Transcript PowerPoint - Bridlewood Primary School

Bridlewood Primary School
Calculation and Croissants
Parent Workshop
22nd September2015
Aims
To explain how we teach your children +,
-, x and ÷.
To give you ideas of how you can help your
children at home.
Maths Expectations
• The new curriculum has emphasised
traditional calculation methods.
• There is still an expectation of good mental
arithmetic skills but the mental arithmetic
paper at the end of key stage 2 is replaced by
an arithmetic test.
• The curriculum has moved most expectations
down by a year and each year has its
expectations.
By the end of Key Stage 2 we want
your children to…
• Recall key number facts e.g all +/- facts for
each number to 12, times tables, number
bonds.
• Have good understanding of the 4
operations.
• Have an efficient, reliable method of
calculation for each operation in line with
national expectations.
• Apply what they know.
Addition
Addition
Early Years Reception
Adding practically.
Solve simple
problems
Count along a
number line add one
more.
Addition Year 1
Encouraging children to put the biggest
number in their head and count on with
fingers.
5 +3
3+5
Number bonds to 10 and 20.
5+5=10; 13+7=20
Calculation problems:
Jamie has 7 apples and Lana has 4 apples; how many
do they have altogether?
7+4= use a number line to count on.
0
1
2
3
4
5
6
7
8
9
10
11
12
Finally calculations with up to two digit added to two
digit numbers. 15+13
8
Addition Year 2
Continue to build on two digit by
two addition; first with number
lines then more formal layout
using column method and
partitioning.
16+13=
10+6
10+3
20+9 =29
34+12=
Continue to build number bond
skills to and beyond 20.
Early form of algebra:
12+ =18
Partitioning
Addition Year 3
Continue to build number bond skills to 100.
algebra:
Using partitioning and column
55+
=100
method, add up to three digit by
two digit numbers.
115+26=
56+43=
Add money
100+10+5
50+6
amounts to
20+6
40+3
£1 and then
100+30+11= 141
90+9 =99
to £10.
Mentally add 3 numbers to 100:
12+6+18
Addition Year 4
Know number bonds/compliments to 200
algebra:
126+
=200
3 digit numbers added to 3 digit numbers
385+144
Use partitioning at first and then combine to
traditional method.
385
144 +
529
1
Addition Year 5
Add numbers with up to four
digits using column method.
1266+233=
Introduce addition using
decimals through money
problems.
algebra:
£3.65+
175cm+
=£10
+210cm =500cm
Addition Year 6
We will extend further with larger numbers and decimals
6648+1486=
20.2+ 135.56+ 150.7=
Subtraction
Subtraction
Early Years/Reception
Taking away practically.
3-2=
•Use objects, pictures and real life situations, e.g:
We made 6 cakes and ate 2. How many are left?
Start using number lines.
Use of a number line/100 square
Reception to Year 2
12-6=6
1
2
3
4
5
6
7
8
9
10
11
12
13
Subtraction using a blank number
line
62 – 26 =
If the numbers are far apart, count back.
If they are close together, count on.
Your turn! 78-44=
Subtraction Year 1
Subtract one digit numbers by two digit numbers.
Ensure children know that the order of the
numbers DOES matter.
Use practical equipment to solve calculations and
pictures.
e.g: Darcy has 15 apples and gives his friend 3. How many
apples does he have left?
NB. Children should be
encouraged to arrange
counters in arrays.
Subtraction Year 2
Solve subtraction problems 16-5
using equipment and number lines
Subtraction Year 3
Continue to use mental strategies of counting on.
Introduce column method. Initially without
regrouping (decomposition), using partitioning.
When ready extend to three
digit numbers by two digit
numbers .
Subtract money
amounts up to £1
and then to £10.
Subtraction Year 4
 Subtract numbers with up to 4 digits and decimals with one
decimal place using the column method.
 Begin using expanded method and introduce formal column
method using simple examples until children are confident to
carry across from hundreds to ones, e.g:
Solve word problems to
two decimal places
including measures.
Use mental strategies to solve
subtraction problems to 100.
Subtraction Year 5
Solve calculation problems with four or more
digits including regrouping.
 Subtract numbers with different
numbers of digits, demonstrating
an understanding of place value,
e.g: 4578 - 789.
 Subtract amounts of money and
measures, including those
involving conversion from one unit
to another.
•
•
•
•
•
Subtraction Year 6
Subtract decimals with up to two decimal places (with each number having
the same number of decimal places), using the column method, including
decomposition, e.g:
Subtract numbers with different numbers of digits, demonstrating an
understanding of place value, e.g: 4578 - 789.
Subtract amounts of money and measures, including those involving
conversion from one unit to another.
Subtract whole numbers and decimals using the column method to two
decimal places.
Subtract whole numbers with more than 4 digits, using the column method,
including decomposition.
Extend the decomposition method and use it to subtract whole numbers and decimals
with any number of digits, e.g
Multiplication
Multiplication Reception
First of all, count in 2’s and then repeat by counting in 10’s.
Using objects, pictures and songs.
Multiplication Year 1
Continue to count in 2’s 5’s and 10’s to the 10th multiple.
User pictures objects and real life problems.
Use arrays to show multiplication is repeated addition.
We have 3 pairs of socks, how many
socks do we have altogether?
There are 5 groups of two faces,
how many faces are there?
2, 4, 6, 8, 10
There are 2 groups of 5 faces,
how many faces are there?
5, 10
Times tables
• By end of Year 2 children should know x2,x5,x10
• Practise counting in 2’s, 3’s, 4’s, 5’s, 10’s
• Matching pairs (question on one card, answer on
another)
• Musical times tables.
• Use arrays.
• Use empty number lines to jump in multiples.
Multiplication Year 3
• By end of Year 3 children should know x2x3x4,x5,
x8,x10
• Begin to solve two digit numbers by one digit number
multiplication problems using partitioning.
• Use the grid method to solve multiplication problems.
• Use expanded method of multiplication.
Multiplication Year 4
• Recall multiplication facts for multiplication tables up to 12 × 12.
• Multiply two-digit and three-digit numbers by a one-digit number
using a formal written layout.
• Continue to practise all tables and revise over the use of the grid
method for multiplying two-digit numbers by one-digit numbers as
recorded in year 3. Refine to use the expanded column method.
• Move on to the short multiplication method, using a two-digit number
multiplied by a one-digit number, e.g:
Multiplication Year 5
Using short method of multiplication
to multiply two digit by two digit
numbers. Then move onto three
digit by two digit numbers.
Multiplication Year 6
Consolidate year 5
Then multiply decimal amounts first by grid
method then by long multiplication.
Division
÷
Division Early Years Reception
• Sharing items equally into given groups or
sets and solve simple division calculations.
• 6÷2=
Sharing
Division Year 1
Count in multiples of 2’s 5’s and 10’s
Solve simple problems using concrete objects or pictures
If I share these 6 apples equally
between 2 children, how many apples
will each child have?
How many faces altogether?
How many groups of two can I
make?
÷
Division
Year
2
Continue with year and extend to two digit
numbers by one digit numbers.
Introduce formal calculation layout:
30÷5.
Use number lines to jump forwards and
backwards.
÷
Division Year 3
Continue using number lines from year 2
introduce vocabulary of how many
groups.
Introduce the formal written method:
24 ÷ 3 = 8
How many 3 are there in 24?
Use tables to support answers.
÷
Division Year 4
Continue to build on year 3 work. Introduce remainders.
As the numbers become more tricky use partitioning
Leads to
Division Year 5
Introduce division of three-digit numbers by onedigit numbers using short division, including
remainders.
The remainder can be recorded as a decimal.
Division Year 6
Build on year 5 with short division and then
introduce long division.
The remainder can be recorded as a decimal.
How you can support your child
• Look for and talk about numbers in the
environment
• Play games
• Shopping
• Counting on/back
• Number bonds
• Doubles/Halves
• Times tables
• Division facts
Websites
• http://nrich.maths.org/public/
• http://www.bbc.co.uk/schools/ks2bitesize/maths/
number.shtml
• http://www.teachingtime.co.uk/
• http://www.teachingtables.co.uk
• http://www.bbc.co.uk/schools/laac/menu.shtml
• http://www.woodlandsjunior.kent.sch.uk/interactive/literacy/index.htm
• http://www.coxhoe.durham.sch.uk/