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What is important? A strong foundation in the basics –Just like the foundations of a house, if the basics aren’t solid then cracks will appear –So, keep returning to the fundamentals –Your child should not just be familiar with the basics, but fluent –Don’t be afraid to do the old drills and skills
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How to Help Your Child with Maths
INSPIRE 5KW
This morning?“They do it all differently these
days!”
Bridging the gap
They are teaching you this morning!
What is important?• A strong foundation in the basics
– Just like the foundations of a house, if the basics aren’t solid then cracks will appear
– So, keep returning to the fundamentals– Your child should not just be familiar
with the basics, but fluent– Don’t be afraid to do the old drills and
skills
Anything else important?
• Multiplication tables• Rapid and accurate addition and
subtraction• Telling the time, analogue and digital
• Drip, drip, drip….
Anything else important?
• A sound understanding of place value is very important
Not millions Th H T U . 1/10 1/100
So what are the basics?
• Addition• Subtraction• Multiplication• Division• Problem solving
Some practical ideas…Times tables in the car…drill and quickfire
Make it real:Do I have enough money?What change should I get?Which is the best value?
What time will it be in 25 minutes?If we leave now will we catch the train, bus,
cinema…
Cooking, weighing, measuring.Do I have enough rice to make this dish?
What methods do we use?
Mental first!• To equip children for real life their mental
maths skills are the most important.
• Speeding up the accuracy and fluency of mental methods will help with written methods later.
What methods do we use?
Mental strategies • Bonds to 10 and 100
• Partitioning. 24 + 43 = 20 + 40 = 60 4 + 3 = 7 60 + 7 = 67
What methods do we use?
Your turn….• Play I say, you say with your bonds to 10, then 100.
then….
• Solve this calculation by partitioning…• 54 + 32 =
• If you finish early, you can practice by using the number cards on your desks, turn over 2.
What methods do we use?
• Written methods– Using a variety of methods– Building towards a standard method– They often follow the path from an expanded method to a shorter method and finally a compact
method
Addition in Key Stage 2
The three different written forms are:
• Expanded Method
75 70 + 5 +23 + 20 + 3 98 90 + 8
Addition in Key Stage 2
Shorter Method
75 +23 8 90 98
Addition in Key Stage 2
• The Compact Method
75 +23 98
Addition in Key Stage 2
• Carrying as part of the Compact Method
78 +23 Notice the carry
written 101 under the line
1
Addition in Key Stage 2
Your turn….
Solve this calculation 65 and this one 145 + 78 227
Addition in Key Stage 2
• Decimals “Decimals Don’t Dance!”
• The decimal point stays in the same place
71.3 71.3 2.25 2.25
Decimals should not be written in the square of a book as they have no place value. They should be written on a line 1 2.4
Addition in Key Stage 2
Your turn….
Line up the decimals to solve this calculation using the compact method
43.2 + 12.25 =
Subtraction in Key Stage 2
• Expanded method
78 70 + 8 -23 - 20 + 3 55 50 + 5
Subtraction in Key Stage 2
• Shorter method
78 -23 5 50 55
Subtraction in Key Stage 2
• Compact method
78 -23 55
Subtraction in Key Stage 2
• Common problems
83 -48 Children will often say 3 - 8 = 5 so ask them to do a concrete check: ‘I have 3 pieces of fruit. Can you take away 8 of them?’
Subtraction in Key Stage 2
Common problems
We talk about numbers and digits to make things clearer So 56 is the number… …but 5 and 6 are the digitsSo when writing down a subtraction, always put the bigger number on
the top
Subtraction in Key Stage 2
Exchanging• We don’t ‘borrow’ because we are never going to pay anything back
73 76313 Having exchanged, start the sum again: -28 -2 8 13 - 8 we can do = 5 4 5 ‘6 tens - 2 tens is how many tens?’ rather than 60 - 20 as children will write 40 5By years 5 and 6 we expect children to select the best method, so for 1002 - 998 a
vertical method is NOT best
Subtraction in Key Stage 2
Your turn! Choose the best method to solve these subtraction problems – you
may be able to work out the answer in your head.
a) 123 - 99 =b) 243 – 39 =c) 386 – 293 =
Preparing for Multiplication
• Children must know their tables - fluently
• ? X 5 = 15• 3 x ? = 15• 3 x 5 = ?
• Mad Minutes….your turn!
Preparing for Multiplication
• Place value
Th H T U 1/10 1/100
• Multiplying by 10Move each digit one place to H T U That leaves
the left (remember MultipLication) 1 7 a space in 1 7 to which we put a zero to hold the place
Preparing for Multiplication
• Common Errors– Why don’t we say ‘add a zero’ when
multiplying by 10?• 1.7 x 10 = 1.70 we have added a zero but
have not made any difference to the number
– Why do we need a zero at all?• This is 170 without a zero H T U which looks like 1 7 17
Preparing for Multiplication
• Your turn:Use your white boards to multiply
these numbers by 1036 x 10 = 23 x 10 = 37 x 10 =H T U
Multiplication in KS2
• Grid Method
19 x 6 10 9 60 6 60 54 + 54 114
Multiplication in KS2
• Grid Method29 x 6 20 9 6 120
Knowing 2 x 6 = 12 is a basic fact
So 20 x 6 = 120 can be ‘grown’ from this basic fact
Multiplication in KS2
• Grid Method47 x 6
6
How would you partition 47?
Multiplication in KS2
• Grid Method27 x 23 20 3 20 400 60 400 7 140 21 140 2x2=4 + 60 20x2=40 21 20 x20 = 400 621
Multiplication in KS2
Grid methodYour turn….22 x 14 =
Multiplication in KS2
• Shorter Vertical Method
19 write this first x 6 60 (10 x 6) 54 (9 x 6) 114
They do this method in year 6, after they have a confident grasp of the grid method.
Division in KS2• Tables! Tables! Tables!
• How to rally robin
Your turn: try it with 2, 5 and 10 x tables.
Stand up bingo
Write any 5 of the following numbers on your boards.
0, 2, 4, 5, 6, 8, 10, 12, 14, 15, 20, 22, 24, 26, 28, 30
Thank you for coming!
• This presentation is available on our classblog…
as is a more comprehensive version.
• Please come to see us with any questions