16th November 2011

Number

•Understand and use place value up to 1000

•Recognise negative numbers in contexts such as temperature

•Use decimal numbers in contexts such as money

•Use simple fractions and recognise equivalent fractions

•Use mental recall of addition and subtraction facts to 20 in solving problems with larger numbers

•Use mental recall of the 2,3,4,5 and 10 times tables and find the associated division facts

•Add and subtract numbers with 2 digits mentally

•Add and subtract numbers with 3 digits using written methods

• Solve whole number problems involving multiplication or division, including those that give rise to remainders

Shape, Space and Measure

•Classify 3d and 2d shapes

•Use symmetry with 2d shapes

• Measure accurately and compare using standard units (g, kg, m, cm)

• Convert units of measurements e.g.: cm to m.

• Read time to the nearest minute on analogue and digital clocks

• Use relationships between the units of time e.g.: seconds and minutes

• Use a calendar and timetables

• Use am and pm in a range of contexts (12 hour clock)

• Recognise right angles

Handling Data

•Identify and interpret information in simple tables

•Construct and interpret bar graphs and pictograms

Problem Solving (using and applying maths)

•Try different approaches to problems

• Organise work and check results

• Discuss numeracy work and explain their thinking

• Interpret maths symbols and diagrams.

• Lies at the heart of numeracy

• Mental method is emphasised

- Remembering number facts

- Using them to work out new facts

- Understanding the relationship between ‘the 4 rules’

- Having a repertoire of mental strategies.

• Written methods follow on

Why is calculation so important?

The following pages show progression in:

• Addition

• Subtraction

• Multiplication

• Division

In these next pages you will find a progressive guide to teaching and learning calculations. It is important to remember that these steps will have been preceded by basic work in the infants school, which will have focused on practical numbering, ordering and pattern work. It is also important to remember that every child will progress at a different pace through the stages.

Know and use number bonds

to 10 and 20

Use a number line to count, putting the biggest number first

2 + 8 = 10

20 + 80 = 100

200 + 800 = 1000

22 + 8 = 30

Adding 2 2-digit numbers (without bridging)

15 + 13 =

+ 10 + 3

Add 2 numbers that bridge 10

Add to the next 10 and then add the extra

Add two 2 digit numbers

48 + 36 =

Use a number line…

Partition into tens and units

Expanded Written Method

48 + 36 =

TU

48

+36

84

1

T U

40 + 8

30 + 6

80 + 4

10

Standard Written Method

48 + 36 =

Add two 2 digit numbers

Subtract single digit numbers, bridging through the 10

Know by heart subtraction facts for numbers up to 10 and 20

20 = 12 + 820 – 8 = 1220 – 12 = 8

Begin to find the difference by counting up from the

smallest number

Subtract a 1 digit number from a two-digit number

45 – 1 =

Subtract 10 from a 2 digit number

45 – 10 =

Subtract multiples of 10 from any number

45 – 20 =

Partition the number to be subtracted (no exchanging)

Decide on whether to count on or count back

74 - 27 = 47

Partition the number to be subtracted (with exchanging)

(Links back to counting back on a number line)

43 - 27 = 16

T U

40 + 3

- 20 + 7

30 10+

6

Subtracting 2 2-digit numbers

Expanded Written Method

43 - 27 =

Standard Written Method

43 – 27 =

10 +

Know doubles and corresponding halves

Know Multiplication Facts

Understand multiplication as repeated addition

Understand multiplication as an array

Multiply multiples of 10 by units

Use place value to support the multiplication of TU and U alongside the grid method

Understand division as sharing

Use known multiplication facts to work out division facts

Reinforce division as grouping through the use of arrays and as repeated subtraction

Divide with remainders

15 4 =

15 4 = 3 r 3

87 7 = 12 r

3

Division by chunking

87

(10x7)- 70

17

(2 x 7)- 14

3

Take out chunks of

multiples of

10, 5 or 2.

Ideas for helping your child at home…

• What shape is this? What shapes can you see? Find me something that is spherical / cone shape…

• Cooking – weighing and measuring

• Provide small mirrors to play with

• What time is it? What time will it be in …. minutes? How long until tea?

• Measuring carpet / rooms / objects

• Buy a small compass – which direction are we travelling in? Can you tell me something that is North? South? Etc

• Measuring jug in the bathroom

• Building and measuring

 With young children:• Sing number rhymes and songs such as:

•'One, two, buckle my shoe‘•'One two three four five, once I caught a fish alive‘•'Ten green bottles‘•'There were 10 in the bed'

• Talk about:•How many knives and forks you will need to set the table?•How many people are in the queue at the supermarket check-out?•Which glass will hold the most orange juice?

• Find numbers to add up e.g.: car number plates.• Play games like Snakes and Ladders that involve taking turns and using a dice and counters to move around a board • Look for numbers in books, on posters, in comics, on buses, cars and road signs• Talk about the shapes of things

 With older children you can:

• Talk about any maths work that they bring home from school • Ask them to help you when you are doing things with money, or measuring or weighing • Give them independence when buying things in a shop using coins and notes. Ask them how much change they expect to get.• Help them to learn their multiplication tables through chanting forwards and backwards, spot checking random tables. • Tell the time - begin with the quarter intervals and move on to 5 minute intervals and minute intervals. Ask them time related questions. • Use magazines to find out when a TV programme is on and set the DVD recorder • Look at the price of things in catalogues and work out if you can afford them • Weigh ingredients when you are cooking • Ask them to cut cakes / fruit and other food items into halves, quarters, thirds etc. • Use sweets to practise division e.g.: can you share these between the 3 of you?• Measure floors for carpets, walls for wallpaper and paint 

 

• Times tables are ongoing and there should be a

focus times table that your child is learning.

• Your child receives maths homework every other

week.

• Homework will have been explained to them by

the class teacher.

• Homework is always based on concepts covered

in class.

• Talk to your child about what they have been

learning and ask them to give you an example.

• Support your child to complete their homework

following the instructions / method given.

• Put a note on your child’s homework regarding

the level of support given.  

Topmarks

http://www.topmarks.co.uk/EducationalGames.aspx?cat=15

BBC Bitesize

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/

http://www.bbc.co.uk/schools/ks2bitesize/maths/

Primary Games (Games will appear with ‘FOR EVAULATION ONLY across them but they are still useable)

http://www.primarygames.co.uk/evalindex.html

Woodlands Kent

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

CrickWeb

http://www.crickweb.co.uk/ks2numeracy.html