Welcome to our Maths Workshop

Adult attitude to maths

‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’ DfEE 1999

We all use maths all day everyday!

We look at the clock to tell the time before we get out of bed. We estimate how far it is to the floor! We know how many degrees to turn the tap so that we get enough water without getting soaked! We measure the cornflakes in our bowl so they don't spill over! What maths have you used today?

Aims for this evening

How maths is taught at Ombersley

Describe the methods we use.

Work through some practical examples

Raise your confidence to help your

children

Early Maths At this stage practical resources and activities are very

important

Counting – the development of children’s awareness, understanding and use of the language of number

Number songs and counting rhymes

Mathematical games

Counting on fingers and using different objects

Recognising and beginning to record numbers

Ordering mixed up numbers on a washing line

Based on play

children’s counting skills to enable them to count up to ten objects accurately, in any arrangement.

The early stages of addition and subtraction are developed as children begin to partition and combine sets and to remove objects from sets

Using maths in practical activities and becoming confident in counting is essential

Mathematical Vocabulary

Mathematics has a vocabulary of it’s own.

How many ways can you think of to say ‘add’?

What about subtract?

Rules: You have 3 darts. You can hit the same section of the board more than once, but all three must score. Show how you could score these totals. 45 152 Work with a partner Do you always make the totals in the same way? How might you differentiate this game?

Dartboard Activity

Addition

•Combining 2 sets of objects –starting with one and two more. •Addition can be done in any order 5 + 8 is the same as 8+5

•Count on from larger number,(hold it in your head) using fingers to keep track

•Use jumps on a number line, jump on from the biggest number

Adding a single digit number to a 2-digit number

Mental Strategies Children should always be able to recognise if they can calculate mentally. 24 + 3 = They already know 4+3 =7 So should be able to say 24+3=27 Using a numberline These are used across the year groups to provide a very visual method of calculation. Use a numberline to work these out 36+ 8 = 45+3+9 =

Adding 2 digit numbers

Partitioning Children have to have a good understanding of place value.

How much is each digit worth? e.g. 65 = 60 + 5

Partition into Tens and Units, then recombine e.g. 23 + 31 20 3 30 1 20 + 30 = 50 3 + 1 = 4 50 + 4 = 54

76 + 47 =

76

Partitioning using a number line

116 76

+ 40

123

+ 7

86

+10

96

+10

106

+10

116

+10

123

+7

We also use 100 squares when adding bigger numbers.

Partitioning method as a written method:

Writing the numbers in columns.

Moving away from adding the tens first to adding the units:

47

+76

110

13

123

125 62 100 80 7 187

Now it’s your turn …

Work out these addition calculations using the partitioning method:

1. 62 + 19 =

2. 624 + 25 =

3. 62.4 + 2.5 =

Have a go using the column method

248 + 37 =

549 + 672=

23.54 + 16.72 =

Remember we want our children to be able to use mental calculation and look for easy methods. Using:- Number bonds •Number bonds to 10 e.g. 7 + 3 = 10 •Number bonds to 100 e.g. 70 + 30 = 100

Multiples of 10 •Adding 10/multiples of 10 to any number -especially when we are using partitioning 43 + 34 = 43 +30 =73 +4 =77

Near Numbers Adding 10 instead of 9 or 11 and then adding/taking away 1 23 +9 23+10=33 33-1= 32

Doubles and halves of numbers e.g. 5 + 5 =10 5 + 6 = double 5 + 1 = 10 + 1 = 11 *but children must have a good understanding to be able to use these*

How do you work out ?

78 – 12? 20 - 6

74 – 57?

What about subtraction?

We do not teach addition and subtraction separately. It is important that children understand that addition is the inverse of subtraction. If 4+8 = 12 THEN 12-8 =4 and 12-4 = 8

Taking away a single digit from a bigger digit Understand subtraction as taking objects away from a set Jump backwards on a number line from the larger number e.g. 10-2= Subtracting 2 digit numbers with a 1 digit difference Find the difference by counting from the smallest number to the biggest number. Counting on. e.g. 30-21 = Subtracting 2 digit numbers Mental with jottings Independently drawn number line to record jumps backwards Jumps of 10/multiples of 10 e.g. 56 – 23 56 – 20 = 36 36 – 3 = 33

Again children should be looking for quick mental methods.

Progression in Subtraction

Multiplication - Progression

Repeated addition.

3 lots of 5 5+5+5

Counting in 2’s 5’s and 10’s

Recalling doubles of numbers

Using a numberline for repeated addition.

Understanding of multiplication as:

an array

repeated addition

scaling

Step 1: Arrays: Children should be able to model a multiplication

calculation using an array.

3 x 5

5 x 3

Using repeated addition

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5 5

5

Step 2: Grid method of multiplication

X 70 2

8 560 16

8 x 72

560

+ 16

576

Division - Progression

o Sharing – one for me and one for you, sharing 9 biscuits between 3.

o Grouping – 8 is 4 groups of 2

o Using a number line to divide a number

e.g. 30 divided by 5 6 jumps off 5

In Year 4, in the summer term we begin to have remainders when using division.

Grouping

There are 6 sweets. How many

people can have two sweets each?

Know your tables

Year 2: 2X 5X 10X

Year 3: 2X 3X 4X 5X 6X 10X

Year 4: Derive and recall division facts for all

tables up to 10 x 10

How well do you know your tables?

Lets play Fizz Buzz

• Count with their child

• Play number games

• Involve children in shopping activities

• Involve children when taking measurements or weighing items

• Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc

• Give children opportunities to use money to shop, check change etc

• Talking about the mathematics in football e.g.. How many points does your favourite team need to catch the next team in the division?

• When helping their children calculate use the method that they have been taught.

How can parents help?

Be positive even if you don’t feel it Ask your child to explain to you how they are doing their maths (it may be different to the way you were taught) ‘Talk’ to them about and involve them in everyday maths Ask the teachers if you have any questions about the maths your child is doing Have fun!