Transcript Maths Curriculum Evening

Why maths?




It is essential for everyday life
Very important for science and
technology
Financial literacy
All jobs
Ofsted



Ofsted (July 2013) ‘The very large majority of
pupils achieve exceptionally well in reading, writing
and mathematics.’
‘The progress of all pupils, including children in the
Reception classes… is outstanding and has been so
for the last five years.’
‘Provisional 2013 data suggests that these high
standards will be …. improved upon in
mathematics’.
Maths is fun!



At Browick we provide a daily 1 hour maths lesson
as part of providing a firm foundation for
understanding the world
Help the children to reason mathematically
Give them a sense of enjoyment and curiosity about
maths
Maths Resources








Number lines
Hundred squares
Numicon
Diennes
Arrow cards
Cubes and unifix
Interactive games
Ipads
Maths in Reception



Teaching and Learning is hands-on and fun.
We start off with number songs e.g ‘5 little ducks’
and counting forwards and backwards to 5 then 10,
20 and beyond!
We learn ordinal counting - saying number names in
order ‘1,2,3,4,5…’ and the cardinality
(‘numberness’) of numbers - knowing that e.g. 5 is a
quantity. There is a big difference between these
two things:
Maths in Reception


We use numicon, it is fantastic for understanding
every aspect of number and calculating ie. adding,
subtracting, more than, less than, patterns, the size
of numbers, ordering numbers, place value.
This gives a great grounding in understanding
numbers and how to use them.
Reception



Maths happens in the classroom and outside
There is always a maths area available which may
have games, puzzles, numicon, sorting, shapes.
It is also built in to our topics. For example:
* Using numbers and measuring when cooking.
* Ordering or sorting
animals or shapes.
Early Learning Goal for Number

Children count reliably with numbers from 1 to 20,
place them in order and say which number is one
more or one less than a given number. Using
quantities and objects; they add and subtract two
single digit numbers and count on or back to find
the answer. They solve problems including doubling,
halving and sharing.
Mental Calculation



The ability to calculate ‘in your head’ is an important
part of mathematics.
The children learn number facts by heart and develop
a range of mental strategies for quickly finding a
range of related facts eg. working out corresponding
subtraction facts from known addition facts.
Informal recordings and the use of tools such as number
lines and hundred squares are used to develop
children’s sense of number and help them become
confident and comfortable when operating with
numbers ‘in their heads’.
Mental Calculations




Children develop a range of mental calculation skills
and use these confidently in different settings.
Largest number first.
Number bonds to ten.
Doubles or near doubles.
Mental Maths Task

Do this calculation in your head.
2 + 16
Mental Maths Task

Do this calculation in your head.
16 + 2
Mental Learning Task

How did you work it out?
Year 1 Number and Place Value
Children learn to:
 count, read and write numbers to 20
 use knowledge of place value to position these on a
number track and number line.
 identify one more and one less
One Less
One More
9
10
11
Year 1 Addition


Use the vocabulary related to addition and
subtraction and symbols to describe and record
addition and subtraction number sentences.
Solve problems that involve addition and
subtraction, using concrete objects and pictorial
representations
4
3
7
Mathematical Vocabulary


Children begin to grasp mathematical language
‘Sum’ is only used in addition calculations.
Using a number line to add

8 + 4 = 12
1 2 3 4
Year 2: Count, read, write and
order numbers to 100 and beyond.
Year 2: Number and place value.






Count in steps of 2, 3 and 5 from any number forwards
and backwards.
Recognise the place value of each digit in a two-digit
number (tens and ones/units)
What is the value of the underlined digit
74
Compare and order numbers from 0 up to 100 and use
< and > and = signs.
72 > 21 ( 72 is greater than 21)
35 < 89 (35 is less than 89)
Year 2: Addition and subtraction.


Solve problems with addition and subtraction
I have 17 cars, 3 tractors and 10 trains. How many
vehicles have I altogether? 2 of my cars went
missing and I gave a train to both my brother and
sister. How many vehicles have I got now?
Problem solving and applying
addition in Year 2

Choose two things to buy from the shop. Use a
number line to work out how much they will cost
together.
Ruler and sharpener
cost 57p
Addition using a number square






Add 16
51 +16= 67
Adding 10 go down 1
Subtracting 10 up 1
Adding 1 go right 1
Subtracting 1 go left 1
Subtraction using a number square






Subtract 31
87 – 31 = 56
Adding 10 go down 1
Subtracting 10 up 1
Adding 1 go right 1
Subtracting 1 go left 1
Year 2 addition and subtraction




Recall and use addition and subtraction facts to 20 fluently
16 + 4 = 20
12 + 8 = 20
19 - 7 = 12
13 – 5 = 8
Add and subtract one and two-digit numbers
24 + 32 = ?
38 - 16 = ?
Know that addition of two numbers can be done in any order
(commutative) and subtraction of one number from another cannot.
17 + 14 = 31
17 – 14 = 3
14 + 17 = 31
14-17 does not = 3
Recognise and use the inverse relationship between addition and
subtraction and use this to check calculations and solve missing
number problems. 3+7 = 10; 10 – 7 = 3 and 7= 10 - 3
Arrow cards for place value
Zero as place holder

Children learn that zero is used to represent no
number in a hundred tens or units column.
To learn about place value we play
games such as Place the Penguin.
Partitioning – into tens and units
T.U.B Method
Tens. Units. Both





42 + 31= 73
Step 1: partition numbers into tens and units
( tens - 40 + 30) (units - 2+1)
Step 2: add up the Tens (T) ( 40 + 30 = 70)
Step 3: add up the Units (U) ( 2+ 1 = 3)
Step 4: add both
(B) (70+ 3= 73)
Partitioning.






56 + 32 = 88
First split the numbers into tens and units. 50 + 6,
30 + 2
Add the tens 50 + 30 = 80
Add the units 6 + 2 = 8
Recombine the tens and units. 80 + 8 =
88
Multiplication in Key Stage1




First recognize that multiplication is repeated
addition
5 x 4 = 20
Is the same as 4 lots of 5 or 5 + 5 + 5 + 5 = 20
Use pictorial cues to represent a multiplication
calculation.
20
Multiplication

Recall and use multiplication and division facts for
the 2, 5 and 10 times tables.
Arrays

What number sentences could you write to go with this
array?
2 x 6 = 12
6 x 2 = 12
6 + 6 = 12
2 + 2 + 2 + 2 + 2 + 2 = 12
The use of the multiplication sign



Confusion exists about the way multiplication is
written. 6 x2 and 2 x 6 are often interpreted in
exactly the same way.
It may be argued that the ‘correct’ interpretation
for 2 x 6 is ‘2 multiplied by 6’, that is two taken six
times or 2 + 2 + 2 + 2 + 2 + 2.
However, since multiplication is commutative,
children learn that both ways are valid.
Multiplication



Children use their known times tables to solve
multiplication problems. Eg. 5 x 4 = 20
They use known times tables to work out other facts.
Eg. If they know that 9 tens are 90 they also know
that 10 nines are 90.
Some children progress to solve trickier
multiplication problems. Eg. 5 x 16 = ?
They do this by partitioning the sixteen into
tens and units;
5 x 16 = 5x10 + 5 x 6 = 50 + 30 = 80
Multiplication practise
Children practise their times tables regularly in Year 2
by doing a variety of short activities such as: Reciting together
 Playing ‘Snake pit’ - whole class circle game
 Solving multiplication problems.
Division





Children learn that division and multiplication are
inverse operations. So they can recall division facts
from their known times tables.
For example – if 2 x 6 = 12
They also know that 6 x 2 = 12
And 12 ÷ 2 = 6
And 12 ÷ 6 = 2
Division by sharing

Children begin to talk about their methods and
explain their reasoning when solving problems.
Division by repeated subtraction
24 ÷ 4 = 6
Maths Lessons in Y1 and Y2


In maths lessons we focus on number and
calculations. 12 + 11 = 23 23 – 11 = 12
Shape, space and measure is linked across the
curriculum with 1 week per half-term devoted to
these areas of the maths curriculum.
Shape



describing the shape and size of solid and flat
shapes.
How many sides?
How many faces? Edges? Corners? (Vertices)
Position and Direction






Using everyday words to describe position
Above below left right between under
Using early mathematical ideas to solve practical
problems.
How many legs do 2 spiders have?
8+8=
8 x 2 = or 2 x 8 =
Measure – time and data handling

Length

Capacity

Weight

Time

Data handling
Cross-curricular maths
The children learn about shape and space through
practical activities which build on their understanding
of their immediate environment
Measuring in the allotment/playground
Shape in art (Mondrian)
Space – position and direction
Practical maths to do at home




How many plates, knives and forks are needed to
set the table?
Measuring ingredients for cooking
Which glass holds most liquid
Counting money
Maths games to play at home



Snakes and Ladders
Other games that involve taking turns and using
dice
Jigsaws
Websites to use at home
School Website
Visit the school website for more information about
maths
http://www.browickrd.norfolk.dbprimary.com