**Maths – The strategies we use in school** Calculation

**The 4 strands of Maths** • Number • Shape, Space and Measures • Data Handling • Using and Applying Maths Using and Applying Maths occurs in all 3 other strands, as well as in other lessons, such as Science.

**Number** We are going to focus solely number. • The four operations (+, -, x and ÷) We are going to talk you through methods we teach children to use to add, subtract, multiply and divide and how build on each stage.

**The Four Operations** • The four operations in calculations are grouped into Adding and Multiplying – where the answer gets bigger Subtracting and dividing – where the answer gets smaller

**Early YearsCounting** • Count reliably to 20 • Count backwards from 10

**Number Recognition** • Recognise numbers to 20 • Order numbers to 20

**Calculation** • One more and one less • than a given number • Add and subtract two single digit numbers practically

**Number Lines** We use number lines in all four operations. We start with numbered lines like this one – 0 1 2 3 4 5 6 7 8 9 10

**Adding** We then move on to using number lines and counting up in ones. 14 + 5 = 19 +1 +1 +1 +1 +1 14 19

**Partitioning** Next we learn to partition – splitting the number into tens and units – to add. What is 72 + 14? T U 70 2 10 4 70+10= 80 2+4= 6 80+6=86

**Adding by Partitioning** Now we can add by partitioning – 86 + 57 = +50 +4 +3 86 136 140 143

**Adding by Partitioning** Or by rounding then adjusting, taking it to the nearest 10 and then subtracting 754 + 96 (rounding and adjusting) +100 -4 754 850 854

**Column Addition** Finally, we move on to adding in columns, using place value. HTU ThHTU 597 7648 + 475 and + 1486 12 160 9134 9001 1 1 1072

**Multiplying** Now we use the number line for repeated addition. 4 x 5 is the same as 5 + 5 + 5 + 5 = 20 I have four 5p coins, how much is that? +5 +5 +5 +5 0 5p 10p 15p 20p

**The Grid Method** We can partition to multiply using a grid, like this, this looks more complicated than it actually is – 72 x 38 = 70 2 30 2100 60 8 560 16

**Column Method for multiplication** 4346 x 8 48 320 2400 32000 34768

**Subtracting** We begin by ‘taking away’, ‘counting back’ and seeing ‘how many left.’ We have 6 teddies in the shop. We sold 2. How many teddies are left?

**Subtracting (number lines)** We can use a number line to count back. 22 – 7 = -5 -2 15 20 22

**Subtracting (number lines)** In Key Stage 2, we count UP the number line to find the difference. What is the difference between 34 and 72? +30 +8 34 64 72

**Subtracting with ‘exchanging’** Th H T U 5 13 1 6 4 6 7 - 2 6 8 4 3 7 8 3

**Dividing** Division starts with practical sharing of objects again - If I share my 9 sweets between 3 people, how many do they each get?

**Division with number lines** Number lines are also used to count up in division. A baker bakes 24 buns. She puts 6 in every box. How many boxes can she fill? x1 x2 x3 x4 0 6 12 18 24

**Division with remainders** Finally, we can jump in groups and record remainders on the number line. What is 42 divided by 4? 10 groups (Remainders) x10 +1 +1 0 40 41 42

**SATs KS1** • Typical questions:

**Key Stage 2 SATs** • Key Stage 2 SATS are held in May. • These are statutory, externally marked tests. • The children sit three papers: • Paper A - non-calculator paper • Paper B - calculator paper • Mental arithmetic paper • The paper assesses children working between level 3 and level 5. Children will receive a test mark and a teacher assessment. • A minority of children will be entered for the level 6 test.

**Key Stage 2 SATs** Sample Questions:

**Key Stage 2 SATs** Sample Questions:

**Extra support for Numeracy** Extra support for Numeracy • EYS and KS1 – Numicon

**Key Stage 2** • Booster programme • Linked to numeracy lessons • Targeted at children who, with support, will reach level 4 • Sessions run three times a week for 30 minutes

**Year 4** Mental/Oral Starter Activities

**Cracking Times Tables** • Is a scheme designed to support high standards in mathematics • Is a consistent approach to learning and testing tables across the school • Is based on a series of levels that the children work through at their own pace • Is motivating to children. They receive certificates for each level achieved