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

Counting on 18 + 5 =

Addition

18 19 20 21 22 23 24

+1 +1 +1 +1 +1

18 20 23

+2 +3

Addition

47 77 80 82

(+ 2)(+ 3)(+ 30)

47 57 67 77 80 82

+10 +10+10+2+3

47 + 35 = 82

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

43 –

43 – 20 = 23

23 – 3 = 20

20 3

43 –

43 – 20 = 2 3

23 – 7 = 1 6

20 7

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

Multiplication14 x 2 = 28

210

4

2

10

4

43 x 6 = 258 43

x 6 258

1

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

DivisionSharing or grouping?

6 cakes shared between 2

6 cakes put into groups of 2

6 ÷ 2 = 3

Division15 ÷ 5 = 3

0 5 10 15

15 – I wonder how many 5’s?

Linking an array to division

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

Division291 ÷ 3 = 97

3 291

972

7 43.4

6.21

43.4 ÷ 7 = 6.2

2

4

432 ÷ 15 = 28.8

1 5 4 3 2 .0

3 0

1 3 2

1 2 0

1 2 0

1 2 0

0

2 8. 8

Long division