Welcome to the Key Stage 2 curriculum evening for Maths. · 2019-08-12 · Welcome to the Key Stage 2 curriculum evening for Maths. Whilst you are waiting, see if you can have a go

Welcome to the Key Stage 2 curriculum evening for Maths.

Whilst you are waiting, see if you can have a go at this maths problem. Please work with a friend if you

would like to!

Aims•To share our revised calculation policy.•To explain how we teach children written methods for each of the four calculations in Key Stage 2.•To get you doing some maths!•To answer any questions you may still have.

Calculating• Children will learn to recognise the symbols and vocabulary associated with all four operations.243+36 = (number sentence/calculation) 279 (sum)

• They will need a firm grip on place value: that the place of a digit affect its value e.g.

863 = 8 hundreds 683 = 8 tens

• They will be expected to have increasing aptitude of mental methods, especially in times tables.

Word Problems• Across all areas of calculation, the children will learn to unpick and solve word problems.

• We encourage children to highlight the key information in order to create a number sentence that they can then go on to solve. They need to look out for the numbers and the vocabulary that will help them identify which operation they need to use to calculate the answer.

Example:Sasha bought a book costing £2.99 and a pencil for £1.50. How much did she spend altogether?

AdditionVocabulary:

Add,Addition,More,Plus, Altogether, Total, More than,

Equal toMost, Least, Put together, Sum.

Partitioning • Towards the end of year 2/start of year 3 children will begin to work with larger numbers. They will then need to use partitioning, because the number line method becomes inefficient. • Partitioning means separating digits. • This method helps to break a calculation into easier chunks.

Start of Year 3

Example: 35 + 23 = 58 30 + 20 = 505 + 3 = 8 50 + 8 = 58

Children may choose to put the largest number first and only partition the other remaining number.

Example: 35 + 23 = 58 35 + 20 = 5555 + 3 = 8

Expanded Column Method• Children need to be secure in their understanding of place value and can therefore recognise the value of each digit in any number.

•They will use place value headings.

•This is a formal written method.

Example: 84 + 67 = 151T U8 4

+ 6 7U 1 1T 1 4 0

1 5 1

Helpful HintChildren find it easier to recognise the place value of a digit if they use squared paper and write one digit in each square.This helps them to line up the Hundreds, Tens and Units.

342 + 235 =H T U3 4 2

+ 2 3 5U 7T 7 0H 5 0 0

5 7 7

Example:

143 + 241 =

Efficient Column Method•We then progress to, when the total of the column is ten or greater, carrying into the next column. You will probably be familiar with this one!

143+241

384

Example:

637 + 26 =

Efficient Column Method•We then teach, when the total of the column is ten or greater, carrying into the next column. Joshua will show us how it’s done! (Video was played here)

H T U5 9 7

+ 3 6 59 6 21 1

597 + 365 =

TIP: You will need to carry more than once but always to the next column.

DecimalsThe children will be taught to use a written method to help add decimal numbers, eg: context of money. •We teach them that the decimal point never moves, the digits simply move across it if they need to carry. •The place value headings have changed to show that we now have whole digits (units) but also parts of a whole (tenths and hundredths).

Example:£3.58 + £2.75 =

U . th hth

3 . 5 8+ 2 . 7 5

6 . 3 31 1

Remember to:

•Use place value headings •Put the biggest number first •Put the decimal point in place •Start at the smallest place value column •Carry if needed •Complete the number sentence •Check your workings

6.352 + 42.65 =

4 2 . 6 5 + 6 . 3 5 2

4 9 . 0 0 21 1

49.002

SubtractionVocabulary:Take away,Subtract,Less,Less than,Find the difference between,How many left?

We work through the same stages as addition in terms of partitioning, leading onto the column method. Before needing to exchange, the written method looks very similar to the addition e.g.

Year 2/3 onwards

H T U8 5 6

- 2 4 56 1 1

986 - 332 =

H T U9 8 6

- 3 3 26 5 4

654

...moving on to the efficient column method, where they will need to exchange. This happens when the bottom digit is larger than the top digit, therefore subtraction cannot happen.

Example:

948 – 263 =

Challenges with Exchanging• Children might need to exchange more than once. • Children may need to cross more than one place value column in

order to exchange. • They are always taught to exchange from the next place value

column. • If they can’t do this they continue to the next place value column to

exchange and will then need to carry across the place value columns until they are back to where it is needed.

• Decimals will work in same way as addition. The decimals point does not move.

£0.69

Multiplication

Vocabulary:

• Times…• Lots of…• Groups of…• Multiply…• Product…

Year 3 onwardsStarting with partitioning of TU X U problems.  Moving beyond arrays.  Times 

tables knowledge essential.

Partitioning

13 x 4

10 x 4 = 403 x 4 = 12

40 + 12 = 52

Your turn!

17 x 610 x 6 = 607 x 6 = 42

60 + 42 = 102

The grid method‐ TU X U

182406

340X

43 x 6

240+ 18_258_

The grid method‐ TU x TU

Your turn…

X

4000 350 4350

480 42  522

4872

87 x 5680 7

50

6

Expanded vertical method/ standard written method

Your turnTry the expanded vertical method for:

345 x 6

Try the standard written method for 45 x 76

3 4 5X 6

3 02 4 0

1 8 0 02 0 7 0

45X 762 7 0

3 1 5 03 4 2 0

Division

Vocabulary

• Divide…• Share into…• Group into…• Quotient of…

Year 3 onwards…Short Division- No remainders

2 4 8 62 4 3

Short division with remainders

4 8 722 4 3 r 1

Short Division with decimal answers‐ “dot, dot zero method”

5 7 4 6 . 01 4 9 . 2

2 4 1

8 1 2 6. 0 00 1 5 . 7 5

1 4 6 4

Long Division‐ Chunking

154 ÷ 6 = 25 r 41 5 4

- 6 0 (6 x 10)9 4

- 6 0 (6 x 10)3 4

- 3 0 (6 x 5)4

1

Question 1- Can I take a chunk of ten lots of what I’m dividing by?

If yes, do it then repeat question 1.

If no, ask question 2.

Question 2- Can I take a chunk of five lots of what I’m dividing by? (Half of ten lots)

If yes, do it then repeat question 2.

If no, ask question 3.

Question 3- Can I take a chunk of two lots of what I’m dividing by?

If yes, do it then repeat question 3.

If no, ask question 4.

Question 4- Can I take a chunk of one lot of what I’m dividing by?

If yes, do it then repeat question 4.

If no, stop and work out your answer from what you have noted down.

Long Division‐ Chunking (Harder)Same process but this time dividing by two-digit numbers

345 ÷ 17 = 20 r 5

3 4 5- 1 7 0 (17 x 10)

1 7 5- 1 7 0 (17 x 10)

5

12

Any Questions?Things that you can do at home to help your children•Practise rapid recall of number facts and mental calculations.•There are lots of very good websites which can be used to help children to develop quick mental maths strategies (see handout.)•Encourage children to use their calculation skills in real life situations to make it meaningful for them e.g. paying for things in shops, calculating change, time intervals. •Utilise the Mathletics website. The children are very excited about this!•Keep it fun!

Thank you for listening!We would be very grateful if you

could complete the feedback form before you leave, so that we can continue to improve. We may use

some of your comments on our school website.