Year 5 and 6 Maths

Year 5 and 6 Maths

Aims of the Session

•Mathematics at BSB

•A typical lesson

•What happens in your child’s classroom?

•Calculations strategies

•How can you help?

Elements of Mathematics Learning • Number

• Calculation

• Shape

• Measure

• Data

• Using and Applying

The Daily Lesson

• Mental starter

• Main Introduction and Group Activity

• Independent/Group Activity

• Plenary

Adding Decimals (compact method)…

£42.45 + £3.85 + £135.45 + 6p = £181.81

£ 1 3 5 . 4 5

£ 4 2 . 4 5

£ 3 . 8 5

+ £ 0 . 0 6

£ 1 8 1 . 8 1 1 1 2

Formal decomposition

7 5 4

8 6 -

4 1 6 1

8 6 6

365 x 24

60 5

4

20 1200

20 240

100 7300

+ 1460

8760

7200 + 1440 + 120

300

6000

1200

Skills needed

Skills needed to be able to carry out the grid method of multiplication when multiplying 2 two-digit numbers.

• partition numbers into tens and units/ones

• recall multiplication facts

• multiply by ten

• multiply by multiples of ten

• add together two and three-digit numbers

• decide whether the answer is sensible

Multiplying by 10 It is important that multiplying by 10 is not thought of as a case of ‘adding zeros’. It isn’t an inappropriate expression because adding zero actually leaves a number unchanged and the ‘add a zero rule’ fails when, for example, 0.2 is multiplied by 10 (‘adding a zero’ results in 0.20).

Children need to understand that when you multiply by 10 the digits move one place to the left, leaving an empty space which is filled by zero (a place holder).

Sensible answers Encourage children to approximate/estimate (a sensible

guess) before calculating

Approximately what is 4.92 x 3?

You might decide to use 5 x 3 = 15 as an approximation/estimation.

How might you approximate 23 x 8?

You might use 20 x 10 = 200

The ‘standard’ written method….

3 6 5

x 2 4

1 0 0 (5 x 20)

2 0 0 (60 x 20) 1

0 0 0 (300 x 20) 6

2 0 (5 x 4)

2 4 0 (60 x 4)

2 0 0 (300 x 4) 1

7 6 0 8

3 6 5

x 2 4

3 0 0 (365 x 20) 7

4 6 0 (365 x 4) 1

7 6 0 8

3 6 5

x 2 4

3 0 0 7

4 6 0 1

7 6 0 8

Dividing by chunking – written vertical method

72

- 50 (10)

22

- 20 (4)

2

Answer: 14 remainder 2

1 x 5 = 5

2 x 5 = 10

5 x 5 = 25

10 x 5 = 50

Good informal jottings

72 ÷5 = 14 r 2

Try this…

47

- 30 (10)

17

- 15 (5)

2

Answer: 15 remainder 2

1 x 3 = 3

2 x 3 = 6

5 x 3 = 15

10 x 3 = 30

Good informal jottings

47 ÷3 = 15 r 2

Division in year 5 and 6

• As well as chunking, some children will learn the short compact method also known to the children as the ‘bus stop method’

£114 ÷ 7 Answer = £16.29

1

16.285 4

7 2 6 4

.

NB As a general rule we teach the chn that division makes the number smaller however this is challenged in year 5 and 6 when dealing with decimals.

12 ÷ 0.6 = 20

114.000

Helping at home

Some Dos… • Play (maths) with your child • There are opportunities for impromptu

learning in games with real people that you can't get from a DS or Xbox

• Recognise that there is more than one way of doing calculations

• You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded

• Be an actor • Get excited about maths and your child will

get excited too. Try to show confidence with Maths.

…And Some Don’ts! • Don't expect them to understand after

you've explained it once • It is normal for a child to 'get it' one day,

and then in a different context not know how to find an answer

• Don't tell them you are hopeless at maths

• You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important”

• Don't get into an argument over homework

• It will be something that your child has covered in class, and if they really can't do it without a lot of tears and frustration, leave it and LET US KNOW!

How can we help them to become as confident as possible in mathematics?

Number bonds

Multiplication and division

facts Inverse operations,

relationships, patterns

Place value and

partitioning

Numberlines and jottings

Estimation

How can you help your child?

Talk maths with your child… Expected change from cash transactions. Challenge with mental arithmetic questions. Encourage quick recall of times table facts (flash

cards). “Can you see five rectangles around us?” Learn and show card and number tricks. Look at number puzzles/challenges from newspapers. Share strategies and methods. Enable concentration: does your child get enough

sleep?

http://www.woodlands-junior.kent.sch.uk/maths/

http://www.bbc.co.uk/schools/ks2bitesize/index.shtml

Thank you for coming. Does anyone have any questions?