‘Believe Hope Trust’
Mathematics at St Mary’s
Tuesday 9th October 2012
Aims of the Session
• TEST!!! 
• Mathematics learning at St Mary’s
Expectations
A typical lesson
• What happens in your child’s classroom?
• Calculations Progression
• How can you help?
TEST!!!!
• KS1
• KS2
How well did you do?
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Elements of Mathematics
Learning
Number
Calculation
Shape
Measure
Data
Using and Applying
• Highlights the important areas of mathematics
children need to learn to make effective progress.
APP & Non Negotiables
• Basic level for each year group
How do we achieve this?
Counting daily. Consolidating basic number
knowledge. Let’s play games and sing songs!!
Bare Necessities and Tables Knowledge
• Allowing children to see how they can
progress to the next level and become
independent successful learners.
How does this aid learning?
• Introduction
• Consolidation
• Extension
The Daily Lesson
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Mental starter
Main Introduction and Group Activity
Independent/Group Activity
Plenary
Differentiated and VAK
• VISUAL
• AUDITORY
• KINESTHETIC
Written Calculations at St
Mary’s
addition
subtraction
division
multiplication
Essential to have number knowledge: bonds and times
tables
Addition
1. Hands on addition
2. Pictorial additon
3. The empty number line
2. Partitioning
3. Expanded method in columns
4. Column method
The empty number line
Partitioning
• 47+76 = 47+70+6 = 117+6=123
• 47+76 = 40+70+7+6=110+13=123
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47 = 40 + 7
+76 = 70 + 6
110 + 13 = 123
Expanded method in columns
Column Method
Subtraction
1.
2.
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6.
7.
Hands on subtraction
Pictorial subtraction
Using the empty number line
Counting up (Complimentary addition)
Partitioning
Expanded method
Column subtraction
The empty number line
Counting up – Complimentary
addition
Partitioning
• Subtraction can be recorded using partitioning:
• 74 - 27 = 74 - 20 - 7 = 54 - 7 = 47
74 - 27 = 70 + 4 - 20 - 7 = 60 + 14 - 20 - 7 = 40 + 7
• This requires children to subtract a single-digit
number or a multiple of 10 from a two-digit number
mentally. The method of recording links to counting
back on the number line.
Expanded method leading to the
Column Method
• Partitioned numbers are then written under one
another:
Multiplication
1.
2.
3.
4.
5.
6.
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Hands on
Pictorial
Jottings with arrays
Number line
Mental multiplication using partitioning
Grid method
One digit by two digits
Two digits by two digits
Three digits by two digits
Mental multiplication using
partitioning
Grid method
• One digit by two digits
Two digits by two digits
Three digits by two digits
Refinement of the Grid
Method
Division
1.
2.
3.
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5.
6.
Sharing using objects
Jottings on pictures/number line
Empty number line
Mental division using partitioning
Expanded method for HTU (Chunking)
Short division
The empty number line
Mental division using
partitioning
Expanded Method for HTU or
Chunking
Short Division
For 81 ÷ 3, the dividend of 81 is split into 60, the highest multiple
of 3 that is also a multiple 10 and less than 81, to give
60 + 21.Each number is then divided by 3.
Progression through these
• These are the steps the children will
take through Year R to Year 6.
• A child will progress at their own pace
• Essential to have number knowledge:
counting, number recognition and
multiplication facts.
• Gives children the options to calculate
in different ways, the one most
Expectations
The aim is for children to do mathematics in their
heads, and if the numbers are too large, to use pencil
and paper to avoid losing track. To do this children
need to learn quick and efficient methods, including
appropriate written methods.
• Mathematics is foremost an activity of the mind, and
written calculations are an aid to that mental activity.
• The framework aims to develop children’s mental
strategies and then written methods that derive
from and support mental methods.
We want children to ask themselves:
• Can I do this in my head?
• Can I do this in my head using drawings
or jottings?
• Do I need to use an expanded/compact
written method?
• Do I need a calculator?
How you can help at home
• Crucial that children can relate and apply their
mathematics learning.
A key part of every
mathematics session in
school is mental maths, so
practise at home. Children
must get used to solving
problems in their heads,
rather than resorting to a
calculator
Play games: snakes and ladders,
darts, dominoes and other
games that depend on numbers,
counting, calculation and
scoring. 'Battleships' is a fun
way to use co-ordinates.
Add number apparatus to your child's
toy collection - counters, a purse full
of change, dice, dominoes, a tape
measure, ruler, pack of cards, timer,
different shapes - and use them to
make mathematics come alive.
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Talk about pocket money with
your child. Help her to add it up
week by week, and work out
whether they can afford a
particular toy or treat. Shop
using money and calculate
change.
Capitalise on hobbies. If your child is
car-mad, talk about relative engine
sizes, fuel economy, speed and
performance. If they have a
favourite pop group, get them to
compile a list of statistics such as
the number of weeks each single is in
the charts. Watch and play sports
that involve scoring, timing, counting,
measuring.
Think about time. Look at
clocks, both digital and
analogue. Estimate how long
a certain activity will take to
do and see if you are right!
Work out how long it is until
the next mealtime. Play
games: how long is a minute,
starting from now?
Think about calendars and dates too. Make a timeline that includes the
birthdays of each member of the family and work out how far apart each
one is. Use different units: months, weeks and days, even hours, minutes
and seconds. Add other important events, such as a family holiday, and
encourage your child to count down to the big day.
Cooking is great for helping
your child get to know simple
weights and measures. An oldfashioned set of balance
scales is ideal. Count out
spoonfuls of ingredients. Let
your child help you set the
timer and count down to
teatime! Later on, this is a
good way to introduce the
idea of ratios and proportions,
too. Bear in mind that your
child will be learning the
metric system at school, so
try to measure amounts in
grams and kilograms.
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Involving children in stories,
rhymes and games
Talking maths with your children
Share your everyday maths