PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie...

PRIMARY ADVANTAGE

MATHEMATICS PROGRAMME

A MODEL OF BEST PRACTICE The Four Operations

Lizzie Winterton and

Catherine Thomas

The Fundamentals – Year 3

The Fundamentals – Year 4

Experience and the National Curriculum

Procedural Fluency

Conceptual Understanding

What does this mean

for teaching?

Primary Advantage

Maths Programme

Addition – Mental Methods

50 + 643 324 + 58 360 + 360

3.2 + 1.9 1.5 + 1.6 27 + 36 + 13Did you:•Count on from the largest number?•Re-order the numbers?•Partition the numbers into 100s 10s and ones?•Bridge through 10 and multiples of 10?•Add 9, 11, etc. by adding a multiple of 10 and compensating?•Use near doubles?•Use knowledge of number facts?These are all strategies that children need to be aware of when carrying out addition calculations.

Compacted

or

leading to

Models for Addition

Compacted

or

Models for Addition

Compacted

or

Models for Addition

Compacted

or

leading to

Models for Addition

Compacted

or

Models for Addition

Compacted

or

leading to

40

Models for Addition

Have a go at completing the sums below, drawing the place value counters: 1.127 + 154

1.212 + 139

2.176 + 116

1.172 + 50

Your turn:

Remember to use the terms regroup and rename.

H T O

182

= 281

leading to

or

Compacted

7

Models for Subtraction

or

Compacted

leading to

Models for Subtraction

leading to

or

Compacted

26 12 6 12

Models for Subtraction

leading to

or

Compacted

26 12 6 12

Models for Subtraction

Have a go at completing the sums below, drawing the place value counters: 1.377 - 194

1.122 - 91

2.132 - 121

1.172 - 191

Your turn:

377 – 194

Remember to use the terms regroup and rename.

= 183H T O

381

Bead Bar

Number Line

Fingers“6” “9” “12”“3”

0 3 6 9 12

Lots of the ‘same thing’

Models for Multiplication

3 x 44 x 3

Models for Multiplication

Four groups of 3 Three groups of 4

Multiplication is commutative

How can it be represented?

An image for 7 x 8 = 56

Models for Multiplication

20 20

8 8

This demonstrates how children can use partitioning and facts they know to calculate unknown sums.

18

13

1810 8

13

3

10100 80

2430

Models for Multiplication

18 x 13 = 234

Progressing towards the standard algorithm

1 0 8

1 0

3

1 0 0 8 0

3 0 2 4

Models for Multiplication

10 8

10

3

100 80

30 24

1 8

1 3

5 4

1 8 0

2 3 4

Models for Multiplication

Either:

•How many 7s can I see? (grouping)

Or:

•If I put these into 7 groups how many

in each group? (sharing)

Models for Division

An image for 56 ÷ 7

An image for 56 ÷ 7

Models for Division

5 6780

The array is an image for division

too

7

8

5 6

120 ÷ 3

40

1203

The power of the place value counters for larger numbers

Models for Division

1200 ÷ 3

Similarly for 100s

400

12003

Models for Division

2 01 3 8

Hundreds Tens Ones

610

31

1386

23

Dare to share fairly – free app

Have a go at completing the sums below, using the app: 1.125 ÷ 5

1.232 ÷ 4

2.167 ÷ 2

1.656 ÷ 5

Your turn:

Remember to use the terms regroup and rename.

Have a go…

www.discoveryeducation.co.uk

Username: student20561

Password: trinity

All the slides from tonight will be available to download from the school website:

www.holytrinity.hackney.sch.uk

Help your child to have:

• Rapid recall of addition and

subtraction facts to 10, 20, 100

• Rapid recall of doubles and

halves to 100

• Rapid recall of 2, 3, 4, 5, 6, 7, 8,

9, 10, 11 & 12 times tables

• The knowledge of how to read

the time on an analogue and

digital watch

1. Look, cover, write and check

1. I say, you say

1. Five minutes whenever you get the chance