Binomial Problems © Christine Crisp “Teach A Level Maths” Statistics 1.
How we teach maths at Wycliffe Primary School · How we teach maths at Wycliffe Primary School KS1...
Transcript of How we teach maths at Wycliffe Primary School · How we teach maths at Wycliffe Primary School KS1...
2014 Curriculum Our coverage of the new curriculum is based on the Rising Stars planning framework. There is a considerable emphasis on teaching mental calculation strategies and opportunities to reason and explain maths orally. Rote learning of key facts is also a priority. In each unit, calculation methods are applied in a real practical context, for example money, length, mass or capacity.
Actions in School u Implementation of planning scheme and calculation policies to
ensure consistent and progressive approach exists to secure good/outstanding progress in mental and written calculation in line with new curriculum requirements.
u Re-introduction of Rainbow Passports, updated in line with the new curriculum, to promote learning of rote facts
u Ensuring that using and applying is an integral part of all maths lessons at Wycliffe
u Use of models and images, including practical resources, so children have visual and kinaesthetic references to enhance their mathematical understanding
u Regular and constructive oral and written feedback given to
children in their maths books.
u Share what we are doing with you!
Stages in addition:
1) Informal counting strategies e.g. counting songs, rhymes and games
2) Practical and pictorial addition – (a) count all
(b) count on
3) Use of number lines to count on from one number to another
!
4) Blank number lines: 8 + 6 = 14 (counting on in ones)
5) Blank number lines: 8 + 6 = 14 (chunking)
Progressing:
6) Partitioning 7) Horizontal expansion 7 6 + 4 7 = 70+40= 110
6 + 7= 13
110+13=123
4 7 = 40 + 7
7 6 = 70 + 6 110
+ 13 = 123
8) Vertical layout 76
+ 47
13
110
123
Base 10 (dienes) equipment and money are key resources to develop understanding in relation to this.
Mental Strategies required to add successfully u Count forward in 1s, 2s, 5s and 10s etc… u Recall all addition pairs to 9 + 9 and complements in 10, (such as 7+ 3 =10) and apply them in calculations. Then extend to 20, including 8+6=14 etc (number bonds to 20) u Add mentally a series of one-digit numbers, (such as 5 + 8 + 4); u Add multiples of 10 (such as 60 + 70) or of 100, (such as 600 + 700) using the related addition fact, 6 + 7, and their knowledge of place value; u Partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways. It is important that children’s mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for addition. u To be able to estimate and reason before a calculation.
Vocabulary Add, addition, plus, more, increase
Score, total, altogether, equals
Sum
Number sentence
Record, draw, show me, jottings
Place Value (Thousands, Hundreds, Tens and units)
Count on, jump on
Stages in subtraction (these are not necessarily hierarchical)
• Informal counting strategies e.g. counting songs, rhymes and games
• Practical and pictorial subtraction
• Use of number lines to count back from one number to another
! !!
• Finding the difference between groups of objects or numbers
• Using an empty number line to count up
1.
Stages in Subtraction by Decomposition
6 7 – 3 2 = 6 2 – 2 7 = 1 6 2 – 2 7 =
Expanded layout – leading to decomposition 563 – 241 =
50 13 500 + 60 + 3 500 + 60 + 3 - 200 + 40 + 1 200 + 40 + 6 300 + 20 + 2 = 322 300 + 10 + 7 = 317
Again, Base 10 (dienes) equipment and money are key resources to develop understanding in relation to this.
Vocabulary
Subtract, subtraction, minus, take away, less, leave, fewer, decrease, left, difference Equals
Number sentence
Record, draw, show me, jottings
Sum! Count on/count back
Place Value - Thousands, Hundreds, Tens and Units
Mental Strategies required to subtract successfully u Count back in ones, and tens from any number u Recall all addition and subtraction facts to 10 and 20; u Subtract and add multiples of 10 (such as 160 – 70) using the related subtraction fact, 16 – 7, and their knowledge of place value; u Count on in ones and multiples of 10. u Partition two-digit and three-digit numbers into multiples of one hundred, ten and one in different ways (e.g. partition 74 into 70 + 4 or 60 + 14). u Be able to say a corresponding subtract fact for an addition. Understanding that these two operations are the inverse of each other.
Solving multiplication problems
How many legs on 6 spiders?
Notation: 8 x 6 =
Repeated addition: 8 + 8 + 8 + 8 + 8 + 8 = 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 =
Array:
Using known facts: I know that 5 x 8 = 40, so 6 x 8 = 48
Jottings:
8 16 24 32 40 48
Mental Strategies required to multiply successfully u Recall all multiplication facts to 10 × 10; (2, 5, 10 to start) u Partition numbers into multiples of one hundred, ten and one; u Apply multiplication facts e.g. 2 × 50, 5 x 20, 2 x 500 or 5 × 200 using the related fact 2 × 5 and their knowledge of place value; u Double numbers to 10, 20 u Multiply by 10 u Add two or more single-digit numbers mentally;
Vocabulary Lots of, groups of, ‘x’, times, multiply, multiplied by Multiple of Once, twice, three times… ten times… Times as (big, long, wide… and so on) Repeated addition Array, row, column Double One each, two each, three each… Group in pairs, threes… tens
Number sentence
Record, draw, show me, jottings
Sharing objects
Share these six biscuits between three teddies. How many biscuits does each teddy get each?
Remainders: Rounding up or rounding down
6 children fit around a picnic bench. How many benches will I need for 26 children?
Cinema tickets cost £6 each. How many tickets can I buy if I have got £26?
Solving division problems
How many boxes of 6 eggs do I have if I have 36 eggs altogether?
Notation: 36 ÷ 6 =
Array:
Using known facts (grouping) : I know that 6 x 6 = 36, so 36 ÷ 6 = 6
Jottings: 6 12 18 24 30 36
Vocabulary Share, share equally One each, two each, three each… Group in pairs, threes… tens Equal groups ÷, divide, division, divided by, divided into Halve, quarter, ½, ¼, One each, two each, three each… Group in pairs, threes… tens Left, left over, remainder Grouping and chunking
Number sentence
Record, draw, show me, jottings
Mental Strategies required to divide successfully u Understand and use the vocabulary of division u Partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways; u Halves of numbers to 20 u Begin to recall multiplication and division facts to for 2, 5, and 10 times tables. E.g. I know 3 x 10 is 30 so 30 ÷ 3 = 10 and 30 ÷ 10 = 3 u Know how to find a remainder working mentally – for example, find the remainder when 48 is divided by 5; u Begin to know and use multiplication and division as inverse operations. u Understand division as grouping (using repeated addition)