Slide 1

Years 1, 2, 3 25 September 2012 1

Slide 2

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

Slide 3

3 Maths when do we use it?

Slide 4

Conserving number 4

Slide 5

Addition vocabulary + o altogether o more than o count on o plus o add o total o and 5

Slide 6

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.

Slide 7

Addition Number Track Counting on 6 + 5 = ? 7

Slide 8

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

Slide 9

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

Slide 10

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

Slide 11

11 Place value 2 244 Same number Different value 2 tens 4 tens 2units 4 units

Slide 12

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

Slide 13

Place value What number do these make? 3 tens and 4 units = 34 13

Slide 14

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

Slide 15

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

Slide 16

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

Slide 17

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

Slide 18

Your turn! Use an empty number line to do this calculation 36 + 23 = 59 36 +10 4656 59 18

Slide 19

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

Slide 20

Bridging through 10 or a multiple of 10 can help children become more efficient. 20

Slide 21

Your turn! 37 + 56 = Remember to start from the larger number. 21

Slide 22

Your turn! 37 + 56 = Remember to start from the larger number. 56 869093 + 30 +4 +3 93 22

Slide 23

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

Slide 24

Your turn! 59 + 123 = 123 + 60 183182 24 182

Slide 25

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

Slide 26

Your turn! 89 + 64 13 ( 9 + 4) 140 (80 + 60) 153 256 + 78 14 ( 8 + 6) 120 ( 70 + 50) 200 __334 26

Slide 27

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

Slide 28

Subtraction As with addition, start by using objects or pictures. 6 3 = 3 Cross out 3. Count what is left. 28

Slide 29

Subtraction Subtract by counting back. Remember to count the jumps. 29 20 7 = 13

Slide 30

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

Slide 31

Difference What is the difference between 3 and 6? 6 3 = 3 (count back) or count on from 3 to 6. 31

Slide 32

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

Slide 33

Subtracting the tens in one jump and the units in one jump. Bridging through ten can help children become more efficient. 33

Slide 34

Your turn! 78 45 = 78 3833 - 40 -5 33 34

Slide 35

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

Slide 36

89 = 80 + 9 - 57 50 + 7 30 + 2 = 32 Subtraction Year 3 Partitioning before subtracting - 36

Slide 37

Beginning to exchange Your turn! 83 - 47 37

Slide 38

Your turn! 38

Slide 39

39 Multiplication vocabulary o groups of o lots of o times table o times o multiplied by o multiply o double x

Slide 40

40 Multiplication Counting in 10s

Slide 41

41 Multiplication Counting in 2s

Slide 42

42 Multiplication Counting in 5s

Slide 43

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.

Slide 44

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

Slide 45

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

Slide 46

46 Multiplication As an array 3 x 5 = 15 5 x 3 = 15

Slide 47

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?

Slide 48

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?

Slide 49

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.

Slide 50

50 Partitioning 38 x 5 = (30 x 5) + (8 x 5) = 150 + 40 = 190 Multiplication Year 3

Slide 51

51 Division vocabulary o share o share equally o divide o divided by o groups o halve o half

Slide 52

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?

Slide 53

53 Division Grouping There are 6 sweets. How many children can have 2 each?

Slide 54

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

Slide 55

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

Slide 56

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.

Slide 57

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

Slide 58

58 http://www.familylearning.org.uk/multiplication_games.html http://www.ictgames.com/resources.html http://www.bbc.co.uk/bitesize/ks1/maths/ http://www.comberps.newtownards.ni.sch.uk/maths_games_for_ks1.htm http://www.maths-games.org/time-games.html http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml http://www.woodlands-junior.kent.sch.uk/maths/index.html Useful websites