Aims To explain how we teach your child the main operations +,
-, x and in KS1 and in Year 3. To give you some ideas of how you
can help and support your child at home. 2
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3 Maths when do we use it?
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Conserving number 4
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Addition vocabulary + o altogether o more than o count on o
plus o add o total o and 5
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Addition + Encourage your child to put the larger number in
their head and count on. They can use their fingers to do the
counting on if they need to. 7 + 5 = 12 6 Adding practically using
objects or pictures.
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Addition Number Track Counting on 6 + 5 = ? 7
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0 Addition Counting on using a number line Counting on 4 from
zero Counting on 4 from 5. Make sure you emphasise counting the
jumps. (Not the numbers.) 8
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0 105 0 5 Addition Using an empty number line to count on in
1s. 5 + 4 Start at zero, jump on 5 then jump on 4. 5 + 4 Start on 5
then jump on 4. 9 9 9
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Addition Using a hundred square to count on and back in 1s and
10s. We encourage children to do this practically with the hundred
square and then using a mental image. 10
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11 Place value 2 244 Same number Different value 2 tens 4 tens
2units 4 units
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This is a ten stick it is made up of 10 cubes joined together.
This is a unit or one. It is one cube on its own. Place value
12
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Place value What number do these make? 3 tens and 4 units = 34
13
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Start on any number 32 + 6 = 38 25 + 40 = 65 Addition Need to
understand place value the 4 in 40 means 4 tens. So you move down 4
squares in the column to add 40. 14
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Number bonds Knowing pairs of numbers that make 10 and then 20
is really important. Year 1 children need to know number bonds for
10 by the end of the year. Then move onto bonds for 20. 10 + 0, 9 +
1, 8 + 2, 7 + 3, 6 + 4, 5 + 5, 4 + 6, 3 + 7, 2 + 8, 1 + 9, 0 + 10
Game Ping pong. 15
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Partitioning Partitioning is splitting a number into different
parts. So we teach children to partition into tens and ones
(units). 18 = 10 + 8 12 = 10 + 2 27 = 20 + 7 This is the beginning
of understanding place value The 1 in 18 means 1 ten, the 2 in 27
means 2 tens. 16
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Addition Once children can partition, they can use this
knowledge to add using an empty number line. 24 + 5 = 24 Step 1 29
Step 2 29 24 + 15 = 24 + 10 3439 17
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Your turn! Use an empty number line to do this calculation 36 +
23 = 59 36 +10 4656 59 18
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Next step is to become more efficient by adding the units in
one jump. And then add the tens in one jump +20 +3 34 + 23 = 57
345457 19
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Bridging through 10 or a multiple of 10 can help children
become more efficient. 20
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Your turn! 37 + 56 = Remember to start from the larger number.
21
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Your turn! 37 + 56 = Remember to start from the larger number.
56 869093 + 30 +4 +3 93 22
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Addition in Year 3 Year 3 children continue to use empty number
lines to support addition. They will start to add 2 digit numbers
that bridge 100, and then 3 digit numbers. They also are taught to
use an empty number line to help them compensate for numbers that
are near multiples of 10 49 + 73 = 49 is 1 less than 50. 50 is a
much easier number to add than 49. So first add 50. Then subtract
1. 73 +50 123 122 23
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Your turn! 59 + 123 = 123 + 60 183182 24 182
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Year 3 Addition 67 267 + 24 + 85 11 ( 7 + 4) 12 ( 7 + 5) 80 (60
+ 20) 140 (60 + 80) 91 200 352 Adding the least significant digits
first. (Units in these calculations). In Year 2 tens were added
first. Mental strategies still more important add hundreds or tens
first. Vertical (column) addition is a change from Year 2 where
calculations were horizontal. No carrying in this method children
need to understand what they are adding; units, tens or hundreds
and this method makes it explicit. 25
Subtraction vocabulary - o take away o minus o count back o
less than o subtract o difference between o decrease o how many
left o take from 27
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Subtraction As with addition, start by using objects or
pictures. 6 3 = 3 Cross out 3. Count what is left. 28
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Subtraction Subtract by counting back. Remember to count the
jumps. 29 20 7 = 13
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10 5 = 5 Using a number line to count back. To subtract
multiples of 10 count up the columns. To subtract small numbers
count back along the rows. 30
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Difference What is the difference between 3 and 6? 6 3 = 3
(count back) or count on from 3 to 6. 31
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Counting back: First partitioning and counting back in tens and
ones. Then helping children to become more efficient by subtracting
the units in one jump (by using the known fact 7 3 = 4). 32
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Subtracting the tens in one jump and the units in one jump.
Bridging through ten can help children become more efficient.
33
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Your turn! 78 45 = 78 3833 - 40 -5 33 34
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Subtraction in Year 3 Continue to use empty number lines with
increasingly larger numbers. Partitioning demonstrated using arrow
cards (started in Year 2). 4 0 0 5 0 6 35
39 Multiplication vocabulary o groups of o lots of o times
table o times o multiplied by o multiply o double x
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40 Multiplication Counting in 10s
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41 Multiplication Counting in 2s
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42 Multiplication Counting in 5s
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43 Multiplication Children need to learn multiplication tables
and multiplication facts. Yes learn to recite tables but also need
to know table facts at random. e.g. 8 lots of ten are? And answer
questions like How many tens in 80? Not secure in times tables
until able to do this quickly. Should be working on 10x, 2x and 5x
tables in Year 1, continue and work on 3x and 4x in Year 2. Secure
in Year 3.
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44 Multiplication Problem solving There are 10 pencils in a
pack. How many pencils are there in 4 packs? Repeated addition 10 +
10 + 10 + 10 = 40
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45 Multiplication 3 times 5 is the same as 5 + 5 + 5 = 15 or 3
lots of 5 or 3 x 5 On a number line 0510 15 555
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46 Multiplication As an array 3 x 5 = 15 5 x 3 = 15
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47 Problem solving Ellas dad washes some cars. He uses 12
buckets of water. Each bucket has 5 litres of water. How many
litres of water does he use altogether? There are 15 apples in a
tray. Ling has 4 trays of apples. How many apples does Ling have
altogether? Show how you work it out. Your turn! Can you draw
pictures or make jottings to show how you could work one or both of
these out?
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48 510 15 20 25 30 35 40 45 50 55 60 Or 5 + 5 + 5 + 5 + 5 + 5 +
5 + 5 + 5 + 5 + 5 + 5 = 60 Or count in 5s 12 times. Or 12 x 5 =60
Ellas dad washes some cars. He uses 12 buckets of water. Each
bucket has 5 litres of water. How many litres of water does he use
altogether?
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49 151415 15 151415 15 151415 15 151415 15 10 + 5 10 + 5 4 lots
of 10 10 20 30 40 4 lots of 5 5 10 15 20 40 + 20 = 60 There are 15
apples in a tray. Ling has 4 trays of apples. How many apples does
Ling have altogether? Show how you work it out.
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50 Partitioning 38 x 5 = (30 x 5) + (8 x 5) = 150 + 40 = 190
Multiplication Year 3
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51 Division vocabulary o share o share equally o divide o
divided by o groups o halve o half
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52 Division Children start by understanding equal groups and
sharing items out in play and problem solving. Count in 2s, 10s and
5s. Sharing equally. There are 6 sweets. How many sweets can 3
children have each?
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53 Division Grouping There are 6 sweets. How many children can
have 2 each?
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54 So how can you work out a division sum using times tables?
Count in 2s until you get to 16. 2 4 6 8 10 12 14 16
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55 Division using an empty number line How many groups of 5 are
there in 25? 25 5 = 5 5 5 5 5 5 0 5 10 15 20 25
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56 Your turn! There are 30 children in the class. They need to
be in teams of 5. How many teams will there be? Use an empty number
line to work it out. 5 5 5 0 5 10 15 20 25 30 6 groups of 5 make
30. So 6 teams.
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57 How you can support your child at home Look for and talk
about numbers in the environment Play games Shopping Counting
on/back Number bonds Doubles/Halves Times tables Multiplication
facts Division facts