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This evening we will be… showing how maths strategies develop across the year groups PowerPoint Presentation
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This evening we will be… showing how maths strategies develop across the year groups

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  1. Welcome to our Year 3 to 6 maths evening Would you like to be able to help more with homework? Are you confused by how we teach the children maths these days? Would you like to know more about the methods we use? • This evening we will be… • showing how maths strategies develop across the year groups • show you the school’s calculations policy and how you can use this to help your child with their maths • key areas where you can help your child with their maths • useful resources and websites

  2. Mental maths games • Follow me cards! • Times table practice • Pair work • White board response • Interactive white board work

  3. Which method should my child be learning? • Our school’s Calculations policy can be found at… http://www.st-john.leicester.sch.uk/

  4. Calculations policy for addition The policy shows how the method progresses across the year groups. Some children may be ready for the year appropriate method, other may be consolidating the previous year’s or being extended. Copies available for you to take away today.

  5. How would you solve these calculations? 3 + 7 = 22 + 33 = 120 + 11 = 1,024 + 435 = 6,962 + 4,871 = What skills were you using? Which method did you use? Does that method work for all of these calculations?

  6. Drawing upon a range of skills 3 + 7 = 10 (Knowing your number bonds to 10) 33 + 33 = 66 (Doubling the tens, doubling the units and then adding together) 120 + 11 = 131 (Adding 10, then adding 1 more) 1,024 + 435 = 1,459 (Add 24 to 435 = 459, then add to 1,000 or you may have used column addition) 6,962 + 4,871 = 11,833 (Column addition)

  7. Addition across the years Method in Year 3

  8. Addition across the years Method in Year 4 to 5 (The expanded method)

  9. Addition across the years Method in Year 6 (The compact method)

  10. Level 3 questions involving addition 350

  11. Level 3 questions involving addition

  12. Level 3 questions involving addition 15 1st) 11.50 + 16.50 = 28 2nd) 40 -28 = £ 12

  13. Level 4 questions involving addition 1,614

  14. Level 4 questions involving addition 9:20

  15. Level 4 questions involving addition 90

  16. Level 5 questions involving using addition 196.45

  17. Level 5 questions involving using addition

  18. 1st step) 15 + 15 + 15 = 45 3rd step) 108 ÷ 2 = 54 cm 2nd step) 153 – 45 = 108

  19. What can I do to help?

  20. Learning to tell the time

  21. Learning to tell the time Year 3 • Read the time on a 12–hour digital clock and to the nearest 5 minutes • Read an analogue clock • Calculate time intervals and find start or end times for a given time interval Year 4 • Read time to the nearest minute • Use am, pm and 12-hour clock notation • Choose units of time to measure time intervals, e.g. seconds, minutes or hours • Calculate time intervals from clocks and timetables Year 5 • Read timetables and time using 24-hour clock notation • Use a calendar to calculate time intervals Year 6 • All the above plus read from digital and analogue • Solve multi-step worded problems including reading and interpreting timetables

  22. Learning about money Talk about pocket money with your child. Help him/her to add it up week by week to workout whether they can afford a particular toy or treat. Shop using money and calculate change. Talk about savings account and interest, credit and debt.

  23. Learning about money The progression of learning about money across the year groups Year 3 • Know that there are 100 pennies in a pound. • Solve one–step and two–step problems involving money. • Develop and use written methods to record and explain addition and subtraction of two–digit numbers. Find total amounts, give change and work out with which coins to pay with. Explain how the problem was solved. Year 4 • Solve one-step and two-step problems involving money including converting pounds to pence. • Understand the value of each number, e.g. tenths and hundredths. • Partition decimals and relate this to money. • Begin to use all four operations to solve word problems Year 5 • Solve one-step and two-step problems involving money and all four operations. • Make simple conversions of pounds to foreign currency and finding simple percentages. • Explain methods and reasoning, orally and in writing. Year 6 • Solving multi-step word problems involving money. • Calculate percentages of amount of money e.g. In a sale a jacket costs £42. There is a 10% sale, what is the price of the jacket. • Express one quantity as a percentage of another (e.g. express £400 as a percentage of £1000);

  24. Learning times tables Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier. Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below: Year 1 Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10. Year 2 Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts.

  25. Learning times tables www.teachingtables.co.uk Year 3 • Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts. Year 4 • Derive and recall multiplication facts up to 10 × 10, the corresponding division facts. Year  5 • Recall quickly multiplication facts up to 10 x 10 and derive quickly corresponding division facts. Year 6 • Use knowledge of place value and multiplication facts to 10 × 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6). • Use knowledge of multiplication facts to derive quickly squares of numbers to 12×12.

  26. What should they be able to do? • The aim is that for each times table: • The children should be able to say the table in order. • E.g. 1 times 3 is 3, 2 times 3 is 6. • They should be able to answer questions in any order. • E.g. “What is 4 x 5?” “What is 6 x 7?” • They should be able to answer – “How many 7’s in 21?” “How many 5’s in 20?” • They should also be able to link their tables with division – e.g. 7 x 3 is 21, so 21 ÷ 3 = 7

  27. There are lots of ways you can help your child to learn their times tables. Different activities suit different learning styles. Remember it should be fun! • Buy a times table CD or tape. Listening to songs and singing • can help children learn their tables in a fun way. • If your child likes to write or draw they can write out their times tables • or copy them from a chart. See how quickly they can do it and can they • improve on their time? 3) If your child is always on the move try saying them as they go up the stairs of when out walking. They can chant them as they skip or bounce a ball. • Make up silly rhymes to help with facts they are struggling to remember e.g. • Eight times eight is sixty-four, close your mouth and • the shut the door! • A tree on skates fell on the floor; three times eight is twenty-four.

  28. Parents evening A sheet with the sub level your child is currently working on. Their teacher will suggest areas to work upon to enable them to progress further.

  29. Parents evening ‘Maths targets. A booklet for parents’ publication from the Numeracy strategy Ideas for games, key learning skills for that year group.

  30. Parents evening Parents will receive this booklet at Parents Evening. (Copy available to download from our school’s website)

  31. These ‘help guides’ are available on the school’s website in the year 6 area.

  32. Useful websites www.topmarks.co.uk www.educationcity.com www.coolmath4kids.com

  33. http://www.bbc.co.uk/schools/parents/

  34. http://www.bbc.co.uk/schools/parents/search/

  35. http://www.bbc.co.uk/schools/numbertime/

  36. http://www.bbc.co.uk/schools/bitesize//

  37. http://www.gridclub.com/ Free trial and membership fee

  38. And finally… • We would like volunteers to help children to develop their maths skills. It would be giving children extra time, in addition to their daily maths lesson, to focus on an area of maths.