Parents’ Maths Workshop Friday 22nd November

Aim: Understand how we teach addition

•Looking at how addition is taught at each level

•Explain and experience the strategies we use for written and mental calculations

•Suggested activities

Please DO stops us and ask questions at any time

WHAT DOES ADDITION LOOK LIKE IN EARLY YEARS AND KS1?What the government says ‘The principal focus of mathematics teaching in Key

Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.’

How do we do this? Quick recall of number facts, for example,

number bonds to 5, 10 and 20. Push vocab from an early age- more/ more than/

altogether/ sum/ add

C P A

CONCRETE…

Using resources- cubes, counters, sweets, scarves…

Understanding what a number “looks like”

PICTORIAL … Drawing pictures to support the calculation May/ may not need the concrete resources at

this stage

ABSTRACT…

Moving onto counting on in our heads We can support this by checking our answers

using the previous 2 strategies

USING A NUMBER LINE… Starting on the largest number and “counting

on” the smaller number For example- for 6+3=

AND NOW… Have a go at this problem using the strategies

we have discussed.“Miss O’Prey has 10 sweets and Miss Ockwell

has 5 sweets. How many sweets are there altogether?”

First- concrete stage (cubes)Second- Pictorial (pictures)

Third- Abstract (number line/ in head)

WHAT DOES ADDITION LOOK LIKE IN LOWER KS2?‘The principal focus of mathematics teaching in

lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers…This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.’

How do we do this?

BLANK NUMBERLINES

Allows us to work with greater numbers Only uses the numbers we actually need

Children must have a solid grasp of numbers before they begin

Being able to add multiples of 10 and knowing number bonds supports this method

PARTITIONING (THE BEGINNING OF COLUMN ADDITION)

Splitting numbers into hundreds, tens and units to make them more manageable

Supports mental strategies Ensures children have a thorough understanding

of place value before moving on to column addition

PARENTS’ PROBLEM… There are 134 wildebeest in the herd. Another 58

join them. Now how many wildebeest are in the herd?

Can you use a blank numberline and partitioning to solve this problem?

WHAT DOES ADDITION LOOK LIKE IN UPPER KS2? The principal focus of mathematics teaching in upper Key Stage 2

is to ensure that pupils extend their understanding of the number system and place value to include larger integers.

At this stage, pupils should develop their ability to solve a wider range of problems…and problems demanding efficient written and mental methods of calculation…

How do we do this?

Column addition Confidence and ability to apply strategies learned lower in the

school and apply them quickly and accurately to add larger numbers mentally and up to three two digit numbers.

AND NOW…

Column Addition...

How we were taught to do it?

Mental strategies

The children apply confidently, efficiently and accurately strategies that they have learned throughout school. Mental strategies are reinforced, practised and refined so that the children can begin to manipulate numbers with confidence, add more than two numbers and they can complete mental maths additions under pressure and time constraints...

Welcome to the St. Augustine’s Parent’s Mental Mathematics Addition Test 2013!

HOW CAN YOU SUPPORT AT HOME?

My Maths http://www.mymaths.co.uk/ Maths challenge homework Parents blog Leaflets TV programmes such as Strictly Come

Dancing, Bargain Hunt, Flog it, Storage Hunters

Next workshop - Subtraction 3rd December

IT’S QUESTION TIME!