This evening we will be…

•showing how maths strategies develop across the year groups•show you the school’s calculations policy and how you can use this to help your child with their maths•key areas where you can help your child with their maths•useful resources and websites

Are you

confused by

how we teach

the children

maths these

days?

Would you like to know more

about the methods we

use?

Would you like to be able to help more with homework?

Mental maths gamesMental maths games

• Follow me cards!

• Times table practice

• Pair work

• White board response

• Interactive white board work

Our School Calculations policy.

Calculations policy for additionThe policy shows how the method progresses across the year groups. Some children may be ready for the year appropriate method, other may be consolidating the previous year’s or being extended.

Copies will be on the School website.

How would you solve these How would you solve these calculations?calculations?

3 + 7 =

22 + 33 =

120 + 11 =

1,024 + 435 =

6,962 + 4,871 =

Which method did you use? Does that method

work for all of these calculations?

What skills were you

using?

Drawing upon a range of skillsDrawing upon a range of skills

3 + 7 = 10 (Knowing your number bonds to 10)

33 + 33 = 66 (Doubling the tens, doubling the units and then adding together)

120 + 11 = 131 (Adding 10, then adding 1 more)

1,024 + 435 = 1,459 (Add 24 to 435 = 459, then add to 1,000 or you may have used column addition)

6,962 + 4,871 = 11,833 (Column addition)

Addition across the yearsAddition across the years

Method in Year 3Method in Year 3

Addition across the yearsAddition across the years

Method in Year 4 to 5 (The expanded method)

Addition across the yearsAddition across the years

Method in Year 6 (The compact method)

350

Level 3 questions Level 3 questions involving additioninvolving addition

Level 3 questions Level 3 questions involving additioninvolving addition

In Year 2 and Year 6 the children take National tests

called SATs in Maths.

Here are some examples of types of questions, more can be found online.

Level 3 questions Level 3 questions involving additioninvolving addition

15

1st) 11.50 + 16.50 = 28

2nd) 40 -28 = £ 12

Level 4 questions Level 4 questions involving additioninvolving addition

1,614

Level 4 questions Level 4 questions involving additioninvolving addition

9:20

Level 4 questions Level 4 questions involving additioninvolving addition

90

Level 5 questions Level 5 questions involving using additioninvolving using addition

196.45

Level 5 questions Level 5 questions involving using additioninvolving using addition

1st step) 15 + 15 + 15 = 45 3rd step) 108 ÷ 2 = 54 cm

2nd step) 153 – 45 = 108

What can I do to help?

Year 3 • Read the time on a 12–hour digital clock and to the nearest 5 minutes• Read an analogue clock• Calculate time intervals and find start or end times for a given time

interval

Year 4• Read time to the nearest minute• Use am, pm and 12-hour clock notation• Choose units of time to measure time intervals, e.g. seconds, minutes or hours

• Calculate time intervals from clocks and timetables

Year 5• Read timetables and time using 24-hour clock notation• Use a calendar to calculate time intervals

Year 6• All the above plus read from digital and analogue• Solve multi-step worded problems including reading and interpreting

timetables

Talk about pocket money with your child.

Help him/her to add it up week by week to workout whether they can afford a particular toy or treat.

Shop using money and calculate change.

Talk about savings account and interest, credit and debt.

Year 3• Know that there are 100 pennies in a pound.• Solve one–step and two–step problems involving money. • Develop and use written methods to record and explain addition and subtraction of two–digit numbers.

Find total amounts, give change and work out with which coins to pay with. Explain how the problem was solved.

Year 4• Solve one-step and two-step problems involving money including converting pounds to pence.• Understand the value of each number, e.g. tenths and hundredths.• Partition decimals and relate this to money.• Begin to use all four operations to solve word problems

Year 5• Solve one-step and two-step problems involving money and all four operations. • Make simple conversions of pounds to foreign currency and finding simple percentages.• Explain methods and reasoning, orally and in writing.

Year 6• Solving multi-step word problems involving money.• Calculate percentages of amount of money e.g. In a sale a jacket costs £42. There is a 10% sale, what is

the price of the jacket.• Express one quantity as a percentage of another (e.g. express £400 as a percentage of £1000);

The progression of learning about money across the year groups

Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier.

Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below:

Year 1Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10.

Year 2Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts.

Year 3 • Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and

the corresponding division facts. Year 4 • Derive and recall multiplication facts up to 10 × 10, the corresponding division

facts.  Year  5• Recall quickly multiplication facts up to 10 x 10 and derive quickly corresponding

division facts. Year 6• Use knowledge of place value and multiplication facts to 10 × 10 to derive related

multiplication and division facts involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6).

• Use knowledge of multiplication facts to derive quickly squares of numbers to 12×12.

www.teachingtables.co.uk

The aim is that for each times table:

•The children should be able to say the table in order.

E.g. 1 times 3 is 3, 2 times 3 is 6.

•They should be able to answer questions in any order.

E.g. “What is 4 x 5?” “What is 6 x 7?”

•They should be able to answer – “How many 7’s in 21?” “How many 5’s in 20?”

•They should also be able to link their tables with division – e.g. 7 x 3 is 21, so 21 ÷ 3 = 7

3) If your child is always on the move try saying them as they go up the stairs of when out walking. They can chant them as they skip or bounce a ball.

4) Make up silly rhymes to help with facts they are struggling to remember e.g.

Eight times eight is sixty-four, close your mouth and

the shut the door!

A tree on skates fell on the floor; three times eight is twenty-four.

There are lots of ways you can help your child to learn their times tables. Different activities suit different learning styles.

Remember it should be fun!

1) Buy a times table CD or tape. Listening to songs and singing can help children learn their tables in a fun way.

2) If your child likes to write or draw they can write out their times tables

or copy them from a chart. See how quickly they can do it and can they

improve on their time?

Parents eveningParents evening

‘Maths targets. A booklet for parents’ publication from the Numeracy strategy

Ideas for games, key learning skills for that year group.

Parents eveningParents evening

Parents will receive this booklet at Parents Evening.

(Copy available to download from our school’s website)

These ‘help guides’ are available on the school’s website in the year 6 area.

Useful websitessee our computers

www.mathletics.co.uk

www.topmarks.co.uk

www.educationcity.com

www.coolmath4kids.com

http://www.bbc.co.uk/schools/parents/

http://www.bbc.co.uk/schools/parents/search/

http://www.bbc.co.uk/schools/numbertime/

http://www.bbc.co.uk/schools/bitesize//

http://www.gridclub.com/Free trial and membership fee

And finally…And finally…

• Often parents ask about the Multiplication grid method and how we do division at School. If anyone would like to stay on we have further examples to show the methods used. If you feel you are happy with these methods feel free to collect your child’s levels and look at their work.