Transcript 24.09.12 WALT: add 11 to a 2 digit number

Sea Mills Primary
School
Maths Evening
Aim – To enlighten you as to how maths
is taught in school.
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Some of you may be
feeling…
Some of you may be
feeling…
By the end of the evening
we hope you will all be
feeling …
Maths in the
Foundation Stage!
Nursery and Reception
make up the foundation stage.
We begin introducing maths by
encouraging the children to explore
and play.
Our environment is set
up to encourage
children
to play with numbers.
We use software
which
will support children’s
early calculations.
We use unifix cubes to teach simple
addition and subtraction calculations. The
children can then physically add on or take
away cubes, this is also a useful tool for
teaching difference. If you place a tower of
Numicon was invented for children with
special educational needs, and in particular,
children with Down’s Syndrome. It is a
really useful resource and we use it to teach
calculation. Again it is useful when
discussing difference.
Meaningful context
We use calculations as part of our school
day. Counting lunch boxes and fruit to
ensure we have enough to go round.
Meaningful context
Children are naturally inquisitive
about numbers and maths
generally within their environment.
They enjoy exploring and playing
with both natural and man made
materials.
Many children readily turn to
counting within their play.
Number songs are a great way to
start young children ‘s number
knowledge.
Children like practical challenges
such as : Can you find any
numbers in your house? Can you
write them down? Can you add
them together? etc
Addition - Stage 1
Children are encouraged to develop a
mental picture of the number system in
their heads to use for calculation.
They develop ways of recording
calculations using pictures, etc.
3+2=5
Addition - Stage 2
Bead strings or bead bars can be used to
illustrate addition including bridging
through ten.
They use numberlines and practical
resources to support calculation.
Addition - Stage 3
Children will begin to use ‘empty number lines’
themselves starting with the larger number and
counting on. First counting on in tens and ones.
Then helping children to become more efficient by
adding the units in one jump
(by using the known fact 4 + 3 = 7).
Followed by adding the tens in one jump and the
units in one jump.
Bridging through ten can help children
become more efficient.
Use partitioning to reflect mental methods E.g. 47 +78 = 70 + 40 + 8
+7=
Subtraction – Stage 1
Children are encouraged to develop a
mental picture of the number system in
their heads to use for calculation.
They develop ways of recording
calculations using pictures etc.
6-2=4
Subtraction – Stage 2
Children then begin to use numbered lines to support their own
calculations - using a numbered line to count back in ones.
Bead strings or bead bars can be used to illustrate subtraction including
bridging through ten by counting back 3 then counting back 2.
13-5=8
The numberline should also be used to show that 6 - 3 means the
‘difference between ‘6 and 3’ or ‘the difference between 3 and 6’ and how
many jumps they are apart.
-1 -1 -1
_______________________________________________________________
__
0 1 2 3 4 5 6 7 8 9 10
Subtraction – Stage 3
Counting back:
First counting back in tens and ones.
Becoming more efficient by
subtracting the units in one jump.
Progressing to subtracting the tens in
one jump and the units in one jump.
Multiplication – Stage 1
and 2
Children will experience equal groups of
objects.
They will work on practical problem
solving activities involving equal sets or
groups.
3 lots of 2
Multiplication – Stage
3
Repeated addition
5 + 5 + 5 = 15 or 3 lots of 5 or 3 x 5
Repeated addition can be shown easily
on a number line:
and on a bead bar:
Division - Stage 1
and 2
Children will understand equal groups
and share items out in play and problem
solving.
6 shared into 3 groups.
Division – Stage 3
Grouping or repeated subtraction
There are 6 sweets, how many people
can have 2 sweets each?
Addition – Stage 4
Numberlines
Start with the largest number.
Addition
Numberlines using compensation
Addition
Expanded
column
method
Addition – Stage 5
Column method where we carry over
below the line
Subtraction – Stage 4
When solving the calculation 89 – 57,
children should know that 57 does IS
NOT AN ADDITIONAL AMOUNT it is what
you are subtracting from the other
number.
Therefore, when using objects at home
or at school, children would need to
count out only the 89.
Subtraction
Using a numberline to count up rather
than take away when the numbers are
close together.
Subtraction – Stage 5
Column expanded method
Subtraction
Column
expanded
borrowing.
method
with
Subtraction
Column method
Multiplication – Stage
4
Repeated addition on a
numberline
6 + 6 + 6 + 6 is the same as 6 x 4
Multiplication Stage 4
Arrays
Multiplication - Stage
5
Grid method
then add up the
answers
Division – Stage 4
Numberline
24 ÷ 4 = 6
How many 4s are
there in 24?
Then involving remainders. 13 ÷ 4 = 3 r 1
Addition – Stage 6
Children should extend the carrying
method to numbers with at least four
digits.
Subtraction – Stage 6
and 7
Partitioning and decomposition
Decomposition
Where the numbers are involved in the
calculation are close together or near to
multiples of 10, 100 etc counting on
using a number line should be used.
Multiplication - Stage
6
GridGrid method
HTU x U
TU x TU
Multiplication - Stage
7
56
 27
1000
120
350
42
1512
1
50  20  1000
6  20  120
50  7  350
6  7  42
Division – Stage 6
Short division HTU ÷ U
Any remainders should be shown as
integers, i.e. 14 remainder 2 or 14 r 2.
Using and Applying
Our Calculations Policy teaches the
mechanics of maths. We also focus on
the application of these skills on
investigation activities.
A selection of activities have been set up
around the hall. Please feel free to have a
go when you have your refreshments.
Teachers are on hand to help.