Download Monnow Primary School Maths support for parents Dear Parents

Monnow Primary
School
Maths support for
parents
1
Dear Parents/Guardians
Last academic year during our parent’s forum meeting you said you would
appreciate more support in helping your child with maths at home. The
majority of you felt that you would prefer the support in the way of a
resource pack with useful web-sites as reference.
As a result of this we have put together this pack outlining the objectives
your child is working towards this year, and the strategies we teach to help
them meet those objectives. Within this pack you will find objectives,
examples of each strategy taught and web-site links to enforce these
strategies which can be used by your child at home. We have also
included a number of ways in which you can incorporate maths into
everyday life bringing the learning to life for your child.
We hope you find this useful and as your child moves through the school
you will receive updated versions of this for you to keep up with their
learning.
If you have any questions, please do not hesitate to contact your child’s
class teacher.
Yours sincerely
Year 3 Teachers
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A lot of emphasis in Numeracy teaching is placed on using mental
calculations where possible, using jottings to help support
thinking. As children progress through the school and are taught
more formal written methods, they are still encouraged to think
about mental strategies they could use first and only use written
methods for those calculations they cannot solve in their heads. It
is important that children are secure with number bonds (adding
numbers together and subtracting them eg 10-6=4, 13+7=20) and
have a good understanding of place value (ten and units etc)
before embarking on formal written methods.
Discussing the efficiency and suitability of different strategies is
an important part of maths lessons. Explaining strategies and
processes orally helps to develop the use of appropriate
mathematical vocabulary.
When faced with a calculation problem, encourage your child to
ask:
 Can I do this in my head?
 Could I do this in my head using drawings or jottings to help
me?
 Do I need to use a written method?
 Should I use a calculator?
Also help your child to estimate and then check the answer.
Encourage them to ask whether the answer is sensible.
Year 3
3
Number lines are a very important tool in learning how
to calculate efficiently. Children make jumps up and
down the number line to help them solve
mathematical problems. A ruler can be used as a
number line.
Number squares are also important and are often
used for calculating using larger numbers and seeing
the effect of adding or subtracting multiples of 10.
Year 3
4
Objective
Add or subtract mentally combinations of one digit
and two digit numbers.
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Strategies
6
To add one digit numbers children are
encouraged to use their fingers to
count on from the largest number.
4+3=
For numbers that cross the 10 boundary children are
taught to use their number bonds to 10 to help them.
7+5=
3
7
8
2 more
9
10 11 12
5
5
To add 2 digit numbers children are to partition the
numbers into tens and units and then add.
14 + 23 =
10 + 20 = 30
4+3=7
30 + 7 = 37
To add 3 digit numbers children can also partition
into hundreds, tens and units.
132 + 243 =
100 + 200 = 300
30 + 40 = 70
2+3=5
300 + 70 + 7 = 375
This is also taught as a written method to encourage
children to calculate mentally and understand the
process (explained later).
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To subtract one digit numbers children are to count
backwards using fingers.
Ensure the children count backwards from the next
number.
E.g.
23
24
25
27 – 4 = 23
26
To subtract larger numbers count on from the
smaller number to the larger number (find the
difference) using number bonds to tens.
45 – 12 = 33
8
12
10
20
10
30
5
40
45
10 +10 +8 +5 = 33
This is also taught as a written method to encourage
children to calculate mentally and understand the
process.
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Objective
Develop and use written methods to record, support
or explain addition and subtraction of 2 digit and 3
digit numbers.
Strategies
To add 2 and 3 digit numbers in addition to the
partitioning method already explained.
The column method can be taught (but no carrying
over at this stage). Always beginning with the units.
HTU
T U
3 2
4 3
5 (2 + 3)
7 0 (30 + 40)
7
132
243
5 (2 + 3)
7 0 (30 + 40)
3 0 0 (100 + 200)
375
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To subtract 2 and 3 digit numbers in addition to the
partitioning method above.
The column method can be taught (but no borrowing
at this stage). Beginning with the units.
8
T U
3 5
1 3
2 (5 - 3)
2 0 (30 - 10)
2
2
Put the units and tens together
to get the answer.
Objective
To multiply 1 digit and 2 digit numbers by 10 or 100
and describe the effect.
Strategies
To multiply by 10 each digit moves to the left one
place. This can be explained by 10 having one 0 and
therefore the digits move 1 place. Zero is used as a
place holder.
3 x 10 = 30
H
1
T
12 x 10 = 120
3
U
3
0 (3 x 10)
1
2
2
0 (12 x 10)
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We describe this as moving the digits rather than
adding a 0 as this can cause issue later on when
children explore decimal numbers.
To multiply by 100 each digit moves to the left two
places. This can be explained by 100 having two 0
and therefore the digits move 2 places. Zero is used
as a place holder.
3 x 100 = 300
Th
H
T
3
0
U
3
0 (3 x 100)
1
2
1
2
0
2
0
0 (12 x 100)
12 x 100 = 1200
1
10
Objective
Use practical and informal written methods to multiply
and divide 2 digit numbers, round remainders up and
down depending on the context
Strategies
To multiply 2 digit numbers use known
multiplication facts and break the calculation down.
13 x 3 = 39
10 x 3 = 30
3x3= 9 +
39
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To divide 2 digit numbers use multiplication facts
and a number line.
21 ÷ 3 = 7
1
0
2
3
3
6
4
9
5
6
7
12 15 18 21
Count how many jumps of 3 from 0 to 21.
For remainders do the same. If another jump of 3 can
not be made, stop and count how many between the
last jump and final number
23 ÷ 3 = 7r2
1
0
2
3
3
6
4
9
5
6
7
12 15 18 21
12
r2
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Objective
Understand that division is the inverse of
multiplication and vice-versa; use this to derive and
record related multiplication and division number
sentences.
Strategies
To help children to understand the relationship
between multiplication and division we look at
‘missing number’ questions, where children can
rearrange the numbers given to create 4 related
number sentences.
Eg: 6 ÷? = 3
2x3=6
How many lots of 3 make 6?
20 ÷ 4 = 5
4 x ? = 20
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Objective
Find fractions of numbers and quantities (e.g ½ 1/3 ¼
of 12 litres)
Strategies
To find a fraction of an amount: This is explained
as the bottom number of a fraction being the total
number of equal pieces and this can then be related
to division facts.
Eg.
¼ of 12
= 12 split into 4 equal pieces
= 12 ÷ 4
As well as the number line for division as shown
above, children can use diagrams to help them with
this calculation, e.g. drawing 4 groups and sharing 12
between them.
If children then want to find 2/4 they are encouraged
to add two of the groups together.
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Web-site links
Many of the children will recognise areas of these web-sites
as they are often used in the classroom to consolidate the
children’s’ learning.
https://www.sites.google.com/site/mathsghost13/
We have designed this website to fit in with the Big maths strategies
used in the classroom
http://durham.schooljotter.com/coxhoe/Curriculum+Links/Numeracy
Broken down into the different areas of maths. This web-site has
many links to other sites, plus a large number of maths games and
activities.
http://www.woodlands-junior.kent.sch.uk/maths/
Each specific area of maths has a number of different games to play
to practice maths skills.
http://www.bbc.co.uk/schools/websites/4_11/topic/numeracy.shtml
A general web-site covering various different maths topics
http://www.mathsisfun.com/
This site has teaching methods, games and activities ranging from
basic counting up to more complex methods.
http://www.mathszone.co.uk/
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Helping at home
o When out shopping encourage your child to calculate
the total price of 2 items and how much change they
may get from £1, £2 etc.
o Play number ‘ping pong’ with your child. Say a number
and ask them to respond with the complement to 10,
20, 50, 100 etc.
o When cooking ask your child to measure or weigh given
amounts to allow them to practice reading scales.
o For football fans, read the sport results in newspapers
and ask questions regarding total goals, points, how
many more are needed, the difference between 2
scores etc.
o Read, add, subtract, multiply numbers children may find
on vehicle number plates as you travel round.
o Encourage your child to read the time as often as
possible, this not only helps them to learn to read a
clock but also gives them a concept of time.
o Many games such as scrabble and darts help children
to develop their maths skills.
o Finally whenever you use maths in the home or out and
about discuss this with your child in order for them to
see and share in its relevance.
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