Mathematics Workshop

1. Mathematics Workshop Helping your child with maths calculations

2. Think back to the maths you were taught at primary school. • In what situations do you use this maths now?

3. Shopping – estimating if you have enough money finding 25% off in a sale • Splitting the bill in a restaurant • Measuring for fitting at home • Changing currency • Cooking • Timings

5. How would you complete the following calculation: 97 x 14

7. Reasons for the new approach: • Strong emphasis placed on mental strategies and written calculation • Children learn in different ways and prefer different methods • Real understanding of numbers

8. So ……. How do we teach calculations in FS/KS1?

9. Place Value

10. Foundation Stage Mathematical development depends upon becoming confident and competent in learning and using key skills. In FS1 and through to FS2 this is developed through stories, songs, games and role play ensuring children are experimenting with numbers up to 10 and making connections between amounts, figures and value.

12. 5

13. Concrete Apparatus • Numicon • Multilink • Fingers (Pasta shells, Smarties) • Bead strings • Base ten equipment • Arrow cards

14. Counting • Count how many birds you can see on the way to school • Count the steps you take • Sing songs ‘one two buckle my shoe’ • Fill a bowl with sweets, guess how many is in there then count them • Count the letter in the child’s name, do this with the rest of the family and group them.

15. Counting • Play board games like Ludo • When doing the washing, put the socks in pairs. Count the socks in 2’s • Count in groups using ‘real life things’ e.g. 5 – fingers on your glove, 4 – legs on a dog, 6 – eggs in a box

16. Place Value 24

17. Place Value • Start with 14 things group in to 10 and 4. Understand the teens. • Use a bead string to show bigger numbers • Use some arrow cards to relate this to the figures and what each digit is worth. • Order numbers. • Extend to Hundreds and thousands.

18. Addition

19. Foundation stage • How old will you be on your next birthday? • When preparing for dinner ask, ‘How many plates will we need?’ 4 Then say, ‘Go and get the number 4 off the fridge for me.’ or ‘Draw me the number 4 in you colouring book.’ • When doing the shopping, pack the apples. Ask ‘how many will there be if I put one more in?’ or ‘How many apples and oranges are there altogether?’

20. Addition • Concrete material • Number lines • 100 Squares • Blank number lines • Partitioning

21. Subtraction

22. Foundation stage • When shopping, count how many apples are in the bag. Ask ‘how many will be there if I take one out?’ Do the same for counting items out of the basket at the till. Ask ‘how many will there be if I take 3 out?’ • At a birthday party, work out how many people are left as people leave. • Play snakes and ladders. Work out how many squares you had to go back on a snake.

23. Subtraction • Concrete material • Number lines • 100 Squares • Blank number lines • Partitioning

24. Multiplication

25. Starting off… • When preparing dinner, ask ‘how many knives and forks do we need?’ • At dinner, ask ‘how many fish fingers are on each plate?’ ‘has every one got the same amount?’ • Share out sweets between each other or teddies and check everybody has the same amount • When doing the washing, put the socks in pairs. Ask ‘how many are there?’ relate this to the x2 table sum.

26. Developing further… • Count in groups using ‘real life things’ e.g. 5 – fingers on your glove, 4 – legs on a dog, 6 – eggs in a box. Relate these to the times table facts • Spot some numbers on a car journey and ask your child to double them. • Arrange cakes on a tray in to arrays at a party and work out how many there are.

27. Multiplication • Count in lots of • Concrete material • Money • Number lines • Learn facts

29. Division

30. Starting off… • When preparing dinner, ask ‘how many knives and forks do we need?’ • At dinner, ask ‘how many fish fingers are on each plate?’ ‘has every one got the same amount?’ • Share out sweets between each other or teddies and check everybody has the same amount. • When doing the washing, put the socks in pairs. Ask ‘I have 12 socks, how many pairs is that?’

31. Developing further… • Count in groups using ‘real life things’ e.g. 5 – fingers on your glove, 4 – legs on a dog, 6 – eggs in a box. Ask ‘if there are 12 legs, how many dogs must there be?’ • Open a bag of pasta and share it out amongst the family. If there is any left over talk about remainders.

32. Multiplication • Share it out • Concrete material • Number lines • Learn facts

33. Rapid Recall Number bonds to 10 and 20 1,9 2,8 3,7 4,6 5,5 Doubles 1+1, 2+2, …… 10 + 10 Basic addition facts 2+3= 4+3= 2+4= X2 X5 X10 tables