Transcript Maths Parents Workshop

Year 2 Maths Parents’
Workshop
Canford Heath First School
March 2013
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Purpose of this evening
To help you understand the progression
in teaching maths in KS1
To show the ‘informal’ methods used for
+ - x ÷
To share the vocabulary used
To share some of the games and
resources used, including those on the
internet
To suggest ways you can help your
children
How has Maths changed ……….
 children’s recall of number facts
has become more accurate and faster
 children are more aware of the strategies
they use to calculate
 they use vocabulary correctly
 they are more confident about maths
 maths is more fun!
The aim for our children
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.
So, mathematics is foremost an activity of
the mind and written calculations are an aid to that
activity.
aim.
Learning written methods is not the ultimate
Areas of Maths
• NUMBER
place value
addition and subtraction
multiplication and division
fractions
• GEOMETRY & MEASURES
shapes
position, direction and motion
measures
• DATA
pictograms, tables and graphs
Progression in Maths
Reception and Year 1
• Very practical and mental
• Lots of counting, songs and games
• Based in play, especially in Reception
• Reception teaching and learning is based on numbers 1
– 20 and developing their understanding of the
number system.
• Year 1 – working with numbers to 20 initially, moving
on to 100
Resources: objects, number lines, number bean bags ,
fish cards (T/U), games, 100 squares, computers
Place value
Year 1
Read and write numerals from 0 to 20, then beyond
Use knowledge of place value to position these numbers on a number track and number
line
Year2
Read and write two-digit and three-digit numbers
Explain what each digit in a two-digit number represents, including numbers where 0 is
a place holder
partition two-digit numbers in different ways, including into multiples of 10 and 1
Year 3
Read, write and order whole numbers to at least 1000 and position them on a number
line
Partition 3 digit number into multiples of 100, 10 and 1 in different ways
Resources – ruler, arrow cards, hundred square, number fans,
dienes apparatus
Tens
Units
34
30
20
Partitioning
4
10
34 = 30 + 4
34 = 20 + 10 + 4
Addition
On a Number Line
8 + 5 = 13
•First counting on in tens and units.
34 + 23 = 57
+10
+10
+3
34
44
54 55 56 57
•Adding the tens and units in
separate jumps
34 + 23 = 57
+20
+3
34
54
57
•Adding the tens and units in
separate jumps and ‘bridging’ through.
34 + 27 = 61
+20
+6
34
54
+1
60 61
vid
 By partitioning:
Addition
23 + 12
20 + 3
= 20 + 10
= 30 + 5
= 35
10 + 2
3+2
Vocabulary
Add, addition, and, count on, plus, sum, more,
altogether, increase
Addition is counting on and can be done in any
order. ie. 5 + 12 = 12 + 5
It tends to easier to put the BIGGEST
number first
Subtraction
6–3=
• Counting back in separate jumps of tens
and ones.
47 – 23 = 24
-10
-1
-1
-10
-1
24 25 26 27
37
47
• Subtracting in jumps of tens and units.
47 – 23 = 24
- 20
-3
24
27
47
Counting on
If the numbers involved in the calculation are
close together or near to multiples of 10, 100 etc,
it can be more efficient to count on, e.g. 204 –
198 = 6.
43 – 35 =
204 – 198 =
+2
198
+4
204
Vocabulary
Take away, subtract, subtraction, count
back, minus, less, decrease, difference
between
Find the difference between numbers by
counting up from the smaller number.
The biggest number comes first in the
calculation. The order can’t be changed.
Multiplication
•Repeated addition
3 times 5
is
5 + 5 + 5 = 15
5
0
1
2
5
5
3
4
5
6
7
or 3 lots of 5 or 5 x 3
8
9
10 11 12 13 14 15
Showing multiplication as an array.
3 x 5 = 15
3 rows of 5
5 x 3 = 15
5 columns of 3
•Repeated addition
Drawing a number line.
4 times 6
is
6 + 6 + 6 + 6 = 24
or 4 lots of 6 or 6 x 4
0
6
12
18
24
6 lots of 4
vid
Partitioning
Partition the 2 digit number to be multiplied into TU
13 x 5 = 65
10
3
10 x 5 = 50
3 x 5 = 15
50 + 15 = 65
Children also need to be encouraged to use what they
know to work out what they don’t know. E.g. 1 x6 = 6 so
100 x 6 = 600 etc
Vocabulary
Multiply, multiplication, times, lots of,
groups of, multiple, double, array,
repeated addition
Year 1 – recalling doubles to 10, counting
on and back in 2’s, 5’s and 10’s
Year 2 – 2x, 5x and 10x tables and
division facts
Year 3 – 2x, 3x, 4x, 5x, 6x and 10x tables
and division facts
Division
In EYFS and Y1, Children will understand
equal groups and share items out in play and
problem solving. They will count in 2s and
10s and later in 5s.
12 shared into 3 groups
12 ÷ 3 =
Children will develop their understanding of division
and use jottings to support calculation
-3
12 ÷ 3 =
Showing this on a number line.
From the group of 12 stickers, you are
sharing out to the 3 girls, by taking
away 3 stickers at a time. Repeated
subtraction.
-3
0
-3
3
-3
6
-3
9
12
Using Symbols to stand for unknown numbers
to complete equations using inverse operations
 x 5 = 20
5 x  = 20
20 ÷  = 5
3 x  = 18
 x 3 = 18
18 ÷ 3 = 
Children need lots of opportunity to practise
and develop their understanding of these
relationships whenever possible.
Multiplying by 10 or 100
Knowing that the effect of multiplying by 10 is
a shift in the digits one place to the left.
Knowing that the effect of multiplying by 100 is
a shift in the digits two places to the left.
Th H
T U
76
760
7, 6 0 0
1.5 x 10
Dividing by 10 or 100
Knowing that the effect of dividing by 10 is a
shift in the digits one place to the right.
Knowing that the effect of dividing by 100 is a
shift in the digits two places to the right.
Th
H
T U
7, 6 0 0
760
76
7 ÷ 10
Vocabulary
Group, divide, division, divided by,
divisible, factor, share, half,
halve, remainder
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Using and applying
Applying skills across all areas of
learning
Word problems
Real life experiences and problems
A range of contexts – measures, moneyeg. Giving change, finding different
ways to make a total
Explaining and describing thinking
Using and applying their knowledge and
skills is so important
How you can help…
• Mental maths practise especially number bonds,
simple addition/subtraction facts, 10 more and less,
doubles and halves
• Board games and games involving dice and numbers
e.g. snakes and ladders, cards, dominoes
• Shopping - prices, weights, shape hunting, comparing
sizes
• Cooking - involving weighing and measuring
• Money - costs, coin recognition, giving change
• Ask them to show you how to do calculations, get
them to explain the method.
• Counting
• Educational internet games
• Telling the time/ months/ days of the week
Make it fun!