Transcript Maths Information Evening - St. Peter`s Catholic Primary School

St Peter’s Catholic Primary
School
Maths Information Evening
2016
Aims of the evening
• To inform you of the Age Related Expectations for
each year group
• To encourage discussion about maths
• To explain how we teach maths in school
• To help you understand how IMPORTANT the
basics are
• To give you an opportunity to ask questions
Using three darts
can you make 50?
20
22
12
33
25
18
I think of a number and add 6.
My answer is negative 7, what number did I start with?
Sums and Things
for Parents
Negative 13
Well done Lucy
How did you think that through?
Sums and Things
for Parents
How many parents think they
are ‘no good’ at Maths?
Who has bad memories of Maths at
school?
•WHY???
What Maths do you use in a
day?
Examples of Maths you use in a day
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•
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Time
Measuring
Shape and space
Percentages
Fractions
Doubling/halving
Calculations
Problem solving
Money
THESE ARE ONLY A FEW EXAMPLES!!!!!!
The Four Operations
• Addition
• Subtraction
• Multiplication
• Division
Addition
• Number Bonds-3 + 7= 10, 4+6=10 etc
• 8+6=14
• 23 +4=
• 36 +9=
• 57+8=
• 87 + 25=
Addition
7+
= 30
7
10
+3
7
+10
+10
+3
20
30
+20
10
30
Addition
Moving on to partitioning…
67 + 56 =
60 + 50 = 110
7 + 6 = 13
123
Add the 10’s together.
Add the units (1’s) together.
Add both answers together,
starting with the units.
Addition
358 + 473 =
358
358
+ 473
+ 473
11
120
831
700
831
1
1
Did You Understand?
•7+8=
•16+9=
•47+12=
•186+78=
Subtraction
• 5-1=
• 12-7=
• 26-13=
• 72-46=
• 127-58=
Subtraction
Sam has saved 93p, Amy has 55p. How much more money
does Sam have than Amy?
93 – 55 =
+5
55
38p more
+30
60
+3
90
93
Subtraction
8.23 – 4.55 =
+0.45
4.55
3.68
+0.23
+3
5.00
8.00
8.23
Subtraction
A sports stadium holds 9010 spectators. 5643 people attend
a football match. How many empty seats are there?
+ 57
5643
+300
5700
+3010
6000
9010
3010
3367 empty seats
300
+
57
3367
Column Subtraction
To be explained…….
9262
-
5643
Can you subtract?
• 13-8=
• 37-5=
• 165-32=
• 124-68=
• 2462-1795=
Multiplication
lots of
times
multiply
multiple
Times Tables
Children will be learning tables through:
 Songs
Raps
Rote learning
Writing them down
Understanding multiplication comes from the child
understanding that X means ‘lots of’.
Progression in teaching multiplication
Repeated addition
2+2+2=6
3 lots of 2 = 6
Progression in teaching multiplication
Using a number line
2
2
2
0 1 2 3 4 5 6 7 8 9 10
3x2=2+2+2
Progression in teaching multiplication
Arrays are a visual representation.
3 x 2 = 6
lots of
2+2+2=6
Progression in teaching multiplication
3x2=6
2x3=6
We can change
the numbers
around and we
find the same
answer.
Standard Written Form For
Multiplication
As children move through the school, they are
shown different methods to solve multiplication
problems.
• As with all maths strategies, we show the children all of the
standard written methods.
• It is up to them which one they use as we want them to feel
confident using it as it can be the difference between getting
the answer right or wrong.
THE “GRID” METHOD
• Children use the term “grid” to describe this strategy.
• They need to know how to partition numbers they will be
multiplying.
• Partitioning = breaking the numbers into hundreds, tens, units
STEP 1
How many “windows” do I need?
X
231 x 35=
• Draw the “grid”
200
30
1
30
?
?
?
5
?
?
?
STEP 2
• Start in the bottom right hand corner of the grid.
• 1x5=5
• Then move up through the grid until all sections of the window
are complete.
X
200
30
1
30
6000
900
30
5
1000
150
5
STEP 3
• Once all the numbers have been multiplied, add the rows
together vertically.
• The total of the numbers is the answer
X
200
30
1
30
6000
900
30
5
1000
150
5
7000
1050
+ 35
8085
THE “COLUMN” METHOD
• This is the method which you are all probably
more familiar with.
• The children need to be confident with the
order in which they carry out this process.
• The most important thing for them to remember
is to put the ‘0’ on the second row if they are
multiplying by a 2 digit number.
THE “COLUMN” METHOD –
Short Multiplication
STEP 1
• Write the multiplication out, placing the largest
number above the smallest, ensuring that the
digits are in the correct columns.
245
x 6
STEP 2
•Multiply the unit on the bottom row by all of
digits above it. Start with the units.
245
x 6
1470
2 3
THE “COLUMN” METHOD –
Long Multiplication
STEP 1
• Write the multiplication out, placing the largest
number above the smallest, ensuring that the
digits are in the correct columns.
345
x 56
STEP 2
•Multiply the unit on the bottom row by all of
digits above it.
345
x 56
2070
2 3
STEP 3
• Place a ‘0’ in the next row in the units column
(we do this to ‘hold the place’).
• Now repeat the same action with the digit in the
tens column.
345
X 56
2070
17250
2 2
STEP 4
• Now use column addition to add together the
two new rows which you have just created this is your answer!
345
x 56
2070
17250
19320
1
Over to you!
Have a go at solving the following multiplication problems using
both the Grid Method and the Column Method.
Whilst you are completing this task think about the following:
What knowledge do you need to have to use each of the methods?
What are the errors which are likely to occur?
Which method do you prefer?
45 x 16 =
675 x 9 =
247 x 23 =
4533 x 15 =
Division
divide
share
group
equally
Dividing Using Groups (no remainders)
How can you work out a division sum using
groups?
12 ÷ 3 – How many 3’s are in 12?
Each group has 4 bananas,
so 12 ÷ 3 = 4
Dividing Using Groups (with remainders)
There are 18 counters which need to be shared between 4 groups. How many
counters should be placed in each group?
I’ve shared out 16 which means I have 2 left over.
So 18 ÷ 4 = 4 r2
The ‘r’ stands for remainders
Division on a Number Line
15 3 = ?
We can solve this by jumping along a number line
in lots of 3
15 3 =
•
•
•
•
0
Draw a number line
Start at 0
Hop in jumps of the number you are  by
Add up the number of jumps
1
1
3
6
9
12
15
What about 17  4?
+1
0
4
8
12
So 17  4 = 4r1
16
17
Have a go at these using the number line
method – remember to start at ‘0’
1. 42  6 =
2. 37  7 =
3. 49  6 =
Standard Written Form For
Division
As with multiplication, we expose the children to
different written methods for division because we
appreciate that all children do not learn in the
same way.
It is then up to the individual child to choose which method they
use and it is our job to ensure that they feel confident using the
method which they have decided upon.
Short Division
• Write your sum in the ‘bus stop’; 4 7 6
• Firstly, work out how many fours fit into 7. Write the answer
above 7 and the remainder in front of the next digit of the
number to be divided.
1
3
4 7 6
• Then count up in fours to see how many now fit into 36 and
write the answer above the digit 6.
1 9
4 7 36
• If the divisor does not fit exactly into the final number, you will
be left with a remainder to be recorded next to your answer.
Short Division with remainders
• Write your sum in the ‘bus stop’; 4 5 9
• Firstly, work out how many fours fit into 5. Write the answer
above 5 and the remainder in front of the next digit of the
number to be divided.
1
4 5 19
• Then count up in fours to see how many now fit into 19 and
write the answer above the digit 9, putting the remainder next
to this number, following an ‘r’.
1 4r3
4 5 19
Long Division
• Long division requires the children to be
competent and confident with their tables, and
subtraction, before they can use it as a division
strategy.
15 468
Mrs Davies will explain this to you…..
Over to you again…….
• 36  6=
• 128  4=
• 405  15=
• 1008  18=
The National Picture……
• Expected-Meeting the age related
expectations
• Exceeding-Working beyond the age related
expectations
• Emerging-Working towards achieving the age
related expectations
The Picture at St Peter’s
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Mathematics is part of our School Improvement Plan
The bar has been raised…….
Our aim is for every child to meet the Age Related Expectations
If they are working below this we will put support in place this
could be-intervention/morning work/learning club/homework
• If they are working above (exceeding) we will adapt learning
accordingly-challenge/homework/small group
work/intervention
Next Steps…..
• Use the information from tonight to
support your child
• Refer to the website
• Become familiar with the Age Related
Expectations (ARE) for Maths