1 / 30

Cantref Primary School Parents Meeting for Progression through Calculations Spring Term 2019

This guide explores different calculation methods and strategies to help parents support their children's mathematics learning. It covers mental calculations, jottings, number lines, and more. Discover how to build strong foundations for success in mathematics.

nicholep
Download Presentation

Cantref Primary School Parents Meeting for Progression through Calculations Spring Term 2019

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Do I need jottings ? Shall I use a pencil and paper method? Can I do it in my head? Cantref Primary SchoolParents Meeting forProgression through CalculationsSpring Term 2019 Do I need to use a calculator?

  2. DfEE 1999 (20 years ago!) ‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’

  3. Aims • To look at the ways in which the teaching of mathematics has developed. • To look at how children calculate. • Try activities to develop calculation strategies. • To look at ways in which parents and carers can help their children.

  4. Sound familiar..? • When I was at school I remember the few occasions that the teacher stood at the front of the class and did some maths teaching, it involved teaching rules of how we do things. For example: long multiplication. • We didn't question and often we didn't understand why we were "carrying ten" or "borrowing one". • The rest of the time I was taught Maths through a text book and would line up at the teacher’s desk to get my work marked once I had finished. • Any problems with this?

  5. How has mathematics changed? • Daily mathematics lesson; • Emphasis on mental calculations; • Interactive whole class and group teaching; • Enjoyable practical approaches; • Mathematics with understanding • New mathematical language.

  6. Overview Up to Year 3 the emphasis is on: • working mentally, • calculations recorded in horizontal number sentences • some jottings for more challenging numbers In Year 3-6 children will be gradually taught more formal written methods of calculation but they will still use mental methods and jottings where appropriate.

  7. So - how can we give children the best foundations for success with written calculations? • We need to encourage children to use • mental calculation strategies for • smaller/ simpler numbers. • We need to encourage children to • ask the question “Can I do it in my • head?” or “Can I do it in my head with • jottings/ a number line?”

  8. 4 Calculation areas A Let’s warm you up first with a spot of Times Table Challenge! • Addition • Subtraction • Multiplication • Division S M D

  9. Bead bars to Empty Number Lines

  10. Addition- Progression • Mental calculation supported by: Modelling of method by teacher Jottings Number lines • Expanded method using partitioning • Compact ‘carrying’ method

  11. Jottings Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, etc.

  12. The first stage in written additionCount all– a child doing 3 + 5 counts out three counters and then five counters and then finds the total by counting all the counters.

  13. Counting on from the first number– a child finding 3 + 5 counts on from the first number: ‘four, five, six, seven, eight’.

  14. Counting on from the larger number: 3 + 5 A child chooses the larger number, even when it is not the first number, and counts on from there: 'six, seven, eight' As well as children using their fingers or bead strings to add on small amounts, a number line will be introduced. It is more efficient to count on from the larger number because you have less to work out. It also shows children that addition can be done in any order ; it doesn’t matter which number you add first, you get the same answer.

  15. Number lines Frequently used in each year group and provide children with a very visual method of calculation • 15 + 8 = • 29 + 23 = _________________________________ Can you get from a starting number to 100 in 3 hops? • 27 + ? = 100 • 48 + ? = 100 • 2 + ? = 100 • _________________________________100

  16. Bar Modelling – A visual aid.

  17. Can you draw a bar model? • Can you try drawing a bar model to show a bond to 10? • How would this model change if you wanted to draw bonds to 100? • What about bonds to 1000? • Can you see the link?

  18. Mental Method (using partitioning)  Use an expanded layout: 47 +76 13 (7+6) 110 (40+70) 123

  19. Expanded Written Method – Column Addition 1468 + 4866 Pupils encouraged to read the answer aloud as they solve the calculation . Six thousand, three hundred and thirty four= 6334

  20. Standard Method Column Addition • The final step, when the children have a sound grasp of place value & of the whole process…

  21. What would be a good estimate for 489 + 363? Choose either the expanded or compact layout. Let’s check using expanded addition. And with the compact method… 400 80 9 4 8 9 + 300 60 3 + 3 6 3 100 1 10 1 800 50 2 8 5 2 800 + 50 + 2 = 852 Which do you prefer?

  22. Subtraction - Progression • Mental calculations supported by: Modelling of method by teacher Jottings • Number line • Expanded method • Compact written method

  23. Subtraction in the Foundation Phase Children develop ways of recording calculations using pictures etc.

  24. 10 and 4 less With subtraction calculations we are careful not to over use the vocabulary of ‘taking away’ because some subtraction calculations involve ‘finding the difference’. We use the word ‘subtract’. Counting on – finding a difference Max has 5 cubes. Milly has 2 cubes. How many more cubes does Max have? How many less/fewer cubes does Milly have? What is the difference between?

  25. SubtractionUsing a Number line for Subtraction • Step 1: Counting Back 78 – 12-10 -2 66 68 78 • Step 2:Counting on to find the Difference 74 – 57 +10 +3 +4 57 67 70 74

  26. Bar Modelling for subtraction Children will also learn that seven subtract 4 is three and will learn that 3 + 4 is the same as 7.

  27. Expanded method to compact … Partitioning and decomposition 89 = 80 + 9 - 5750 + 7 30 + 2 = 32 Initially, the children will be taught using examples that do not need the children to exchange (what you might know as borrowing). From this the children will begin to exchange. . Children should know that units line up under units, tens under tens, and so on. 1 6

  28. …and that’s addition and subtraction! We hope it’s been useful and look forward to seeing you at the next workshop on multiplication and division.

  29. Parents/Carers can help by … • Counting with your child • Playing number games • Involve your child in shopping activities • Involve your child when taking measurements or weighing items • Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc • Give your child opportunities to use money to shop, check change etc • Talking about the mathematics in sports. e.g. How many points does your favourite team need to catch the next team in the division? • When helping your child calculate, use the method that they have been taught at school. Children will relish being able to ‘teach’ us! • Keep key skills on the boil – tables, number bonds to 20, telling the time.

More Related