Transcript Year 3 and 4 Maths presentation

LKS2 Maths Evening
24 . 11 . 15
Written methods for + / - / x / ÷
LKS2 Maths Evening
 Brief look at changes in the New





Curriculum for ‘Number’.
Equipment available to the children in
school.
Written methods and the progress through
these for the 4 main number operations.
A chance to practise each method!
Ways to support your child’s maths journey
at home.
Questions and help from us!
Written Methods
 Children progress through different stages of written methods.
 Children will be working at the stage that is best for them; they may
differ within groups but that is ok.
 We do not move them on a stage until we are certain the
underlying understanding is there.
 In LKS2, we still believe in using practical maths wherever possible
E.g. using equipment to prove our answers. Even the most able
children benefit from this.

The New Curriculum
for ‘Number’
 Year 6 mental maths test is no more and arithmetic is in place instead.
Written methods even more important now!
 Roman numerals
 Decimal numbers now in LKS2 – count in tenths and hundredths!
 Knowing numbers <1000 000 and working with bigger numbers.
 Units = Ones
 TIMES TABLES:
 Year 3 = 2, 5, 4, 8
 Year 4 = 6, 7, 9

Equipment
Ones
Children draw
a blank
number line
Addition
on a number
line
15+17
10
+7
+10
15
7
25
32
Addition
15+17
15
Partition!
10
 Add the 10s.
 Add the 1s
 Add them together
5
Expanded
Column Addition
15+17
Are you adding 1
+ 1 here?
or
10 + 10?
H
+
T
O
1
5
1
7
1
2
2
0
3
2
They should be able to PROVE their answers
using equipment if needed.
Ones
first!
Compact
Column Addition
15+17
H
1/10/1000s
carried over
marked.
+
T
O
1
5
1
7
3
2
1
They should be able to PROVE their answers
using equipment if needed.
Ones
first!
Subtraction
21-7
 Language barrier.
• Find the difference
• How many more
• Subtract
• Take away
• Minus
At the present time, ALL children in Year 3/4 subtract using a number
line.
By counting on,
the children are
able to make the
crucial link
between + and -.
As well as
making the link
between how
numbers are
related.
Subtraction
21-7
 Complementary Addition on a number line.
 Start with smaller number and count up to
larger number.
+3
7
Find
nearest
10.
Number
bonds!.
10
+10
+1
20
21
We like to use this for bigger
numbers too rather than move
children on too quickly.
Multiplication
using Arrays
e.g.
2x3=6
3x2=6
Grid
Multiplication
19 x 6
Partition!
19
10
9
H
+
x 10
6
60
9
54
Column Addition
T
O
6
0
5
4
4
+ 1
1
0
1
1
4
Grid
Multiplication
26 x 19
Partition!
26
20
19
6
x 10
10
9
9
20
200
180
6
60
54
H
T
O
2
0
0
1
8
0
6
0
5
4
+
Column Addition
4
1
9
0
+ 3
0
0
4
9
4
Expanded method of
Multiplication
26 x 19
H
T
O
2
6
1
9
2
0
0
(20 x 10)
1
8
0
(20 x 9)
6
0
5
4
(6 x 10)
(6 x 9)
9
4
x
+
4
1
Partition!
Multiply the numbers in exactly
the same way as the grid method
then add them up.
Division
Language
Shared into / by
Groups of
Sets of
Arrays
Divide
Division
by sharing practically
10÷1 = 10
10÷5 = 2
10÷10 = 1
10÷2 = 5
Division by Chunking
on a
Number Line.
126 ÷ 6
How many 6s in 126?
How many groups of 6 in 126?
How many sets of 6 in 126?
How many groups of 6 can you share 126 by?
Division by Chunking
on a
It enables the children
Number
Line.
to think in
groups / chunks /
126 ÷ 6
arrays / lots.
Taking chunks of 6 out of
126.
It’s a very visual
representation!
Division by Chunking
on a
What do I know
Number Line.
about 126? Are
there any large
groups (chunks) of
126 ÷ 6
6 I know that I can
take off?
e.g. 10 x 6
No remainders this
time.
0
1x6
10 x 6
10 x 6
-6
- 60
- 60
6
66
I know that 10 x 6 = 60. I
could take that away
easily.
126
Division by Chunking
on a
H
Number Line.
A common
misconception is
126 ÷ 6
adding up what
they have taken
away rather than
how many sets of
the number.
+
1x6
-6
0
6
10 x 6
10 x 6
- 60
- 60
66
T
O
1
1
0
1
0
2
1
126
How can I help my child at
home?
 Mathletics homework – try to give your child a piece of scrap paper
to show their workings on. This is a big focus in the new
curriculum.
 Supermarkets/shops/car and bus journeys – showing your
children how to use their number skills in real life.
 TIME/MONEY/MEASURE/X - ÷ +
 Times tables – songs/in the car/number function machines
(e.g. 6 x ? = 36). (10 x 8 = 80 so 11 x 8 = 88 by +ing 8. )
 Getting them to understand the relationship between the
operations and numbers themselves (e.g. 36 ÷ 6 = ? )
or (24 + ? = 30)

How can we help you?
• Any questions?