Bridlewood Primary School

Calculation and Croissant Parent Workshop

17th October 2012

Aims

To explain how we teach your children +, -, x and ÷.

To give you ideas of how you can help your children at home.

How did you solve these?

• 157+65=

• 245-152=

• 46x22=

• 154÷7=

Maths lessons

• Emphasis on mental calculation• Children are encouraged to work

mentally, using jottings to support their thinking

• Encouraged to use more formal written methods only for calculations they can not solve in their heads

• Maths through problem solving

By the end of Key Stage 2 we want your children to…

• Recall key number facts e.g all +/- facts for each number to 10, times tables, number bonds

• Have good understanding of the 4 operations

• Have an efficient, reliable method of calculation for each operation

• Apply what they know• Use a calculator effectively

Addition

Addition

Adding Practically

Addition

Encouraging childrento put the biggestnumber in their headand count on with fingers.

5 + 3

8

3 + 5

Use of a number line

1 2 3 4 5 6 7 8 9 10 11 12 13

Addition

6+5=

Use of a 100 square

34+12=

Partitioning

Addition by partitioning132+124=

Your Turn 56+43=

Addition using a blank number line

45+34=

Your Turn! 85+44

Addition

348+ 21 9 60 300 369

The Extended Method

Your turn - 266+233=

Addition- Standard Written Method

6648+1486=

We will extend further with larger numbers and decimals

Subtraction

Subtraction

3-2=

Taking away practically.

Use of a number line/100 square

12-6=6

1 2 3 4 5 6 7 8 9 10 11 12 13

Subtraction using a blank number line

62 – 26 =

Your turn! 78-44=

If the numbers are far apart, count back. If they are close together, count on.

Subtraction676 – 34 =

For this problem, you could also use this method:

654- 96

96 100 600 654

+4 +500 +54

500+54+4=558

600+ 70 + 6 30 + 4

600 + 40 + 2

Subtraction- Standard Written Method

6467-2684=

By year 6, the children will mostly be using the traditional borrowing method.

Multiplication

Reception

First of all, count in 2’s and then repeat by counting in 10’s.

Multiplication- repeated addition

xxxxx

3x5= (3 groups of 5)

xxxxx

xxxxx

5 + 5 + 5= 15

Times tables

• By end of Year 2 children should know x2,x5,x10

• Practise counting in 2’s, 3’s, 4’s, 5’s, 10’s

• Matching pairs (question on one card, answer on another)

• Musical times tables

Multiplication using a blank number line

4x3=

Your turn - 6x8=

Multiplication by partitioning

32x3=

Mentally solve this calculation by:

30 x 3 = 90 2 x 3 = 690 + 6 = 96

Your turn - 45x6=

Grid Method32x7=

33x22=

Your turn! - 34x23=

Multiplication-Standard Written Method

352x27=

352 x272464 (352x7)

7040 (352x20)

9504

13

1

1

Division ÷

Reception

• Sharing items equally into given groups

• 6÷2=

DivisionSharingThe children are sharing out into a known number ofgroups but how many in each group is unknown,

12÷3=

12 apples are shared into 3 baskets.How many apples are in each basket?

÷

Division – Y2 ÷

Division using a blank number line

25÷5= 5(How many groups of 5 are there in 25?)

÷Your turn - 24÷6

Division- Chunking

96÷6= Fact Box1x6=62x6=125x6=3010x6=6020x6=12050x6= 300100x6=600

(How many groups of 6 are there in 96?)

Your Turn!

Fact Box

1 x 9 = 9

2 x 9 = 18

5 x 9 = 45

10 x 9 = 90

20 x 9 = 180

50 x 9 = 450

100 x 9 = 900

522÷9=58

Long Division

• 105 ÷ 5

How you can support your child

• Look for and talk about numbers in the environment

• Play games• Shopping• Counting on/back• Number bonds• Doubles/Halves• Times tables• Division facts

Websites

• http://nrich.maths.org/public/• http://www.bbc.co.uk/schools/ks2bitesize/

maths/number.shtml• http://www.teachingtime.co.uk/• http://www.teachingtables.co.uk• http://www.bbc.co.uk/schools/laac/menu.shtml• http://www.woodlands-junior.kent.sch.uk/

interactive/literacy/index.htm• http://www.coxhoe.durham.sch.uk/