Download Powerpoint Presentation Maths - St Mary`s CEVA Primary School

These are the different strands of mathematics
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Using and applying
Counting and understanding number
Knowing and using number facts
Calculating
Understanding shape
Measuring
Understanding data
Objectives:
• To know the methods of calculation that the children use
in order to be able to support them at home
• To learn some of the mathematical language we use at
school
• To understand the order in which we teach calculations
Resources
On each table is a variety of resources you are free to use.
Calculation policy which shows the methods used will be available
on the website along with feedback from this evening’s session and
a copy of this powerpoint.
A copy of the calculation skills through the year groups is on a
handout for you to take home!
Long multiplication
and long division
This is how
I used to do
it at school
• Children need to be introduced to the processes
of calculation through practical, oral and
mental activities
• As children begin to understand the underlying
ideas they develop ways of recording to
support their thinking and calculation
methods
Foundation stage
• Begin to relate addition to combining two groups of objects and
subtraction to ‘taking away’
• In practical activities and discussion begin to use the vocabulary
involved in adding and subtracting
• Count repeated groups of the same size
• Share objects into equal groups and count how many in each
group
Year 1
• Relate addition to counting on; recognise that addition can be done in any order; use
practical and informal written methods to support the addition of a one-digit number
or a multiple of 10 to a one-digit or two-digit number
• Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use
practical and informal written methods to support the subtraction of a one-digit
number from a one digit or two-digit number and a multiple of 10 from a two-digit
number
• Use the vocabulary related to addition and subtraction and symbols to describe and
record addition and subtraction number sentences
• Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into
equal groups
What is an informal written
method of recording?
Year 2
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit
number; use practical and informal written methods to add and subtract two-digit numbers
Understand that subtraction is the inverse of addition and vice versa; use this to derive and
record related addition and subtraction number sentences
Represent repeated addition and arrays as multiplication, and sharing and repeated
subtraction (grouping) as division; use practical and informal written methods and related
vocabulary to support multiplication and division, including calculations with remainders
Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all
four operations; calculate the value of an unknown in a number sentence (e.g. □ ÷ 2 = 6,
30 – □ = 24)
Year 3
• Add or subtract mentally combinations of one-digit and two-digit numbers
• Develop and use written methods to record, support or explain addition and
subtraction of two-digit and three-digit numbers
• Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect
• Use practical and informal written methods to multiply and divide two-digit numbers
(e.g. 13 × 3, 50 ÷ 4); round remainders up or down, depending on the context
• Understand that division is the inverse of multiplication and vice versa; use this to
derive and record related multiplication and division number sentences
• Find unit fractions of numbers and quantities(e.g. 1/2, 1/3, 1/4 and 1/6 of 12 litres)
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Year 4
Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 – 35)
Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and £.p
Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect;
relate to scaling up or down
Develop and use written methods to record, support and explain multiplication and division of two-digit
numbers by a one-digit number, including division with remainders (e.g. 15 × 9, 98 ÷ 6)
Find fractions of numbers, quantities or shapes (e.g. 1/5 of 30 plums, 3/8 of a 6 by 4 rectangle)
Use a calculator to carry out one-step and two-step calculations involving all four operations; recognise negative
numbers in the display, correct mistaken entries and interpret the display correctly in the context of money
What is an efficient
written method?
Year 5
• Extend mental methods for whole-number calculations, for
example to multiply a two-digit by a one-digit number (e.g. 12
× 9), to multiply by 25 (e.g. 16 × 25), to subtract one near
multiple of 1000 from another (e.g. 6070 – 4097)
• Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
• Use understanding of place value to multiply and divide whole
numbers and decimals by 10, 100 or 1000
• Refine and use efficient written methods to multiply and divide
HTU × U, TU × TU, U.t × U and HTU ÷ U
• Find fractions using division (e.g. / of 5 kg), and percentages
of numbers and quantities (e.g. 10%, 5% and 15% of £80)
• Use a calculator to solve problems, including those involving
decimals or fractions (e.g. find 3/4 of 150 g); interpret the
display correctly in the context of measurement
1 100
How do I refine my
written method?
Year 6
• Calculate mentally with integers and decimals: U.t ± U.t, TU ×
U, TU ÷ U, U.t × U, U.t ÷ U
• Use efficient written methods to add and subtract integers
and decimals, to multiply and divide integers and decimals by
a one digit integer, and to multiply two-digit and three-digit
integers by a two-digit integer
• Relate fractions to multiplication and division (e.g. 6 ÷ 2 = 1/2
of 6 = 6 × 1/2); express a quotient as a fraction or decimal
(e.g. 67 ÷ 5 = 13.4 or 132/5); find fractions and percentages of
whole-number quantities (e.g. 5/8 of 96, 65% of £260)
• Use a calculator to solve problems involving multi-step
calculations
Isn’t using a calculator
cheating?
• By the end of Year 6, children are
equipped
with mental, written and calculator
methods they understand and can use
correctly.
• When faced with a calculation, children
are
able to decide which method is most
appropriate and have strategies to check
their accuracy.
Addition:
1.
2.
3.
4.
number lines
partitioning
extended - horizontal/vertical
column
ITP
Subtraction
1.
2.
3.
4.
Number lines – counting on
Extended
Decomposition
column
Multiplication
1.
2.
3.
4.
ITP
Arrays
Partitioning
Grid method
Column
Division
1. Grouping and sharing
Stand in 3 groups, stand in groups of 3
2. Repeated subtraction
3. Remainders
It does not matter which year the child is in. We can only teach
children the next step if they have mastered the one before.
It does not matter which method children use providing they are
confident in its use.
We give children a range of strategies so that they can choose which
one they are happiest with.
It doesn’t matter how they get there, they just need the answer!