Welcome to Mrs Blands

Maths Evening

Life Skill

• Maths is an important life skill. We want your children to be confident mathematicians who are able to use and apply their learning and to understand that it is fine to make mistakes along the way.

Aims of tonight:

To share activities/strategies we teach in this school

To help you feel confident to support your child at home.

Mental CalculationThe ability to calculate mentally forms the basis of all methods of calculation. This involves

• instant recall of number facts (+ - x ÷)

• having a secure understanding of place value and the number system

• having a range of strategies to apply to a calculation

• understand the language and rules of maths

Written CalculationThroughout their primary years, children should progress from informal jottings to efficient written methods for each of the four operations.

Standard written methods should only be introduced when a child has a secure knowledge and understanding of the process involved and can clearly explain the strategies they have used.

It is ok to make mistakes – this is part of learning!

Addition

Mental Strategies for Addition

Secure mental addition requires the ability to•recall key number facts instantly (number pairs to 10, 20 & 100, doubles etc) and to apply these to similar calculations•recognise that addition can be done in any order and use this to add mentally different combinations of one and two digit numbers• partition two-digit numbers in different ways, including adding the tens and units separately before recombining•understand the language of addition including more than, sum, plus, greater than, total, altogether ….

• Children need to be confident adding practically first.

For example Give a child 3 apples and say how

many will you have if you have one more?

EYFS to Year 1

Pictorially Once a child as a solid

understanding of addition practically they can then begin to record pictorially.

+ =

Year 1 to Year 2

• Even when a child moves on to using written methods if they get stuck ask them to draw pictures.

• This helps them to understand the problem!

Written methods for Addition

Stage 1: The empty number lineThe empty number line helps to record the steps on the way to calculating the total. The steps often bridge through a multiple of 10.

8 + 7 = 15

48 + 36 = 84 or:

Written methods for Addition

Stage 2: Partitioning

The next stage is to record methods using partitioning. Partitioning both numbers into tens and ones mirrors the column method where ones are placed under ones and tens under tens. This also links to mental methods.

76 + 47 = 70 + 40 + 6 + 7 = 110 + 13 = 123

Subtraction

Mental Strategies for Subtraction

Secure mental subtraction requires the ability to: • recall key subtraction facts instantly (inverse of number pairs to 10, 20 & 100, halves etc) and to apply these to similar calculations• mentally subtract combinations of one and two digit numbers• understand that subtraction is the inverse of addition and recognise that subtraction can’t be done in any order (it has to start with the larger number) • understand the language of subtraction including less, minus, take away, difference between etc

Practical Subtraction • Taking away using different

objects and materials• Counting back on number tracks• Use resources to understand

relationship between addition and subtraction

EYFS to Year 1

Children need to use their understanding of partitioning

Eg 78 – 27 = 78 – 20 – 7 = 58 – 7 = 51

Strategies:

Written methods for Subtraction

Stage 1: The empty number lineThe empty number line helps to record the steps in mental subtraction. There are several ways to do this:

• Counting Back - a calculation like 74 - 27 can be recorded by counting back 27 from 74 to reach 47.

• Counting Up - the steps can also be recorded by counting up from the smaller number to find the difference

Using and applying

Scarves cost £2 eachGloves cost £3

I buy 2 scarves and 1 pair of gloves, how much change do I get if I pay with £10?

Multiplication

Mental Strategies for Multiplication

To multiply successfully, children need to be able to:

• understand multiplication as repeated addition• group objects and count up in different amounts• record repeated addition as arrays and on empty number lines• understand how to multiply numbers by multiples of 10

Key Stage 2• know their times tables to 10 x 10• apply this understanding to more formal methods such as grid method

Written methods for Multiplication

Initially multiplication is introduced as ‘repeated addition’ using vocabulary such as ‘lots of’ or ‘groups of’ and real objects or pictures.

3 lots of 3 = 9 leading to 3 x 3 = 9

By the end of KS1Children count in 2s, 3s, 5s and 10s

They use objects, money, stories and songs to learn theseeg pairs of socks, playing shop keeper counting out 2ps

They understand how to record as repeated additionEg 2 + 2 + 2 + 2 = 8or 4 lots of 2 make 8 or 4 x 2 = 8 this is where they learn the x sign

Year 2 learn their 2, 5 and 10 times tables

By the end of KS1

Children record jumps on an empty number line

3 lots of 3

+3 +3 +3

0 3 6 9

They play games, group objects and look for patterns on number squares

They learn doubling and halving facts

They learn how to record repeated addition or multiplication as arrays – using cubes, peg boards and pictures.

Year 1 and Year 2

By the end of KS1

2 x 4

4 x 2

Division

Foundation Stage• Practical activities involving grouping and sharing• How should we plant the daffodil bulbs in these 3

pots?• Can we share these cakes out fairly? How shall we

do it?• I am going to divide this apple in half – how many

pieces do I have?• Lets sort these toys into 2s – how many groups

have we made?

Written methods for Division

Initially division is introduced as ‘sharing’ using real objects or pictures.

Share 10 apples equally between 2 children which eventually becomes 10 ÷ 2 = 5

Key Stage 1• Continue to practically group and

share• Record in pictures • Count patterns and equal groups• Learn alongside multiplication

Share 12 sweets between 4. How many does each child have

or

Or!

Always ask the class teacher to explain a method if you need help to support your child.

The more practical experiences your child has the greater the understanding the child will have and they will be more confident to apply their understanding to problem solving – which is based on real life experiences!