KS2 Maths Info Evening 2016

Welcome to the Maths information evening for KS2

AIMS

To inform our Parents on how Maths is delivered within KS2 (Y3-6)

To enhance our children’s learning of Maths

To understand the importance of Maths all around us (as well as in School)

To work together as a school and at home

To inform of the progressive strategies in the 4 operations of number

To share resources

What are school doing?

• Increased the number of maths lessons taught (new structure of the timetable)

• Booster groups within some Year groups

• Active learn and Mathletics websites

• Moved to the new curriculum in September 2015

• Transition between the Nursery - Prep - Senior School

• Children taught in the appropriately paced group from Y4-6

• Weekly lesson/ test on times tables and mental maths

• Use of technology within the classroom

Exciting and engaging initiatives, this year…………………

MATHS DAY (WITH A PIRATE THEME)

• PUPIL LED TUTORIALS UPLOADED TO OUR VLE

• LEARNING MENTORS

• SINGING TIMES TABLES

Watch this space……………………………..

How can our Parents help?

Know what your child is learning in school by

• Learning objectives available each term (VLE)

• Passports- started in KS1(2013) and continuing into KS2 from September 2015 (Y3)

• Mathletics and Active learn websites (certificates and celebration board)

• Calculations policy

• Prep

• TIMES TABLES and Mental Maths (weekly tests, driving tests)

• We are happy to help- please ask us

We would like our Parents to feel confident using the strategies that the children are using

‘We didn’t learn it that way when I was at school’‘ I’m not sure how to do it?’

• Use the vocabulary the children understand and the taught strategies

• Ask your child to explain how they’ve got to the answer

• It is ok for the children to make errors, we learn from them, and can see where there is a misconception.

• PLEASE Don’t do it for them! • Note if help was given

• Opinions

• Maths in the real world- helps to consolidate the learning in the classroom

We would like our Parents to feel confident using the strategies that the children are using

‘We didn’t learn it that way when I was at school’‘ I’m not sure how to do it?’

• Use the vocabulary the children understand and the taught strategies

• Ask your child to explain how they’ve got to the answer

• It is ok for the children to make errors, we learn from them, and can see where there is a misconception.

• PLEASE Don’t do it for them! • Note if help was given

• Opinions

• Maths in the real world- helps to consolidate the learning in the classroom

TIMES TABLES

By the end of Year 1: 2x, 5x 10x By the end of Year 2: 2x, 3x, 4x, 5x & 10x By the end of Year 3: 2x, 3x, 4x, 5x, 8x, 9x, 10x & 11x By the end of Year 4: 2x through to 12x tables

STAGES

1. As an individual times table2. As mixed tables3. By switching4. By leaving gaps to fill in?

• Know that the 2s, 4’s and 8’s are related• Know that 3s, 6s and 12s are related• Know that 5s and 10s are related• Patterns and tricks to help• Relationship to division

Websites and resources

o Mathletics

o Activelearnprimary

o Topmarks

o BBc bitesize

o Maths is fun

o You tube

Number lines

Number squares

Physical resources and visual

Dictionaries

PPT on Parents’ Portal Calculation’s policy on the Parent’s Portal VLE

Addition, Subtraction, Multiplication and Division( 4 operations of Numeracy)

So how do we teach our children to calculate?

Strategies - Mental and written

Stages- KS1-KS2-KS3 is all Progressive,

Our children should be able to apply and select appropriate method for the question and size of number (TOOLKIT)

Vocabulary-http://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategies.standards.dcsf.gov.uk/node/85273

The following slides explain and demonstrate the four operation of number calculation strategies (addition, subtraction, multiplication and division).

These are in line with our Calculations policy.

Please contact your child’s class teacher or Mrs Gilchrist if you would like any further assistance or support.

Thank you.

Year 3 - AdditionMental Calculations

Mental recall of number facts - Number bonds to 10 and 20- Pairs to 100 (multiples of 10 and

5)- Adding multiples and near

multiples of 10 and 100.- Add two 2–digit numbers by

counting on in tens and ones.

Year 3 - AdditionWritten methods

Partitioning into hundreds, tens and ones, then recombining.46 + 38 40 + 30 = 706 + 8 = 14

+30 + 8

46 76 84


Using place value and number facts to split 1-digit numbers.

176 + 8 = 184 since 176 + 4 = 180 and 8 = 4+4

+4 +4

176 180 184

Year 3 - SubtractionMental Calculations

- Number bonds and pairs to 100

- Subtracting multiples and near multiples of 10

- Subtract a pair of 2-digit numbers by counting on or back.

Year 3 - SubtractionWritten methods

Place value subtractions

536 – 30 = 506417 – 7 = 410849 – 800 = 49


Find the difference by counting up, using number facts to bridge 100. 123 – 57 = 66

+3 +40 +23

57 60 100 123

Year 3 - SubtractionWritten methodsSubtract 19 or 21, 29 or 31 etc

35 – 19 = 16 +1

15 16 35 -20

Year 4 - AdditionMental Calculations

Mental recall of number facts - Number bonds to 20 (13+7)- Quickly recall pairs to 100 and £1

(53p+47p)- Adding multiples and near

multiples of 10, 100 and 1000 (640+1300)

- Add any two 2–digit numbers by counting on in tens and ones.


Using place value and number facts to split numbers.

176 + 8 = 184 since 176 + 4 = 180 and 8 = 4+4

+4 +4

176 180 184

Year 4 - AdditionWritten methods –Partitioning H,T UExpanded Column Addition

634+291 5 (4 + 1) 120 (30 + 90) 800 (600 + 200) 925

600 + 30 + 4 200 + 90 + 1 800 +120+5 = 925

Year 4 - SubtractionMental Calculations

- Quickly recall number bonds and pairs to 100

- Subtracting multiples and near multiples of 10, 100 (192 - 40)

- Subtract a pair of 2-digit numbers by counting on or back.

- Find change from £10, £20 and £50


Find the difference by counting up, using number facts to bridge 100. 754 – 86 = 668

+14 +600 +54

86 100 700 754

Year 3 - MultiplicationMental Calculations

- Multiplication facts in 2x, 3x, 4x, 5x, 9x 10x table.

- Understand that multiplication is commutative. 5 x 8 = 8 x 5

- Double numbers up to 50- Multiply whole numbers by

10 and 100.

Year 3 - MultiplicationWritten methods

Repeated addition using a number line

3 x 6 = 18

0 6 12 18

Year 3 - MultiplicationWritten methods

Partitioning to multiply 2-digit numbers by ‘friendly’ single digit numbers. 32 x 3 = 96

x 30 2 3 90 6

Year 3 - DivisionMental Calculations

- Use grouping/fingers to divide in 2x, 3x, 4x, 5x, 10x table.

- Understand that division is related to multiplication.

- Halve even numbers to 100.- Divide whole numbers by 10

or 100.

Year 3 - DivisionWritten methods

Grouping using a number line.I have 24 biscuits and there are six people in my family. How many do they get each?24 ÷ 6 = 4

0 6 12 18 24

Year 3 - DivisionWritten methods

Remainders.13 ÷ 3 = 4 r1

+1 0 3 6 9 12

How many 3s make 13? How many left over?

Year 4 - MultiplicationMental Calculations

- Multiplication facts up to 12 x 12- Double and halve numbers up to

100- Multiply whole numbers by 10, 100

and 1000. (300 x 6 or 4000 x 8)

Year 4 - MultiplicationWritten method - Partition

Partitioning to multiply 2-digit numbers by ‘friendly’ single digit numbers.23 x 4 = 92

23 x 4 = (20 x 4) + (3 x 4) 80 + 12 = 92

Year 4 - MultiplicationWritten methods – the grid method

Partitioning to multiply 2-digit numbers by ‘friendly’ single digit numbers. 23 x 7 =

x 20 3 7 140 21

Year 4 - DivisionMental Calculations

- Know division facts for times tables up to 12 (144 ÷12 = 12)

- Halve even numbers to 200 (half of 152 = 76)- Divide whole numbers by 10 or

100. (3200 ÷ 8 = 400)

Year 4 - DivisionWritten methodsRemainders

41 ÷ 4 = 10 r1How many 4’s are in 40? How many left over?

10 x 4 +1 0 40 41

10x 4 =40 +1

Year 5 Mental Addition• Mental recall of number bonds to 1 and the

next whole number • Adding numbers with two significant digits

only• Adding one or two digit multiples of 10, 100,

1000, 10,000 and 100,000• Adding decimal numbers which are near

multiples of 1 or 10 including money• Using place value and number facts to add

two or more ‘friendly numbers’

Year 5 Written Methods

• To add two or more whole numbers with up to 5 digits

• To add any pair of 2 place decimal numbers including money.

5 4 3 2 1+ 2 3 4 5

5 0 9 5 7 1 7 5

£ 5 4. 2 1 +

£ 1 2. 3 4£ 6 6. 5 5

Partitioning of Th,H,T,U Using column addition

Begin to add related fractions using equivalences.

1/2 + 1/6 =

Can be solved by converting ½ in to sixths

Eg. 3/6 + 1/6

Year Five Written Addition

Year 5 Mental Subtraction• Subtract numbers with two significant digits only• Subtract one or two digit multiples of 100, 1000,

10,000 and 100,000• Subtract one or two digit near multiples of 100,

1000, 10,000 and 100,000 from other numbers• Subtract decimal numbers which are near

multiples of 1 or 10 including money• Use counting up and number bonds to perform

mental subtraction• Recognise fraction complements to 1 and the next

whole number.

Year Five Written Subtraction

• Use column subtraction to subtract numbers with up to five digits, including exchanging where necessary.

1 1

1 2 3 4 5 - 6 3 1 1 1 7 1 4

• Use complimentary addition for subtractions where the larger number is a multiple of 1000

Eg. 3000-2387 is done by +3 +10 +600 =613

2387 2390 2400 3000

Year Five Written Subtraction

• Use complementary addition for subtractions of decimals with up to two places including amounts of money eg. £30.00- £23.87 could be solved by

• Begin to subtract related fractions using equivalences.

E.g. ½ - 1/6 = Can be solved by converting ½ to 3/6 so 3/6-1/6= 2/6

+£00.03 +£00.10 +£6.00 =£6.13

£23.87 £23.90 £24.00 £30.00

Year 6 Mental Addition Calculations

• Know number bonds to 100,1000 and derive related facts- decimals

• Add multiples and near multiples of power 10

• Add negative numbers in context (temperature)

• Add 1 and 2 place decimal numbers less than 1

• Add positive to negative numbers

Year 6 Written Mental Calculations

Partition into Hundreds, Tens, Units and decimal fractions and recombineEither partition both numbers and recombine or partition the second number only e.g.35.8 + 7.3 = 35.8 + 7 + 0.3 = 42.8 + 0.3 = 43.135 + 7 = 420.8 + 0.3= 1.142 + 1.1= 43.1

35.8 42.8 43.1

+7 +0.3

+ = signs and missing numbersContinue using a range of strategies as in Year 1-5 but with appropriate numbers, more digits and decimals.

Add the nearest multiple of 10, 100 or 1000, then adjust Continue as in Year 2, 3, 4 and 5 but with appropriate numbers including extending to adding 0.9, 1.9, 2.9 etc

Pencil and paper proceduresColumn addition for numbers up to 5 digits

Extend to numbers with any number of digits and decimals with 1, 2 and/or 3 decimal places.13.86 + 9.481 = 23.341 13.860 + 9.481 23.341 1 1 1Revert to expanded methods if the children experience any difficulty.

Find a difference by counting upe.g. 8000 – 2785 = 5215

To make this method more efficient, the number of steps should be reduced to a minimum through children knowing:

Complements to 1, involving decimals to two decimal places ( 0.16 + 0.84)

Complements to 10, 100 and 100

Subtract the nearest multiple of 10, 100 or 1000,then adjust

Continue as in Year 2, 3, 4 and 5 but with appropriate numbers.Use known number facts and place value to subtract

0.5 – 0.31 = 0.19 Pencil and paper proceduresComplementary addition6467 – 2684 = 3783

OR6467 – 2684 = 3783

16 (2700) can be refined to 316 (3000) 300 (3000) 3467 (6467) 3467 (6467) 3783 3783Reduce the number of steps to make the calculation more efficient.Extend to 2 places of decimals

Partition87 x 6 = 522

87 x 6 = (80 x 6) + (7 x 6) = 522

OR

Use the grid method of multiplication (as below)

Pencil and paper proceduresGrid method372 x 24 is approximately 400 x 20 = 8000

Extend to decimals with up to two decimal places.

Short Column Multiplication

The recording is reduced further, with carry digits recorded below/ above the line.

38 x 7 266 5

Children who are already secure with multiplication for TU × U and TU × TU should have little difficulty in using the same method for HTU × TU or applying decimals.

286 x 29 2574 (9 x 286 = 2574) 5720 (20 x 286 = 5720) 8294 1

Sharing, grouping and remainders as Year Five

Pencil and paper procedures- Chunking977 ÷ 36 is approximately 1000 40 = 25

Partition the dividend into multiples of the divisor:e.g. 977 = 720 + 180 + 77

720 ÷ 36 = 20180 ÷ 36 = 5 77 ÷ 36 = 2r5 20 + 5 + 2r5 = 27r5

OR 977 - 720 36 X 10 (20 groups) 257 - 180 36 x10 /2 ( 5 groups) 77 - 72 36 x 2 ( 2 groups) 5 Answer: 27 5/36

Pencil and Paper procedures- Short Division Method Write down how many times your divisor goes into the first number of the dividend. If there is a remainder, that's okay.Write down your remainder to the left of the next digit in the dividend.Continue. Repeat steps 1-3 until you are done.

1 6 9 r2 5 83447If you are dividing by 2 digit number you may need to use chunking

Both methods above are necessary at this stage, to deal with the wide range of problems experienced at Year Six.

Websites

Maths is fun

Woodlands junior

Topmarks

Bbc bitesize

Ictgames (maths)

Mathszone

Youtube- tutorials/ songs

MATHLETICS

Active learn Primary

Dictionary

KS2 Maths Info Evening 2016

Education