Transcript 3 + 1 = 4
Maths workshop Wednesday 6th May 2015 Lena Dalal Aims • To explain how we teach your child the main operations +, -, X and ÷ in EYFS, KS1 and year 3. • To give you some ideas of how you can support your child at home. Good practice in Maths today • Mental calculation skills • Children need the ability to estimate e.g, If I have 18 sweets in one bag and 33 in another. How many do I have altogether? Children can estimate by adding 20 and 30 and know that the answer should be roughly 50. Good practice in Maths today • All children need to learn maths in real life context. As well as knowing 4+3 = 7 children need to be able to do the following: There were 4 people on the bus, 3 people got on at the stop. How many people on the bus altogether? • Children need to be able to explain how they have calculated something using a method that suits them. If they cant explain it, they don’t fully understand it. • Written calculations are taught but when the children are ready. Number recognition and counting • • • • Cardinal Ordinal One to one correspondence How many? Place value • Tens and units (deines) • Digit cards • What is each digit worth? Addition Addition vocabulary together more than plus add total and Addition 1. Adding practically 3+2=5 Addition • Adding practically 3+2=5 Addition 2. Mental addition of number facts Encourage children to put the biggest number in their head and count on. 4+6=10 Addition 3. Use of a number line 6+3= Addition 4. Empty number lines using efficient jumps. 5. Partitioning Addition 357+ 268 E.g. 23 + 41= 23 + 41 20 3 40 1 3 + 1 = 4 Add the units first 20 + 40 = 60 Then add the tens 60 + 4 = 64 Recombine the total5 Addition 6. Expanded horizontal when bridging 100 358 +73= 300 + 50 +8 0 + 70 + 3 300 + 120 + 11 = 431 Should be taught with TU+TU first ‘Partition the numbers into tens and units. Add the tens together and then add the units together. Recombine to give the answer.’ Addition 7. Expanded vertical column method E.g. 358 + 273 = 358 +273 1 1 (8 + 3 ) Add the units first 1 2 0 (50 + 70) 5 0 0 (300 + 200) 631 When confident, stop using the brackets. Number bonds to 10/20 10+0=10 9+1=10 8+2=10 7+3=10 6+4=10 5+5=10 4+6=10 3+7=10 2+8=10 1+9=10 0+10=10 Have a go at writing number bonds to 20! Subtraction Subtraction vocabulary difference between subtract fewer minus take from less than take away Subtraction 1. Taking away practically 5-3= Subtraction 2. Use of a number line 6-4= Subtraction 3. Using an empty number line counting back 15-4= 11 43-22= 12 -2 21 13 14 15 -20 23 43 Subtraction 4. Counting on (finding the difference) This is how shopkeepers counted out change (before the till took over) 19-14= 1 2 3 4 5 14 19 43-27= +10 +3 27 (bald mans head) 30 10+3+3=16 +3 40 43 Subtraction • Have a go at 78-54= Subtraction 5. Introduce partitioned column subtraction method. STEP 1: introduce this method with examples where no exchanging is required. 89 – 35 = 54 80 + 9 - 30 + 5 50 + 4 Subtraction 6. Introduce exchanging 72-47= 60 70 + 12 2 - 40 + 7 20 + 5 = 25 Multiplication Multiplication vocabulary groups of lots of time table multiplied by multiply Multiplication 1. Practical multiplication 2 lots of 4 2 groups of 4 Multiplication 2. Repeated addition 4x5 5 +5 +5 + 5 = 20 Multiplication 3. Use of arrays 4 rows of 5 or 5 columns of 4 4x5 or 5x4 Multiplication 4.Number lines 4X5 0 5 10 15 20 Multiplication 5.Grid method 35 x7 35x26 Multiplication Have a go at 56x4 using the grid method! Multiplication It is essential that children are learning 2, 5, 10, 3, 4, and 6 times tables (year 3) Division Division vocabulary share share equally divide divide by groups 1. Sharing Division Can you share 6 biscuits equally between 3 children? Division 2. Grouping 3 groups of 2 Division 3. Empty number line 0 5 10 15 20 How many groups of 5 are there in 20? Division 4 Chunking Division Have a go at 88 ÷ 5=