The aims of this session are:
1.) To explore how the teaching of mathematics has
changed in recent years and the implications this
has on your children’s learning
2.) To outline the progression in mathematical skills
your children go through on their learning journey
at Colebrook Junior School
3.) To (hopefully) build your confidence in
supporting your child’s mathematical development
at home.
Let’s start by doing
some maths…
It’s not just about
the
right
answer,
but the
The
Pied
Piper
of Hamelin
is walking
process a child goes
through
obtain
their
through
town.toHe
is being
followed by a
answers. Along the
way weofwant
them
show
mixture
people
andtorats.
I have
their mathematicalcounted
number600
skills
as a
means
to people
legs.
How
many
further could
their investigation.
there be? How many rats could
there be? (There are some of each).
Have you found all possibilities?
What do you notice about your solutions?
We have come a long
way since the days of
rote learning…
What the new National Curriculum
states:
What’s the problem here?
Does the person completing it know why 20 is the answer? Do
they understand subtraction as the difference between two
numbers? If they make a mistake, are they likely to spot it if they
don’t understand exactly what is happening mathematically?
What does the progression in mathematics
look like at Colebrook Junior School?
It is vital that children
learn to think mental
before written!
Maths can seem overwhelming…
What does progression in
maths look like?
Progression in addition: use of number
line first (mental)
Progression in addition: use partitioning
(mental)
Progression in addition: expanded column
(written)
Progression in addition: compact column
(written)
Key question for children: If I’m adding, can I do it
in my head or with jottings first? If so, how?
1.) 45 + 47
2.) 79 + 58
3.) 136 + 242
4.) 15.9 + 2.4
5.) 0.964 + 0.034
If I can’t do it in my head, I need to use a formal
written method.
1.) 1378 + 536 + 99.72
2.) 36728 + 5531
3.) 13.65 + 9.293
Progression in subtraction:
understanding it as the difference
Progression in subtraction: counting on
Progression in subtraction: expanded
column
Progression in subtraction: compact
column
Key question for children: If I’m adding, can I do it
in my head or with jottings first? If so, how?
1.) 2003 - 1998
2.) 148 - 59
3.) 136 - 24
4.) 15.9 - 2.4
5.) 0.964 - 0.034
Key question for children: If I can’t do it in my head,
can I use a secure written method?
1.) 75 - 38
2.) 1478 - 492
3.) 23709 - 10574
4.) 13.82 – 9.071
Progression in multiplication:
repeated addition and arrays
Progression in multiplication:
partitioning and grid method
(multiplying by units)
Progression in multiplication:
Expanded column method
Progression in multiplication:
Compact column method
Progression in multiplication:
Grid method (multiplying by more
than one digit and decimals)
Progression in multiplication:
long multiplication
Key question: can I solve a
multiplication mentally with or
without jottings?
1.)
2.)
3.)
4.)
39 x 7
125 x 8
3.2 x 4
400 x 600
Key question: If I can’t solve it
mentally, can I use a secure written
method?
1.)
2.)
3.)
4.)
532 x 9
37 x 82
34.8 x 7
29.3 x 8.5
Progression in division:
understanding it as a mathematical
concept
Progression in division:
understanding it as a mathematical
concept
Progression in division:
understanding it as grouping on
number line.
Progression in division: chunking
when divisor is single digit.
Progression in division: introducing
chunking when divisor is single digit
Progression in division: introducing
short division as follow on to
chunking single digit
Progression in division: introducing
chunking for divisors greater than
single digit
Progression in division: introducing
long division for divisors greater
than single digit
Key question for children: can I
solve a division problem in my head
with jottings?
1.)
2.)
3.)
4.)
630 ÷ 7
8100 ÷ 90
48 ÷ 4
385 ÷ 5
Key question for children: If I can
solve a division problem mentally,
can I use a secure written method?
1.) 637 ÷ 8
2.) 24.9 ÷ 6
3.) 6892 ÷ 34
How can you best support your
child at home?
TALK FOR MATHS:
 Speak to them about the strategies they use to solve
problems mentally and with written methods. They
will be somewhere into the progression for each
operation. Encourage them to explain why the
different methods work
 Support them in noticing when doing maths – when
you see 642 ÷ 6, what do you notice? Are there any
shortcuts to solving this? Maths isn’t just about right
answers it’s also about what is happening.
How can you best support your
child at home?
DEVELOPING FLUENCY MATHS:
 Drill the pre requisite skills with them:
 Times tables – random orders, inverses and related
division facts
 Number bonds (to 10, 20, 100, 1 – with decimals - and
other common amounts)
 Halving and doubling mentally
 Using place value to x and ÷ by 10, 100, 1000, 10000
quickly and accurately
How can you best support your
child at home?
INVESTIGATE MATHS:
 Turn everyday occurrences into problem solving
challenges:





If I had 5 coins in my pocket, what could they be worth?
If I give you £… for your pocket money, what different ways
could you spend it?
How many leaves do you think there are on the … tree? How
could you work out an estimate?
I want you to cost our holiday for next summer…
If I use one tin of paint for half a wall and there are … walls,
how many tins will I need?
Useful tools to help you:
1.) www.mymaths.co.uk (all children have a log
in) – you can use this too to do lessons and
activities.
2.) www.nrich.maths.org – fantastic online
resource from the University of Cambridge.
3.) NCETM (National Centre for Excellence in the
Teaching of Mathematics) Youtube channel – you
will have to google this as it is filtered in school.