Hobbayne Primary School Maths Curriculum Evening Thursday 11 th November 2010

1. Hobbayne Primary SchoolMaths Curriculum Eveningwritten methods for the 4 operationsThursday 11th November 2010

2. Hobbayne Primary SchoolMaths Curriculum EveningThursday 11th November 2010 AGENDA … (or How We’ll Spend the Hour) Introduction – Jeff Brown, Headteacher Website Support – Katy Brown, Maths Subject Leader Carousel of Workshops Questions

3. The National Numeracy Strategy – The story so far ………. • 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 more correctly • they are more confident about maths • maths is more enjoyable

4. What should a numerate child be able to do? • By the age of 11 they should : • have a sense of the size of number and where it fits into the number system • know by heart addition and subtraction facts to 20, multiplication and division facts to 10x10, doubles and halves, multiply and divide by 10 and 100 • use what they know to figure out answers mentally

5. What should a numerate child be able to do? (cont.) • calculate accurately and efficiently, both mentally and on paper, using a range of strategies • recognise when it is appropriate to use a calculator - and when it is not- and be able to use one effectively • explain their methods and reasoning using correct mathematical terms • judge whether their answers are reasonable and have strategies for checking them where necessary

6. The aim • 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.

7. Learning written methods is not the ultimate aim. • Mathematics is foremost an activity of the mind, and written calculations are an aid to that mental activity. • The Numeracy Strategy aims to develop children’s mental strategies and then written methods that derive from and support mental methods.

8. We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use an expanded/compact written method? Do I need a calculator?

9. Progression and links between strands, blocks and units Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, calculation and relationships

11. The teaching and learning cycle of the Renewed Framework.

12. How do you add and subtract? • 61 + 45 • 735 + 238 • 5735 + 3990 • 3.99 + 4.98 • 24 + 25 + 26 • 66 + 29 • 48 + 49 • 267 + 267 • 2.5 + 2.7 • 19 – 5 • 46 - 9 • 58 - 27 • 104 – 96 • 284 - 50 • 92 – 54 • 196 – 68 • 465 – 186 • 4,328 – 1,969 • 8.5 – 2.2 • £6.72 - £3.21 • £8.07 - £5.49

13. How do you multiply and divide? • 3 x 4 • 7 x 10 • 12 x 6 • 17 x 9 • 26 x 4 • 21 x 11 • 24 x 8 • 37 x 6 • 64 x 5 • 16 x 25 • 73 x 7 • 167 x 6 • 232 x 34 15 divided by 3 36 divided by 4 3 into 66 90 divided by 5 How many £6 mugs can I buy with £50? Find a quarter of 124 138 divided by 7 164 divided by 3 212 divided by 6 423 divided by 12

14. Year Group Skills Summary – Written Methods

15. 4 operations carousel Addition – Tim O’Sullivan Subtraction – carolynboyland Multiplication – katy brown Division – jeff brown Hobbayne Primary SchoolMaths Curriculum EveningThursday 11th November 2010

16. Any questions? Thank you for coming along Hobbayne Primary SchoolMaths Curriculum EveningThursday 11th November 2010