduced.
23 x 3 = 69 x 60 9 3

19. Multiplication progression
We now use the grid method for larger numbers and decimals. X
= 49.2
= 6.15 X
= 270
= 135
27 x 15 = x 45 =55.35

20. Multiplication method 3
Long multiplication 27
X15 1
270
+ 135
405

21. Division We teach division as the opposite of multiplication e.g.
4 x 5 = 20
20 / 5 = 4
This is taught as a KIRF alongside the teaching of times tables.
By the end of year 4 children should know this up to 12x12!

22. Early division 9/3=

23. To solve division problems we use the chunking method.
Division method 1
To solve division problems we use the chunking method.
We reinforce the idea that division is repeated addition and encourage the use of an empty number line.
How many groups of 8 do we need to make 24?
24 / 8 = 3
1 x x x 8
0_________________________________________24
3 groups of 8 make 24

24. Division progression 2
As children begin dividing larger numbers they add together groups of numbers.
176 / 8 = 22
10 x x x 8
0________________________________176
Children are encouraged to make informal jottings to help with their calculation.
10 x 8 = x 8 = 160
5 x 8 = 40
2 x 8 = x 8 = 32
Children use knowledge of doubles and halves to help.
Children are then taught to solve problems including remainders and
larger numbers.

25. Division Progression 3 176/8
At this point we turn the layout of the chunking around in preparation for long division.
176 80 96 16 00
10x8
2x8 22

26. Division method 2
022 8
176 17 16
016
000
In preparation for transition, we now come to long division (the more traditional method)

27. Division method 3
And finally once all the understanding is secured, we move onto short division.

28. Assessing maths
AFL and SPIDERS

29. AFL Assessment for learning
Promotes awareness, independence and self motivation.

30. Spiders are a tool used by the children and the teacher to set targets

32. Launching January 2016
Launch Pad

33. Astronaut selection
Parent
Peer
Teacher
Recites numbers in order to 10
Recognises numerals 1 to 5
Counts up to three or four objects by saying one number name for each of them
Counts out up to six objects from a larger group
Selects the correct number to represent 1 to 5
Selects the correct number to represent 1 to 10
Counts objects to 10
Count beyond 10

34. Saturn
Parent
Peer
Teacher
Count from any number in steps of 6
Count from any number in steps of 7
Count from any number in steps of 9
Count from zero in steps of 25
Count from zero in steps of 1000
Know by heart all multiplication facts for 11, up to 11 x 12
Know by heart all division facts for 11 up to 11 x 12
Know by heart all multiplication facts for 12, up to 12 x 12
Know by heart all division facts, for 12, up to 12 x 12

35. Uranus
Parent
Peer
Teacher
Use knowledge of time facts to write equivalent times to multiples of 1/4 of a unit e.g. 180 seconds = 3 minutes, 5 ¼ hours = 5 hours 15 mins
Use knowledge of mass and weight facts to write equivalent measures e.g. 3.75kg = 3750g, 5678g = 5.678kg
Use knowledge of volume and capacity facts to write equivalent measures e.g. 7.45l = 7450ml, 3278ml = 3.278l
Use knowledge of length facts to write equivalent measures e.g. 5.2km = 5200m, 22mm = 2.2cm
Count up and down in tenths from any given number
Know by heart 1 tenth more of any given number
Know by heart 1 tenth less than any given number

36. The Milky Way
Parent
Peer
Teacher
Identify pairs of factors for all 2 digit whole numbers
Know by heart all the squares of numbers up to 12 x 12
Know by heart all the cubes numbers up to 12³
Recognise and recall factors of numbers up to 100 and corresponding multiples of 100
Use knowledge of place value and x facts to 12 x 12 to derive related multiplication and division facts involving decimals… 0.8 x 7 = 5.6
Know by heart tests of divisibility for multiples of 2, 3, 4, 5, 6, 9 and 10

37. Key Instant Recall Facts
Autumn 1a
Key Instant Recall Facts
This half term your child is working towards achieving their individual KIRF target, indicated below.
The ultimate aim is for your child to be able to recall these facts instantly!
Say the number names in order to 5
Know all the number bonds to 5 (then moving to 10)
Know all the number bonds to 20
Know all the number bonds for each number to 20
Example of number bonds to 5:
All number bonds to 10:
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
Five teddies are sitting on a shelf, 1 fell off,
how many are left?
Four are left!
Well done, that was quick!
Building confidence in mathematics is crucial so be pleased with their efforts and always encourage with praise. Make sure these practice sessions are enjoyable - if your child is really not in the mood it is the wrong time to be practising!
Developed by the North Yorkshire Primary Maths Consultants

38. Helpful hints for parents
Autumn 1a
Helpful hints for parents
Use objects to consider the bonds in a practical way.
Look at the patterns with both objects and numbers e.g. as one number increases the other one decreases.
Practise with the numbers in order and chosen randomly - remember the aim is for the child to be able to respond immediately.
Key vocabulary
Add, Total, How many more to make?, Altogether
Make it real!
Make it fun!
Call out!
There are 5 ladybirds on the leaf. Two fly away, how many are left?
Play number ping pong!
Start of saying 'ping', child replies with 'pong'.
Repeat and then convert to numbers i.e. say '2' and they reply '8' (number bonds to 10)
3 ladybirds!
How do you know?
Well, 2 add 3 make 5.
What's hidden?
There are 5 beans on this plate, I hide some under a beaker - how many have I hidden?
Playing cards:
Take out the picture cards from the deck of cards. Include the jokers as 'zero'.
1) Play snap by matching the number bonds.
2) Play the 'memory game' to find matching number bonds.
I have 7p in my purse. How much more do I need to make 10p?
3p!
Why?
Because 3p and 7p totals 10p
Dominoes:
Connect two dominoes to make the bond.
I have 18 cm of ribbon, I cut off 14 cm. How much ribbon is left?
Songs and rhymes
e.g. 5 speckled frogs, 10 in a bed, 10 green bottles
4 centimetres.
Are you sure?
Yes, because I know that 4 and 14 make 18 altogether.
Timed Games:
How well are you doing? How many questions can you answer in 2 minutes. Can you beat your own record?
Developed by the North Yorkshire Primary Maths Consultants

39. Well done, that was quick!
Key Instant Recall Facts
Autumn 1b
This half term your child is working towards achieving their individual KIRF target, indicated below.
The ultimate aim is for your child to be able to recall these facts instantly!
Example of number bonds to 100:
All decimal bonds to 1:
= 1
= 1
= 1
= 1
= 1
= 1
= 1
= 1
= 1
= 1
= 10; = 10 so
= 3.8; = 6.2
= 10; = 10
= 5.1; = 4.9
Example of decimal bonds to 10:
I have a metre of string. I use 67cm to wrap my parcel.
How much string is left?
Well done, that was quick!
33cm are left!
Building confidence in mathematics is crucial so be pleased with their efforts and always encourage with praise. Make sure these practice sessions are enjoyable - if your child is really not in the mood it is the wrong time to be practising!
Developed by the North Yorkshire Primary Maths Consultants

40. Make it real! Make it fun! Helpful hints for parents
Autumn 1b
Create regular, short opportunities for rapid fire questions where an instant correct answer is required
Use objects to consider the bonds in a practical way
Look at the patterns with both objects and numbers e.g. as one number increases the other one decreases
Practise with the numbers in order and chosen randomly - remember the aim is for the child to be able to respond immediately
Key vocabulary
How many more to make? altogether, make, sum, total, how much more is…than…, …difference between
Make it real!
Make it fun!
Call out!
Jack has £1, he spends 30p. How much change does he get?
Play number ping pong!
Start of saying 'ping', child replies with 'pong'.
Repeat and then convert to numbers i.e. say '0.3' and they reply '0.7' (decimal bonds to 1)
70p!
Are you sure?
Yes, the sum of 70p and 30p is 100p - that's £1
What's hidden?
There are 17 beans on this plate, I hide some under a beaker - how many have I hidden? (bonds for each number to 20)
A bag of sugar contains 1 kg. If I use 340g how much will I have left?
Playing cards:
Remove picture cards and the 10s. Play snap treating each card as tenths. When you have a pair which total 1, shout snap and explain why e.g = 1
660 grams!
How do you know?
The difference between 1000 grams and 660g is 340g.
Dice:
Roll two die treat them as the first as the tens digit and the second as the ones - ask how many more to make 100.
A litre jug is filled with 0.25l of juice. How much more is needed to make a litre?
Dominoes:
Pick a domino from a set facing down. Choose one side to represent the whole number and the other side to be the tenth. Ask how much more to make 10.
e.g. picture shows 5.2, so 4.8 more makes 10.
0.75 of a litre!
How did you work that out?
Because a quarter of a litre plus three quarters of a litre equals 1 whole litre.
Timed Games:
How well are you doing? How many questions can you answer in 2 minutes. Can you beat your own record?
Remember - a great place to think about capacity is in the bath!
Developed by the North Yorkshire Primary Maths Consultants

41. Assessing
Weekly Times table tests (timed as they improve) Weekly mental maths tests (see tests on tables) Launchpad tests