Transcript Presentation

Maths evening 23rd September
2013
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Welcome
Introduction EYFS learning goals.
Mental maths in our school (teacher input)
Calculating and efficient written methods
Improving maths in our school (level 6)
Have a look around and see how we do it.
Mental maths
Mental maths is a big part of our
maths learning.
• How we learn?
• How we practise?
• How we assess?
Learning through Practice
• Fun activities in class (teacher led)
• KIRFS
• Times tables (continuous)
Key Instant Recall Facts
Autumn 1a
This half term your child is working towards achieving their individual KIRF target, indicated below.
The ultimate aim is for your child to be able to recall these facts instantly!
Say the number
names in order
to 5
Know all the
number bonds
to 5 (then
moving to 10)
Example of number bonds to 5:
All number bonds to 10:
Five teddies are sitting on a shelf, 1 fell off,
how many are left?
Well done, that was quick!
Know all the
number bonds to
20
Four are left!
Know all the
number bonds for
each number to 20
0 +
1 +
2 +
3 +
4 +
5 +
6 +
7 +
8 +
9 +
10 +
10 = 10
9 = 10
8 = 10
7 = 10
6 = 10
5 = 10
4 = 10
3 = 10
2 = 10
1 = 10
0 = 10
Building confidence in mathematics is crucial so be pleased with their efforts and always encourage with praise. Make
sure these practice sessions are enjoyable - if your child is really not in the mood it is the wrong time to be practising!
Developed by the North Yorkshire Primary Maths Consultants
Autumn 1a
Helpful hints for parents
 Use objects to consider the bonds in a practical way.
 Look at the patterns with both objects and numbers e.g. as one number increases the other one decreases.
 Practise with the numbers in order and chosen randomly - remember the aim is for the child to be able to respond
immediately.
Key vocabulary
Add, Total, How many more to make?, Altogether
Make it real!
There are 5 ladybirds on the leaf. Two fly away,
how many are left?
3 ladybirds!
How do you know?
Well, 2 add 3 make 5.
I have 7p in my purse. How much more do I need to make 10p?
3p!
Why?
Because 3p and 7p totals
10p
I have 18 cm of ribbon, I cut off 14 cm. How much ribbon is left?
Make it fun!
Call out!
Play number ping pong!
Start of saying 'ping', child replies with 'pong'.
Repeat and then convert to numbers i.e. say '2' and they reply '8'
(number bonds to 10)
What's hidden?
There are 5 beans on this plate, I hide some under a beaker how many have I hidden?
Playing cards:
Take out the picture cards from the deck of cards. Include
the jokers as 'zero'.
1) Play snap by matching the number bonds.
2) Play the 'memory game' to find matching number bonds.
Dominoes:
Connect two dominoes to make the bond.
Songs and rhymes
e.g. 5 speckled frogs, 10 in a bed, 10 green bottles
4 centimetres.
Are you sure?
Yes, because I know that 4 and 14 make 18 altogether.
Timed Games:
How well are you doing? How many questions can you answer in
2 minutes. Can you beat your own record?
Developed by the North Yorkshire Primary Maths Consultants
Key Instant Recall Facts
Autumn 1b
This half term your child is working towards achieving their individual KIRF target, indicated below.
The ultimate aim is for your child to be able to recall these facts instantly!
Know all the
number bonds
for each number
to 20
Example of number bonds to 100:
I have a metre of string. I use 67cm to wrap my parcel.
How much string is left?
33cm are left!
Well done, that was
quick!
Know all
decimals that
total 1 or 10
Know all
number bonds
to 100
(1 decimal place)
All decimal bonds to 1:
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
+
+
+
+
+
+
+
+
+
+
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
=
=
=
=
=
=
=
=
=
=
1
1
1
1
1
1
1
1
1
1
Know all
previous
number bonds
including
decimals
Example of decimal bonds to 10:
6.2 + 3.8 = 10; 6.2 + 3.8 = 10
so
10 - 6.2 = 3.8; 10 - 3.8 = 6.2
4.9 + 5.1 = 10; 5.1 + 4.9 = 10
so
10 - 4.9 = 5.1; 10 - 5.1 = 4.9
Building confidence in mathematics is crucial so be pleased with their efforts and always encourage with praise. Make
sure these practice sessions are enjoyable - if your child is really not in the mood it is the wrong time to be practising!
Developed by the North Yorkshire Primary Maths Consultants
Helpful hints for parents
Autumn 1b
 Create regular, short opportunities for rapid fire questions where an instant correct answer is required
 Use objects to consider the bonds in a practical way
 Look at the patterns with both objects and numbers e.g. as one number increases the other one decreases
 Practise with the numbers in order and chosen randomly - remember the aim is for the child to be able to respond
immediately
Key vocabulary
How many more to make?
altogether, make, sum, total, how much more is…than…, …difference between
Make it real!
Jack has £1, he spends 30p. How much change does
he get?
70p!
Are you sure?
Yes, the sum of 70p and 30p is 100p that's £1
A bag of sugar contains 1 kg. If I use 340g how much will I have
left?
660 grams!
How do you know?
The difference between 1000 grams and 660g is 340g.
A litre jug is filled with 0.25l of juice. How
much more is needed to make a litre?
0.75 of a litre!
How did you work that out?
Because a quarter of a litre plus three quarters of
a litre equals 1 whole litre.
Remember - a great place to think about capacity
is in the bath!
Make it fun!
Call out!
Play number ping pong!
Start of saying 'ping', child replies with 'pong'.
Repeat and then convert to numbers i.e. say '0.3' and they reply '0.7'
(decimal bonds to 1)
What's hidden?
There are 17 beans on this plate, I hide some under a beaker - how
many have I hidden? (bonds for each number to 20)
Playing cards:
Remove picture cards and the 10s. Play snap treating each card as
tenths. When you have a pair which total 1, shout snap and explain
why e.g. 0.2 + 0.8 = 1
Dice:
Roll two die treat them as the first as the tens digit and the
second as the ones - ask how many more to make 100.
Dominoes:
Pick a domino from a set facing down. Choose one side to
represent the whole number and the other side to be the tenth.
Ask how much more to make 10.
e.g. picture shows 5.2, so 4.8 more makes 10.
Timed Games:
How well are you doing? How many questions can you answer in
2 minutes. Can you beat your own record?
Developed by the North Yorkshire Primary Maths Consultants
Assessing
Weekly Times table tests (timed as they improve)
Weekly mental maths tests (see tests on tables)
North Rigton Church of England
Primary
Calculations
Addition
Subtraction
Multiplication
Division
Assessment
Early addition
5+4 =
Addition method 1
In our school to work out addition
problems we use the partitioning method.
37 + 24 = 61
How did you work it out?
30 + 20 = 50
7 + 4 = 11
50 + 11 = 61
Addition progression
The partitioning method is now used for
increasingly large numbers e.g.
2471 + 3524 = 6001
2000 + 3000 = 5000
400 + 500 = 900
70 + 20 = 90
7+
4=
11
This is then extended to include larger numbers and numbers
with more decimal places.
Addition progression
Again we use the partitioning method, but
this is extended to include decimals.
7.6 + 5.8 = 13.4
7 +
5 = 12
0.6 + 0.8 = 1.4
Adding (transition)
To progress with addition using efficient written
methods we begin to encourage the children to use
more traditional column methods.
123
The children need a secure knowledge of
+74
place value.
1 1
197
123
+89
212
Early Subtraction
5-4 =
Subtraction method 1
Children are encouraged to begin by
using the empty number line method.
This method is quick and efficient and
develops children's mental calculation
skills.
Children are encouraged to always count
forwards along the number line.
The Number Line:
96 – 32 =
8
50
6
32_______________________________96
40
90
This is extended to include more difficult numbers and decimals.
In later years this may also become jottings.
Subtraction Method 2
Introducing the column method.
96
-32
64
Progression: Decomposition
Other wise known as borrowing.
2 1
326
-95
231
Early Multiplication
• Groups of/ lots of/arrays
Multiplication method 1
We begin multiplying using the partitioning
method.
23 x 3 = 69
20 x 3 = 60
3x3= 9
60 + 9 = 69
Multiplication method 2
The children continue to use partitioning but
the grid method is introduced.
23 x 3 = 69
x
20
3
3
60
9
Multiplication progression
We now use the grid method for larger
numbers and decimals.
X 20
10 200
7
20 = 270
X
40 40
8
1.2
5
35 = 135
5
1
0.15 = 6.15
100
27 x 15 = 405
1
5
0.2
0.03
= 49.2
1.23 x 45 =55.35
Multiplication method 3
Long multiplication
27
X15
1
270
+ 135
405
Division
We teach division as the opposite of
multiplication e.g.
4 x 5 = 20
20 / 5 = 4
This is taught as a KIRF alongside the
teaching of times tables.
By the end of year 4 children should know
this up to 12x12!
Early division
9/3=
Division method 1
To solve division problems we use the
chunking method.
We reinforce the idea that division is repeated addition
and encourage the use of an empty number line.
How many groups of 8 do we need to make 24?
24 / 8 = 3
1x8
1x8
1x8
0_________________________________________24
8
16
3 groups of 8 make 24
Division progression 2
As children begin dividing larger numbers they add together groups of
numbers.
176 / 8 = 22
10 x 8
10 x 8
2x8
0________________________________176
80
160
Children are encouraged to make informal jottings to help with their
calculation.
10 x 8 = 80
20 x 8 = 160
5 x 8 = 40
2 x 8 = 16
4 x 8 = 32
Children use knowledge of doubles and halves to help.
Children are then taught to solve problems including remainders and
larger numbers.
Division
Progression 3
At this point we
turn the layout of
the chunking
around in
preparation for
long division.
176/8
176
80
96
80
16
16
00
10x8
10x8
2x8
22
Division
method 2
In preparation for
transition, we now
come to long
division (the more
traditional method)
022
8 176
0
17
16
016
016
000
Division
method 3
And finally once all
the understanding is
secured, we move onto
short division.
22
8 11716
Assessing maths
AFL and SPIDERS
AFL
Assessment for learning
Promotes awareness, independence
and self motivation.
Spiders are a tool used by the
children and the teacher to set
targets