Maths Parents’ Meeting
Thursday 13th October
New Maths Curriculum
• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions, decimals and percentages
• Ratio and proportion
• Algebra
• Measurement
• Geometry – properties of shapes
• Geometry – position and direction
• Statistics
Maths at Saltford
• The children are expected to think deeply about the mathematical
concepts they are learning about, explaining and justifying their
reasoning using precise and accurate mathematical language.
• Developing the children’s depth of understanding allows them to
apply their knowledge and skills to a variety of problem solving tasks,
making clear connections between mathematical concepts.
• Repetition and rote learning consolidates vital mathematical facts
which they are able to confidently rely on, and recall at speed.
• Fluency … allows pupils to develop conceptual understanding and the
ability to recall and apply knowledge rapidly and accurately.
What does assessment mean?
• Assessment and tracking supports all school leaders in strategic
decision making through providing information such as:
• Which children are working at/above/below Age Related Expectation?
• Does the % of children working at or above Age Related Expectation
improve over time?
• Which key performance indicators do individuals/ and /or cohorts
find harder to achieve?
• Benchmarking – how does the attainment at Saltford compare to
other similar schools?
• How does it compare to national and local statistics?
• Assessment informs teachers’ planning.
What happens if my child is working above Age
Related Expectations?
• The 2014 curriculum focuses very much on ensuring children have a
breadth of understanding within the concepts and skills they learn.
The application of skills and understanding across a wide range of
curriculum areas is key. Rather than moving ‘up’ the stages, the
focus is on moving ‘outwards’, developing a deeper understanding.
• For example, in Y3 maths, we would expect children to name and
recognise a range of 2D and 3D shapes but a child with a ‘deep’
understanding would be able to explain why different 3D shapes can
cast the same shadow.
• More able children are stretched through differentiated tasks in class
as well as applying their skills to show greater depth.
Your turn!
• We are trying to develop children’s reasoning skills, applying skills
from one situation to another.
• Now it’s your turn!
• On the tables you have some cubes, use them to discuss and solve
this problem…
Teaching methods at school for the 4 rules
• We are now going to look at the methods we use to complete
calculations involving the 4 rules at Saltford.
• I have printed out copies for you to pick up at the end which goes
through the progression in greater depth.
• This is information is available on the school website.
Addition
Children need to understand the concept of addition, that
it is:
• Combining two or more groups to give a total or sum
• Increasing an amount
They also need to understand and work with certain
principles:
• Inverse of subtraction
• Commutative (order of numbers) i.e. 5 + 3 = 3 + 5
• Associative (grouping) i.e. 5 + 3 + 7 = 5 + (3 + 7)
Counting All
Using practical equipment to count out the correct
amount for each number in the calculation and then
combine them to find the total, e.g. 4 + 2
From Counting All to Counting On
To support children in moving from counting all to
counting on, have two groups of objects but cover one
so that it can not be counted, e.g. 4 + 2
4
The number line can be introduced
Bridging ten(s)
Partition and Recombine- The main method for Year 2
Please watch one of our children explain how to do the method.
48 + 36 = 84
40
30
8
40 + 30 = 70
8 + 6 = 14
70 + 14 = 84
6
Adding Two Digit Numbers
Children can use, for example, base 10 equipment to
support their addition strategies by basing them on
counting, e.g. 34 + 29
Children need to be able to count on in 1s and 10s
from any number and be confident when crossing
tens boundaries.
Adding Two Digit Numbers
Children can support their own calculations by using
jottings, e.g. 34 + 29 where the numbers have been
partitioned
Jottings can be written as numbers
Which can progress to expanded column addition
Can be a good
starting point
where children
can’t grasp why
we put the
number
underneath
when we carry.
And be refined to efficient Column Addition
Your Turn!
Can you go through
this maze so that the
numbers you pass add
to exactly 100?
Subtraction
Children need to understand the concept of subtraction as:
•Removal of an amount from a larger group (take away)
•Comparison of two amounts (difference)
They also need to understand and work with certain principles:
•Inverse of addition
•Not commutative i.e. 5 - 3 ≠ 3 - 5
•Not associative i.e. (9 – 3) – 2 ≠ 9 – (3-2)
Taking Away
Using practical equipment to count out the first number and
removing or taking away the second number to find the solution,
e.g. 9 - 4
Subtraction by counting on (difference)
• 37 – 25
• 72 – 47
•
•
•
•
•
Step one- draw an empty number line
Step two- put the smallest number first
Step three jump in tens as close as you can get to the larger number
Step four – jump in units (ones) to the largest numbers
Step five- count the jumps
Taking Away Two Digit Numbers
Children can use base 10 equipment to support their subtraction
strategies by basing them on counting, e.g. 54 - 23
31
Taking Away Two Digit Numbers
Children can support their own calculations by using jottings, e.g.
54 - 23
31
Taking Away Two Digit Numbers (Exchange)
Children can support their own calculations by using jottings, e.g.
54 - 28
26
Efficient Column Subtraction
HT U
2
11
1
32 1
- 157
1 64
Multiplication
Children need to understand the concept of multiplication, that it
is:
• Repeated addition
• Can be represented as an array
They also need to understand and work with certain principles:
• Inverse of division
• Is commutative i.e. 3 x 5 = 5 x 3
• Is associative i.e. 2 x (3 x 5) = (2 x 3) x 5
Multiplication starts with counting equal groups or ‘lots
of’
6
+
6
+
6
Multiplication by Repeated Addition
Use of Arrays
Children need to understand how arrays link to multiplication
through repeated addition and be able to create their own arrays.
5 lots of 3 or 5 x 3 = 15
3 lots of 5 or 3 x 5 = 15
Continuation of Arrays
Creating arrays on squared paper (this also links to understanding
area)
You can use a grid like this to develop subtraction as well, so 28 – 40 = 12
Which is then consolidated as:
2
Once knowledge of all times tables facts
have been fully secured a more efficient
method is:
Division
Children need to understand the concept of division, that it is:
•Repeated subtraction
They also need to understand and work with certain principles:
•Inverse of multiplication
•Is not commutative i.e. 15 ÷3 ≠ 3 ÷ 15
•Is not associative i.e. 30 ÷ (5 ÷ 2) ≠ (30 ÷ 5) ÷ 2
Division as Sharing
Children naturally start their learning of division as division by
sharing, e.g. 6 ÷2.
One for A,
one for B,
etc.
A
B
Division as Grouping
To become more efficient, children need to develop the
understanding of division as grouping, e.g. 6 ÷2.
Making “lots of” is an important is an important concept, as it ties in with
the inverse operation - multiplication.
Division as Grouping
To continue their learning, children need to understand that
division calculations sometimes have remainders, e.g. 13 ÷ 4.
They also need to develop their understanding of whether the
remainder needs to be rounded up or down depending on the
context.
10
10
1
1
1
Add these together
to find your answer.
23 remainder 1
Don’t forget the
remainder!
93 ÷ 4 =?23r1
-4
-4
-4
-4
-4
48 ÷ 4 = 12
2 groups
-4
-4
-4
-4
-4
-4
-4
10 groups
Using our number line,
but this time in a
different orientation,
we can see how
numbers can be
grouped to complete
the calculation.
Evolves into the more efficient:
Formal written method of long division:
With jottings recorded at the
side of the page.
How to help your child with maths at home:
(see attached sheet for more detailed information)
• Encourage children to play maths puzzles and games.
• Always be encouraging and never tell kids they are wrong when they are working on
maths problems. Instead find the logic in their thinking – there is always some logic
to what they say.
• Never associate maths with speed. It is not important to work quickly, and we now
know that forcing kids to work quickly on maths is the best way to start maths
anxiety for children, especially girls.
• Never share with your children the idea that you were bad at maths at school or you
dislike it.
• Encourage number sense. What separates high and low achievers is number sense –
having an idea of the size of numbers and being able to separate and combine
numbers flexibly.
• Let students know that they have unlimited maths potential and that being good at
maths is all about working hard.
Any Questions?