Magical at Maths!Magical at Maths!

Strategies to help you Strategies to help you support your child in support your child in

calculation.calculation.

Maths is all around us!Maths is all around us!

How many times have you used maths today?

The Calculation ToolkitThe Calculation Toolkit

Encourage your child to ‘talk maths’.

Involve your child in every day real life problems

Encourage your child to choose a suitable method for the problem

Stages of CalculatingStages of Calculating

Using apparatus

MentalmethodsJottings Explain!

Calculating at AlvastonCalculating at Alvaston

Teaching staff build on the stages of calculation in a Teaching staff build on the stages of calculation in a progressive wayprogressive way

We normally teach a daily maths lesson, covering We normally teach a daily maths lesson, covering many strands of mathematics. Calculating being a many strands of mathematics. Calculating being a strand that is revisited regularly. strand that is revisited regularly.

At Alvaston calculating is taught using a hands on, At Alvaston calculating is taught using a hands on, investigative approach where children are encouraged investigative approach where children are encouraged to use and apply their skills in real life contexts.to use and apply their skills in real life contexts.

We promote maths as a fun and exciting subject that We promote maths as a fun and exciting subject that is an essential life skill.is an essential life skill.

Expectations in Year 1Expectations in Year 1

Say the number that is one more or less than any Say the number that is one more or less than any given number, and ten more or less for multiples given number, and ten more or less for multiples of tenof ten

Derive and recall all pairs of numbers with a total Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; of 10 and addition facts for totals to at least 5; work out the corresponding subtraction factswork out the corresponding subtraction facts

Relate addition to counting on; recognise that Relate addition to counting on; recognise that addition can be done in any order; use practical addition can be done in any order; use practical and informal written methods to support the and informal written methods to support the addition of a one-digit number or a multiple of 10 addition of a one-digit number or a multiple of 10 to a one- or two-digit numberto a one- or two-digit number

Expectations in Year 1Expectations in Year 1

Understand subtraction as ‘take away’ and find a Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and ‘difference’ by counting up; use practical and informal written methods to support the informal written methods to support the subtraction of a one-digit number from a one- or subtraction of a one-digit number from a one- or two-digit number and a multiple of 10 from a two-two-digit number and a multiple of 10 from a two-digit numberdigit number

Use the vocabulary related to addition and Use the vocabulary related to addition and subtraction and symbols to describe and record subtraction and symbols to describe and record addition and subtraction number sentencesaddition and subtraction number sentences

Solve practical problems that involve combining Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groupsgroups of 2, 5 or 10, or sharing into equal groups

Expectations in Year 2Expectations in Year 2

Identify and record the information or calculation Identify and record the information or calculation needed to solve a puzzle or problem; carry out needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the steps or calculations and check the solution in the context of the problemthe context of the problem

Derive and recall all addition and subtraction Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals to 20 and all pairs of multiples of 10 with totals up to 100totals up to 100

Understand that halving is the inverse of doubling Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to and derive and recall doubles of all numbers to 20, and the corresponding halves20, and the corresponding halves

Expectations in Year 2Expectations in Year 2Use knowledge of number facts and operations to estimate Use knowledge of number facts and operations to estimate and check answers to calculationsand check answers to calculations

Add or subtract mentally a single-digit number or a multiple of Add or subtract mentally a single-digit number or a multiple of 10 to or from any two-digit number; use practical and informal 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numberswritten methods to add and subtract two-digit numbers

Understand that subtraction is the inverse of addition and vice Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and versa; use this to derive and record related addition and subtraction number sentencessubtraction number sentences

Represent repeated addition and arrays as multiplication, and Represent repeated addition and arrays as multiplication, and sharing and repeatedsharing and repeated

subtraction (grouping) as division; use practical and informal subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support written methods and related vocabulary to support multiplication and division, including calculations with multiplication and division, including calculations with remaindersremainders

Counting

1 more

Combining groups

Number tracks

Number lines

Some of the ways we teach Maths Some of the ways we teach Maths

100 square

Counting on

Number facts

Place value

Partitioning

Empty number lines!

Using and applyingUsing and applying

King Louis!

Marvin the money monster

Play games!Play games!

Useful WebsitesUseful Websites

BBC Bitesize MathsBBC Bitesize Mathshttp://www.bbc.co.uk/bitesize/ks1/maths/ http://www.bbc.co.uk/bitesize/ks1/maths/

Ambleside Ambleside http://www.amblesideprimaryschool.co.uk/Learning-Zone/Maths-Zone.html http://www.amblesideprimaryschool.co.uk/Learning-Zone/Maths-Zone.html

ICT gamesICT gameshttp://www.ictgames.com/resources.html http://www.ictgames.com/resources.html

Family learningFamily learninghttp://www.familylearning.org.uk/online_math_games.html http://www.familylearning.org.uk/online_math_games.html

Key messagesKey messages

Have fun with maths!Have fun with maths!

Talk to your child ~ how shall Talk to your child ~ how shall we work it out?we work it out?

Put it into context ~ real lifePut it into context ~ real life