# Churchfields Junior School Maths Forum 8.50 - 9.30am

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```							Osidge Primary School

KS2 Maths Presentation

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

   Describe the progression in the
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
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)
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

   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

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