Post on 18-Dec-2015
Maths Parents’ Meeting
Wednesday 8th October 2014
WELCOME
‘ Mathematics is a creative and highly inter-connected discipline that has developed over centuries, providing the solution to some of history’s most intriguing problems.’ (National Curriculum in England, Sept. 2013)
Aims:◦ Become fluent in the fundamentals◦ Reason mathematically◦ Solve problems by applying their mathematics
◦ Depth of understanding before acceleration through new content Challenge will be through the use of rich and
sophisticated challenges focussing on the application of knowledge
New Curriculum
Curriculum content divided into domains◦ Number – place value, addition and subtraction,
multiplication and division, fractions◦ Measurement◦ Geometry – properties of shapes, position and
direction◦ Statistics (Y2 onwards)◦ Ratio and Proportion (Y6)◦ Algebra (Y6)
Investigations and problem solving to promote inter-connections used throughout.
New Curriculum
Calculation methods
Concrete objects
Pictorial representations Mental methods Written
methods
• Mental methods – securing children’s fluency, enabling them to use numbers efficiently. Ensure a good understanding of place value.
• Use number lines and grid methods for multiplication
• Written methods – progressive approach. Initially using expanded methods
• Mental v’s written – using a written method does not make you a better mathematician!!
Addition2 + 3 =I buy 2 cakes and my friend buys 3 cakes.How many cakes did we buy altogether?
(Children could draw a picture to help them work out the answer)
8 + 5 = 8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now?
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
pictures
symbols
Addition 40 8 30 6 40 + 30 = 70
8 + 6 = 14
84 40 8+ 30 6
70 14
70 + 14 = 84
4 8 + 3 6
8 4
1
+ 248374
6221 1
48 + 36 = 84
5 – 2 =I have five cakes. I eat two of them. How many do I have left?
A teddy bear costs £5 and a doll costs £2. How much more does the bear cost?
(Take away)
(Find the difference)
13 – 5 =Mum baked 13 biscuits. I ate 5. How many were left?
Lisa has 13 felt tip pens and Tom has 5. How many more does Lisa have?
Drawing a picture helps children to visualise the problem
Using dots or tally marks is quicker than drawing a detailed picture
(Take away)
(Find the difference)
Subtraction Take away
74 – 26 = 48
48 74 54 50
− 20
− 4
+ 4
26 30 70 74
− 2
+ 40
+ 4
Find the difference
Subtraction - decomposition
to subtract 7 units we need to
exchange a ten for ten units
43 - 27 = 16
40 + 3
- 20 + 7
10 + 6
10 +
30
352 = 300 50 40 12- 136 = 100 30 6 200 10 6 = 216
7 1
6867 - 2684 4183
Red Alert
MultiplicationCounting in steps of …….
0 5 10 15 20 25
Using pictures and symbols 3 x 2 = 6
Knowing multiplication facts
2 x 4 = 8
Multiplication
Repeated
addition
Rectangular array
2 + 2 + 2 + 2 = 8
4 x 2 = 8
2 multiplied by 4
4 lots of 2
14 x 2 = 28
5 x 3 or 3 x 5
Multiplication64 x 34 = 2176
372 x 24 = 8928
TU x TU
HTU x TU
1800 120 240 + 16
2176
600014001200 280 40 8
+
8928
Multiplication
372 24x
8 280
120040
140060008928
x 24372
1488+ 74408928
1
( 372 x 20)
( 372 x 4)
Multiplying 4 x 2 then 4 x 70 then 4 x 300 etc
372 x 24 = 8928 HTU x TU
Long Multiplication
DivisionRepeated
subtraction using a number line
12 ÷ 4 = 3
124 80
- 4- 4 - 4
145 ÷ 6 = 24 r 1
With remainders
14565251
(10 x 6)(10 x 6)
(4 x 6)
- 60- 60
- 24
Division
Now for chunking!
100 ÷ 7 = 14 r 2
100
- 70 ( 10 x 7 )
30
- 28 ( 4 x 7 )
2
518 ÷ 7 = 74
518
- 350 ( 50 x 7 )
168
- 140 ( 20 x 7 )
28
- 28 ( 4 x 7 )
0
Fact Box
1 x 7 = 7
2 x 7 = 14
5 x 7 = 35
10 x 7 = 70
20 x 7 = 140
50 x 7 = 350
100 x 7 = 700
What facts do I know
about the 7 times-table?
560 ÷ 24
2 3 r 8
2 4 5 6 0
- 4 8 0 (20x24)
8 0
- 7 2 (3x24)
8