Churchfields Junior School Maths Forum 8.50 - 9.30am

							Osidge Primary School

KS2 Maths Presentation

      9 - 9.30am
       The aim of the session is to…

   Describe the progression in the
    teaching of addition, subtraction,
    multiplication and division

   Provide information on simple ways to
    support maths at home
         National Numeracy Strategy
   Introduced in 1999
   Most recent update 2008
   Covers all aspects of maths teaching….

                     Using and applying
             Counting and understanding number
              Knowing and using number facts
                         Calculating
                    Understanding shape
                         Measuring
                       Handling data

       Emphasis is now securing mental strategies
         before moving on to written methods
                        Addition (1)
                     Mental Maths Strategies

   Learning number facts by heart
    e.g. bonds to 5, 10, 20, doubles/halves
   Adding near multiples of 10 (compensation)
    e.g. 9+27 is the same as 10+27 (-1)
   Partitioning numbers and adding
    e.g. 23 + 32          20 + 30 = 50               3+2=5
    Therefore…. 23 + 32 = 55
   Resources used may include number lines and number squares
    - these aid mental calculation by mimicking the mental process
   At this stage ‘sums’ are written horizontally to encourage the
    use of an efficient mental method
                     Addition (2)

   When children are confident with these mental
    strategies (e.g. adding any two 2-digit numbers), they
    move on to learn a standard written column method
    (with carrying)
    e.g. 48 + 36

   Calculators are only used when focussing on the
    method used to solve a multi-step maths problem
                      Subtraction (1)

                        Mental Maths Strategies
   Learning number facts by heart including corresponding
    subtraction facts to 20
    e.g. 9+8=17 … therefore … 17-9=8 …and… 17-8=9
   Subtracting near multiples of 10 (compensation)
    e.g. 15 – 9 = (take away 10 and compensate by adding 1)
   Counting on from the lower number to the higher number
    e.g. 34 – 17 (use a number line to count on from 17 to 34)
   As with addition, resources used may include number lines and
    number squares
   Again, at this stage ‘sums’ are written horizontally to encourage
    the use of an efficient mental method
                   Subtraction (2)

   When children are confident with these mental
    strategies (e.g. subtracting any two 2-digit numbers),
    they move on to learn a standard written column
    method (with borrowing)
   e.g.        74 - 27
                2132 - 327

   As with addition, calculators are only used when
    focussing on the method used to solve a multi-step
    maths problem
                    Multiplication (1)

                        Mental Maths Strategies
   Multiplication tables – by heart (up to 10 x 10)
   Multiplying multiples of 10      e.g. 60 x 80 = 4800
   Multiplying a 2-digit by 1-digit number           e.g. 47 x 3 =
    40 x 3 = 120           7 x 3 = 21         120 + 21 = 141
   Again, at this stage ‘sums’ are written horizontally to encourage
    the use of an efficient mental method

   Once confident, standard written methods are introduced
    e.g. 47 x 3 would be solved using carrying
                  Multiplication (2)

                     Standard Methods

   Grid multiplication – extends the idea of partitioning
    numbers and multiplying the parts      e.g. 47 x 39

   Traditional standard written methods are then taught

   The method type is unimportant, as long as it is
    reliable and efficient
                      Division (1)
                  Mental Maths Strategies

   Division facts corresponding to known multiplication
    facts (up to 10x10)
    e.g. … 7 x 8 = 56 … therefore … 56 divided by 7
    is 8 …
   Dividing multiples of 10 using known multiplication
    facts
    e.g. … 560 divided by 70 is 8
   Again, at this stage ‘sums’ are written horizontally to
    encourage the use of an efficient mental method
                     Division (2)

                Standard Written Methods

   462 divided by 2
   1491 divided by 7
   1181 divided by 5
    (with a remainder or a decimal)

   Long division – chunking method (repeated
    subtraction)
    e.g. 972 divided by 36