KS2 Mathematics Parent Workshop

Contents -  The New Curriculum – what’s new in Key Stage 2 -  The 4 operations – including methods used and

progression through the key stage -  End of Year Expectations -  Your turn to have a go/Using and Applying -  Year 6 SATS -  Problem Solving -  How you can help at home -  My Maths -  Online applications

Aims -  Provide you with a greater understanding of how

mathematics is taught in school. -  Show you the progression of the 4 operation methods

through Key Stage 2. -  Enable you to see the types of different questions

children are asked in their assessments including Year 6 SATS and Level 6.

-  See the importance of mental maths skills and the strategies children are taught.

-  Help you understand how you can help your child at home.

The New Curriculum

- Cross curricular -  Links with Computing -  Problem Solving embedded within each area of maths -  Divided into Lower Key Stage 2 and Upper Key Stage 2

The New Curriculum How we are implementing the new curriculum -  Will follow the objectives from the old curriculum this

year. -  Will include the extra objectives from the new

curriculum into current planning. -  Will include more work on computers to support and

consolidate learning. -  The expectation in each year group is higher.

The New Curriculum New Expectations By the end of year 4 pupils should -  memorise their multiplication tables up to and including

the 12 times table -  show precision and fluency in their work

By the end of year 6 pupils should - Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

The New Curriculum Why so many methods?

- The aim is that children use mental methods where appropriate, but for calculations that they cannot do in their heads they use an efficient written method accurately and with confidence.

The New Curriculum Why so many methods?

- Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

The Four Operations Addition – Lower KS2 Blank Number Line:

+ 30 + 2 +4

48 + 36 = 84

48 78 80 84

Continuing to bridge through multiples of ten (using number bonds learnt in KS1)

The Four Operations Addition – Lower KS2 Partitioning: Partitioning means splitting the number into the tens and units. 48 + 36 = 40 + 30 = 70 40 + 8

8 + 6 = 14 30 + 6

= 84 70 + 14 = 84

The Four Operations Addition – Lower KS2 Expanded methods in columns: Children’s understanding of place value has to be secure. 48 + 36 = 84

4 8 3 6 + 1 4 – adding units first 7 0 – adding tens 8 4

The Four Operations Addition – Upper KS2 Column Method: This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 48 + 36 = 84

4 8 3 6 + 8 4 1 carrying ‘ten’

The Four Operations Addition – Upper KS2 - Column Method This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 379 + 92 = 471

3 7 9 9 2 + 4 7 1 1 1 carrying ‘ten’ and ‘one hundred’

The Four Operations Subtraction – Lower KS2 Counting On ‘Finding the difference’ - Count on from the smallest to the largest once again bridging through ten or a multiple of ten.

+ 2 + 30

+ 4

38 40 70 74 7 4 2 7 –

2 = 30 3 0 = 70 4 = 74

3 6

74 – 38 = 36

The Four Operations Subtraction – Lower KS2 Counting Backwards: - Count back from the largest to the smallest once again using knowledge of number bonds. 74 – 38 = 36

- 4 - 30

- 4

74 70 40 36

The Four Operations Subtraction – Lower & Upper KS2 Column Method – Decomposition: This method is the most efficient for subtraction. However it relies on the children’s understanding of place value due to the need to ‘borrow’ tens or hundreds if the number being subtracted is larger than the number being subtracted from.

The Four Operations Subtraction – Lower & Upper KS2 Column Method – Decomposition:

7 6 3 9 – 3 7

1⁄ 6

Borrowing ‘ten’ not 1

2 3 7 8 4 – 1 5 3

11⁄

Children must keep being referred back to place value – it is 3 tens not just 3.

The Four Operations Now it’s your turn!

Liam spends £14 altogether on the Big Wheel and the Rollercoaster. He goes on the Big Wheel twice. How many times does he go on the Rollercoaster?

Level 4 Questions

The Four Operations

Dev and Joe each buy a book. Dev pays with a £5 note and gets £1.05 change. Joe’s book costs £7 How much more does Joe’s book cost than Dev’s book?

Now it’s your turn!

Level 4 Questions

The Four Operations Multiplication – Lower KS2 Partitioning: 4 3 X 6 = 4 0 x 6

= (4 x 6) x 1 0 = 2 4 x 1 0 = 2 4 0 = 3 x 6 = 1 8 +

2 5 8

Once again Place Value is essential so children can understand why 40 x 6 = (4 x 6) x10

Children learn to multiply the tens first and then the units.

Children are taught to record their mental multiplication using partitioning

The Four Operations Multiplication – Lower & Upper KS2 Grid Method: 43 X 6 124 X 32 X 6

4 0 2 4 0 3 1 8

2 5 8

X 3 0 2 1 0 0 3 0 0 0 2 0 0 3 2 0 0 2 0 6 0 0 4 0 6 4 0 4 1 5 0 8 1 5 8

3 9 9 8

This method links directly to the mental method of multiplication.

The Four Operations Multiplication – Lower & Upper KS2 Expanded Short Method: 4 3 X 6

4 3 6 x

1 8 2 4 0 +

2 5 8

This method is the next step on from the grid method.

The Four Operations Multiplication – (Lower) & Upper KS2 Short Multiplication: 4 3 X 6

4 3 6 x

2 5 8 1

This method is the next step on from the expanded method.

Once again children have to be secure with their place value and know they are carrying ‘ten’ not one.

The Four Operations Multiplication – Upper KS2 Expanded Short Method for 2-digit x 2 digit: 5 6 x 2 7 =

5 6 2 7 x 4 2 (units 6 x 7) 3 5 0 (tens x unit 50 x 7) 1 2 0 (tens x unit 20 x 6) 1 0 0 0 + (tens x tens 50 x 20) 1 5 1 2 1

The Four Operations Multiplication – Upper KS2 Short Multiplication for 2-digit x 2 digit: 5 6 x 2 7 =

5 6 2 7 x 3 9 2

1 1 2 0 + 1 5 1 2

4

When multiplying by the ten (20 in this example) children must remember to put the place holder ‘0’ in the units column.

1

The Four Operations Now it’s your turn!

1. Calculate 602 × 57

2. Calculate 143 × 37

Level 5 Questions

The Four Operations Division – Lower KS2 Grouping using multiplication knowledge:

This method uses children’s understanding on times tables and links to their mental calculations. e.g. 43 ÷ 7 = I know 6 X 7 = 42 so … 43 ÷ 7 = 6 remainder 1

The Four Operations Division – (Lower) & Upper KS2 Expanded Method – Chunking: 87 ÷ 6 =

6 8 7 6 0 - 6 x

2 7 2 4 - 6 x 4 3

Answer = 14 r 3

This method is based on subtracting multiples of the divisor or ‘chunks’. Initially they subtract several chunks but with practice children will look at the biggest multiples of the divisor that they can subtract.

This method reminds children the link between division and repeated subtraction.

The Four Operations Division – (Lower) & Upper KS2 Expanded Method – Chunking HTU ÷ U: 191 ÷ 6 =

6 1 9 1 1 2 0 - 6 x 20 7 1 6 0 - 6 x 10 1 1 6 - 6 x 1 5

Answer = 31 r 5

Children building up confidence, using their multiplication knowledge, to subtract larger ‘chunks’.

The Four Operations Division – (Lower KS2) & Upper KS2 Short Division - TU ÷ U: 81 ÷ 3 =

2 7 3 8 1

Answer = 27

This method is the next step after chunking. It is a more compact method.

2 Links to chunking: 3 x 20 = 60 80 – 60 = 20 which the ‘2’ represents 3 x 7 = 21 No remainder

The Four Operations Division – Upper KS2 Short Division – HTU ÷ U: 291 ÷ 3 =

9 7 3 2 9 1

Answer = 97

This method links on from partitioning but is a more compact method.

2

The Four Operations Division – Upper KS2 (Year 6) Long Division – HTU ÷ U: 560 ÷ 24 =

2 3 24 5 6 0 4 8 0 - 24 x 20 8 0

7 2 - 24 x 3 8

Answer = 23 r 8

This method links back to chunking and is used to reduce errors and children are using times tables they are unfamiliar with.

1 ⁄

4

The Four Operations 1. Calculate 816 ÷ 24

2. A school buys some yo-yos as prizes. The yo-yos cost £4.25 each. The school has £40 to spend on prizes. They buy as many yo-yos as they can. How much money is left?

Level 5 Questions

Now it’s your turn!

Mental Mathematics It is essential children have secure knowledge and recall of mental facts including:

-  Place Value including decimals -  Number bonds -  Times tables from 0 to 12! -  Corresponding division facts.

Mental Mathematics Mental Maths Strategies: -  Use number bonds to 10, 20 and 100 transferable to

1,000 and decimals -  Use doubles and near doubles -  Partition into thousands, hundreds, tens and units -  Adding near multiples of 10. Adding the multiple then

add or subtract 1 -  Subtracting near multiples of 10. Subtracting the

multiple then subtracting or adding 1. -  These are transferable to multiples of 100, 1,000 etc.

Problem Solving Using and applying knowledge and

skills

Problem Solving -  Understanding mathematical

vocabulary -  Applying strategies taught -  Explaining process -  Reasoning for why doing that -  Justifying answer

Explaining, Reasoning & Justifying

Three whole numbers add up to 50 Seb says,‘All three numbers must be even numbers.’ Is Seb correct? Circle Yes or No. Yes / No Explain how you know.

Level 5 Questions

Now it’s your turn!

Year 3 – 4 Optional SATS -  Occur in May/June. -  All children will complete a mental paper. - Year 3 & 4 complete one written paper. - Year 5 complete two written papers. - Children will have already attempted past papers so use to the format. - End of year level will be teacher assessed.

Year 6/End of KS2 SATS - Occur in May. - All children sit the Level 3-5 paper. - Children will complete a mental paper and two written papers. - Both written papers will be non-calculator. - Children will have already attempted past papers so use to the format. - Some children will sit the two Level 6 papers (non-calculator).

Level 6 SATS - Two papers both non- calculator - Includes algebra - Requires knowledge of properties of different shapes and formula for areas of shapes - Corresponding, Alternate and Supplementary Angle knowledge - Involves reasoning and explanation of answers

Level 6 SATS Now it’s your turn!

Find the value of t in this equation.

33 – 8t = 15

Level 6 Questions

Level 6 SATS

Level 6 Questions

How you can help at home - Lots of practice - Playing games – cards, snakes and ladders, dominoes - Cooking - Telling the time - MyMaths.co.uk - Online Applications - www.transum.org

My Maths

Login: Avenue Password: square

Transum.org

Online Applications

Math Bingo: Four operation bingo

Multi player mental maths game

Four operation practice

Squeebles Times Tables 2

King of Maths Achieve Level 4

Long division touch Algebra touch

How to support your child at home hand-

out.

Any other questions?

Thank you.