Transcript Calculation Evening - Woburn Lower School

Information for parents regarding calculation
and the New National Curriculum
 Purpose of study
 Mathematics is a creative and highly interconnected discipline that has been developed over
centuries, providing the solution to some of history’s
most intriguing problems. It is essential to everyday
life, critical to science, technology and engineering,
and necessary for financial literacy and most forms
of employment. A high-quality mathematics
education therefore provides a foundation for
understanding the world, the ability to reason
mathematically, an appreciation of the beauty and
power of mathematics, and a sense of enjoyment
and curiosity about the subject.






The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent
practice with increasingly complex problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and accurately.
 reason mathematically by following a line of enquiry, conjecturing relationships and
generalisations, and developing an argument, justification or proof using mathematical language
 can solve problems by applying their mathematics to a variety of routine and non-routine
problems with increasing sophistication, including breaking down problems into a series of simpler
steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently
between representations of mathematical ideas. The programmes of study are, by necessity,
organised into apparently distinct domains, but pupils should make rich connections across
mathematical ideas to develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems. They should also apply their mathematical knowledge to
science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at
broadly the same pace. However, decisions about when to progress should always be based on
the security of pupils’ understanding and their readiness to progress to the next stage.

We will not be focusing on EYS as a maths
curriculum afternoon will be held to inform
parents later in the term.







Roman numerals from Year 3
Counting beyond whole numbers eg decimals, fractions
Multiplication to 12x12
More reference to interpretation of data (and not data handling)
Calculation, addition and subtraction using columns (from Year 3)
More complex measurement of areas and volumes
Algebra






Step 1 – lots of concrete apparatus to support the concept of addition,
numberlines and 100squares and also developing the understanding of the +
and = sign. Place value is also a key concept when undertaking any
calculation!
Mental method – Partitioning
Lets do an example together! 47+25=
Partitioning using a number line. Children will need to develop understanding
of calculation in a range of contexts!
Lets do an example together! 38+26=
Then finally the vertical method! 547+378=






Step 1 – lots of concrete apparatus to support the concept of addition,
numberlines and 100squares and also developing the understanding of the and = sign. Place value is also a key concept when undertaking any
calculation!
Step 2 – Children need to realise that partitioning is not appropriate for
subtraction. Number lines make the calculation easy! At this point lots of
work is done on the inverse of addition and subtraction ie that a subtraction
sum can be done using addition or in this case ‘counting on’.
Lets do an example together! 73-26=
When they are confident the children can reduce the number of steps.
What about decimals? 32.4-13.8=
And finally vertical calculation 354-188=


Concept of multiplication develop using doubling and counting in equal
steps, and are extended using an array.
An example of an array: Children learn the commutative rule. Eg 3x5=15 and
5x3=15


And finally – Partitioning
Lets do an example together! 8x23=




Step 1 - As with multiplication, division is recorded with arrays, so that the
child can make the link (inverse) with multiplication.
Step 2 – using a number line 16
8=
Step 3 – 196
9 = (I know Box)
Step 4 – Vertical method of division







If you would like to order a maths pack which
contains equipment you can use with your
child, please see Mrs Ivett.
The pack will contain:
A digit fan
Number line to 100 other side blank
A hundred square
Multiplication square
The estimated price will be £5.50. we will
need at least 30 orders to go ahead with the
purchase of the equipment.