Transcript Year 3 and 4 Maths Parent Workshop

PRIMARY
ADVANTAGE
MATHEMATICS
PROGRAMME
A MODEL OF BEST PRACTICE
The Four Operations
Lizzie Winterton
and
Catherine Thomas
The Fundamentals – Year 3
The Fundamentals – Year 4
Experience and the National Curriculum
Conceptual
Understanding
Procedural
Fluency
Primary
Advantage
Maths
Programme
What does
this mean
for
teaching?
Addition – Mental Methods
50 + 643
324 + 58
360 + 360
3.2 + 1.9
1.5 + 1.6
27 + 36 + 13
Did you:
• Count on from the largest number?
• Re-order the numbers?
• Partition the numbers into 100s 10s and ones?
• Bridge through 10 and multiples of 10?
• Add 9, 11, etc. by adding a multiple of 10 and compensating?
• Use near doubles?
• Use knowledge of number facts?
These are all strategies that children need to be aware of when
carrying out addition calculations.
Models for Addition
Compacted
or
leading to
Models for Addition
Compacted
or
Models for Addition
Compacted
or
Models for Addition
Compacted
or
leading to
Models for Addition
Compacted
or
Models for Addition
Compacted
or
leading to
40
Your turn:
Have a go at
completing the sums
below, drawing the
place value counters:
Remember to use the terms
regroup and rename.
H
T
O
8
1
1. 127 + 154 = 281
1. 212 + 139
2. 176 + 116
2
1. 172 + 50
Models for Subtraction
Compacted
or
leading to
7
Models for Subtraction
Compacted
or
leading to
Models for Subtraction
Compacted
6
12
or
leading to
6
12
2
Models for Subtraction
Compacted
6
12
or
leading to
6
12
2
Your turn:
Have a go at
completing the sums
below, drawing the
place value counters:
377 – 194 = 183
H
T
O
8
3
1. 377 - 194
1. 122 - 91
1
2. 132 - 121
1. 172 - 191
Remember to use the terms
regroup and rename.
Models for Multiplication
Lots of the ‘same thing’
Bead Bar
Number Line
0
Fingers
6
3
“3”
9
“6”
“9”
12
“12”
Models for Multiplication
How can it be represented?
Multiplication is commutative
4x3
3x4
Four groups of 3
Three groups of 4
Models for Multiplication
An image for 7 x 8 = 56
20
20
8
8
This demonstrates how children
can use partitioning and facts they
know to calculate unknown sums.
Models for Multiplication
18 x 13 = 234
10
18
8
10
13
3
100
80
30
24
Models for Multiplication
Progressing towards the
standard algorithm
10
10
3
8
100
80
30
24
Models for Multiplication
10
3
10
8
100
80
30
24
1
8
1
3
5
4
1
8
0
2
3
4
Models for Division
An image for 56 ÷ 7
Either:
• How many 7s can
I see? (grouping)
Or:
• If I put these into 7
groups how many
in each group?
(sharing)
Models for Division
An image for 56 ÷ 7
The array is an
image for division
too
8
7
56
08
756
Models for Division
The power of the place value counters for larger
numbers
120 ÷ 3
40
3
120
Models for Division
1200 ÷ 3
400
3
Similarly for 100s
1200
Hundreds
Tens
3
20
01 1
6 138
23
6
138
Dare to share
fairly – free app
Ones
Your turn:
Have a go at
completing the sums
below, using the app:
1.125 ÷ 5
1.232 ÷ 4
2.167 ÷ 2
1.656 ÷ 5
Remember to use the terms
regroup and rename.
www.discoveryeducation.co.uk
Username: student20561
Password: trinity
All the slides from tonight will be
available to download from the
school website:
www.holytrinity.hackney.sch.uk
Have a go…
Help your child to have:
• Rapid recall of addition and
subtraction facts to 10, 20, 100
• Rapid recall of doubles and
halves to 100
• Rapid recall of 2, 3, 4, 5, 6, 7, 8,
9, 10, 11 & 12 times tables
• The knowledge of how to read
the time on an analogue and
digital watch
1. Look, cover,
write and check
1. I say, you say
1. Five minutes
whenever you
get the chance