Transcript Supporting your child with maths 2015

Supporting your
Child in Maths
New methods of written
calculations
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Based on research of how children best understand
numbers and calculation
Can be used for large numbers, decimals and
negative numbers
Experienced children may take shortcuts
These methods build up strong visual images, which
children can transfer to more difficult concepts such
as algebra
Alongside these children develop mental methods
and using a calculator
Number line - addition
27 + 55 =
+10
+10
+5
+2
______________________________
55
65
75
The answer is 82
80
82
Number line - subtraction
93 - 27
-4
-3
-10
-10
______________________________
66
70
73
The answer is 66
83
93
Number line – difference
What is the difference between 1993 and
4005?
+7
+1000
+1000
+5
______________________________
1993
2000
3000
4000
The answer is 2012
4005
Grid method for multiplication
34 x 59
30
4
50
1500
200
1700
9
270
36
+ 306
2006
In secondary school this method is extended using algebra.
The answer to (2a + 3) (a – 2) can be worked out using the grid method.
Vertical method - expanded
Children who are
confident with the
way numbers work
in the grid method
will then progress
onto writing it using
this method. It is
exactly the same
as the grid method,
but recorded
vertically.
59
x 34
1500
270
200
36
2006
50 x 30
Note: we
do not
say: ‘5x3
and two
zeros.’
Vertical method - compact
Here 2 steps are
combined together.
This is the long
multiplication method
most of us are familiar
with. By teaching the
steps of multiplication
children understand
how the numbers
work, rather than just
learning the method
by rote.
59
x 34
1770
(59 x 30)
2
236
3
2006
(59 x 4)
Precursors to division
Basic Short Division
The numbers must be reversed e.g. 360 divided by 9 becomes:
9
360
Chunking method for division
This is also called
repeated subtraction and
is probably the method
that children struggle the
most with. It is extremely
similar to long division
previously taught, but
with this method, as with
multiplication, pupils
understand how the
numbers work together,
rather than learning a
method by rote.
13
225
130
95
65
30
26
(10 x 13)
(5 x 13)
(2 x 13)
4
Total all the chunks of 13 that
have been subtracted and then
you get the answer of 17 r 4
Long division
Here is the method I was
taught for carrying out long
division and there is no
reason why children can’t
go onto this, but they must
be encouraged to think
about the numbers they are
writing down, rather than
just learning the method.
This will then enable them
to move onto carrying out
more difficult division
calculations.
13
-
-
17 r 4
Here you might
225
think to yourself
13
13 goes into 22
95
91
4
once with 9 left
over.
However, to be
mathematically
correct we
should be saying
13 goes into 220
10 times with 90
left over.
Helping at home
Learning times tables
Real life maths
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Estimating the cost of shopping
Reading timetables
Weighing ingredients
Measuring out liquid
Working out change
Budgeting for an event
Working out time differences
Planning furniture for a room
Interpreting bar charts and graphs
Looking at calendars
9. Globetrotters
Date Achieved:____________
Date Achieved:____________
Date Achieved:____________
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10. The Moon
Date Achieved:______
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8. Backpackers
Date Achieved:__________
1.Europe
I can
I can recall
identify,
and use + I can calculate
represent and – facts mathematical
and
to 20, and
statements
estimate use number
for ÷.
numbers. facts to 100.
I can
I can read
recognise,
I can identify
relevant
find, name
2-D shapes
scales to the
and write
on the
nearest
fractions
surface of 3numbered
of a
D shapes.
unit.
quantity.
I can
interpret
and
construct
simple
tables.
I can find,
I can
I can
I can
I know the
I can apply I can calculate name and compare identify and interpret
place value
written
mathematical
write
and order describe the
and
of each digit
strategies to statements for fractions length, mass, properties
construct
in a 2 digit
problems.
x.
of a set of volume/
of 3-D
simple block
numbers.
objects.
capacity
shapes.
diagrams.
I can count,
forwards I can apply
I can recognise
and
mental
odd and even
backwards strategies to
numbers.
in 10s from problems.
any number.
I can
I can
I can use
I can identify interpret
recognise different
the lines of
and
and write equipment
symmetry in construct
fractions to measure
2-D shapes. simple tally
of a shape. accurately.
charts.
I can
recognise,
I use the
MyMaths.co.uk
Parent Workshop
Coombe Hill Junior School
What is MyMaths.co.uk?
-An online bank of maths resources, games
and activities tailored to the primary (and
secondary) maths curriculum.
What is MyMaths.co.uk?
- Teachers can set engaging and
interactive homework activities for
children.
What is MyMaths.co.uk?
- This will run alongside our regular
homework policy. Some weeks will be
MyMaths, others will be on worksheets and
some a combination of them both.
What is MyMaths.co.uk?
-Teachers and parents can review
pupils’ progress and (in addition to all
the other ways teachers assess) can be
used as an assessment tool.
What is MyMaths.co.uk?
-You, your child and their teacher
receive instant assessment data.
- If you feel you would like your child
to do more mathematics at home, you
can set them extra tasks to do, at the
click of a button.
Puffin Academy – Using MyMaths on
iPads and iDevices.
Puffin Academy – Using MyMaths on iPads and iDevices.
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