CALCULATION POLICY PARENTS GUIDE TO MATHS


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1 HESTON PRIMARY SCHOOL CALCULATION POLICY AND PARENTS GUIDE TO MATHS A guide to helping your child achieve in mathematics
2 Introduction Welcome to Heston Primary School s revised and updated calculation policy. Last year we had the challenge of introducing the New Primary Curriculum which came into effect at the start of last September for years 1, 3, 4 and 5. This year the new curriculum will be extended to years 2 and 6 who will sit the new mathematics curriculum tests in May The principles of maths have, of course, not changed but the expectations of children s knowledge, skills and application have increased at each stage of their education. This booklet shows how maths, in terms of number calculations, is taught at Heston Primary school in line with the New Maths Curriculum. Calculations make up just one part of maths, with the new curriculum also covering fractions (including percentages and decimals), measurement, geometry and in year 6  algebra. If you would like to know how any of these other areas of maths are taught in school, please see either your child s class teacher or myself. To avoid confusion, it is highly recommended that any support you give to your child s maths learning at home is in line with the methods and examples given in this book. If your child receives private tutoring at home, it is also suggested that the tutors concerned teach according to this maths policy. Maths should be a fun subject and we hope your child enjoys their maths learning during their time at Heston Primary School and beyond. There is an appendix section at the back of this policy with further information on how you can help your child achieve in mathematics. Peter Haddock Assistant Headteacher and Maths Coordinator September 2015 How to use this booklet This book contains the methods used to teach the four main calculating operations  addition, subtraction, multiplication and division. If your child is struggling with some aspect of calculating expected at their age group, do not be afraid of going back to basics. It is important that children understand basic techniques before undertaking more complex maths. Towards the end of this booklet there is also a guide to mental maths and an appendix section with useful information.
3 Appendix The following pages outline mental maths strategies that can be used with your children, as well as information on targets, Mathletics and useful websites. Useful Websites Mathletics A mental maths tool used by Heston children who all have a logon account. Nrich Excellent challenging maths problems that help improve children s higher order thinking skills. BBC Bitesize Fun maths activities although not as yet updated for the new curriculum.
4 TARGET SHEETS All children in Key Stages 1 and 2 will have a maths target sheet attached to the inside cover of their class exercise book. When their teacher marks their books they will highlight and date targets that have been met and set new targets. Targets highlighted green have been met with targets highlighted yellow being the targets the children are currently working on. If you ask your child what targets they are currently working on, they should be able to tell you. It is important to encourage children to work towards their targets so that they can understand the whole curriculum for their year group.
5 Mathletics is an internet based educational maths resource that children can access at home as well as school. All children have been issued with a username and password to logon to Mathletics where they will find many fun activities which help them with their calculating and maths skills. Teachers will regularly put up challenges on the website and children are encouraged to access Mathletics often. Specific activities on Mathletics may sometimes be set as homework.
6 MENTAL STRATEGIES FOR ADDITION Mental recall of number bonds = = = = 20 Use near doubles = double = 13 Addition using partitioning and recombining = ( ) + (4 + 5) = 79 Counting on or back in repeated steps of 1, 10, 100, = 143 (by counting on in tens and then in ones) = 160 (by counting back in hundreds) Add the nearest multiple of 10, 100 and 1000 and adjust = = = = 529 Use the relationship between addition and subtraction = = = = 19
7 MENTAL STRATEGIES FOR SUBTRACTION Mental recall of addition and subtraction facts 10 6 = = = = 2 Find a small difference by counting up = 3 Counting on or back in repeated steps of 1, 10, 100, = 34 (by counting back in tens and then in ones) = 160 (by counting back in hundreds) Subtract the nearest multiple of 10, 100 and 1000 and adjust = = = = 387 Use the relationship between addition and subtraction = = = = 19
8 MENTAL STRATEGIES FOR MULTIPLICATION Doubling and halving Applying the knowledge of doubles and halves to known facts. e.g. 8 x 4 is double 4 x 4 Using multiplication facts Tables should be taught everyday from Y2 onwards, either as part of the mental oral starter or other times as appropriate within the day. Year 2 2, 5 and 10 times tables Year 3 2, and 10 times table. Year 4 Derive and recall all multiplication facts up to the 12 times table. Years 5 & 6 Derive and recall quickly all multiplication facts up to the 12 times table. Using and applying division facts Children should be able to utilise their tables knowledge to derive other facts. e.g. If I know 3 x 7 = 21, what else do I know? 30 x 7 = 210, 300 x 7 = 2100, 3000 x 7 = , 0.3 x 7 = 2.1 etc Use closely related facts already known 13 x 11 = (13 x 10) + (13 x 1) = = 143 Multiplying by 10 or 100 Knowing that the effect of multiplying by 10 is a shift in the digits one place to the left. Knowing that the effect of multiplying by 100 is a shift in the digits two places to the left. Partitioning 23 x 4 = (20 x 4) + (3 x 4) = = 92 Use of factors 8 x 12 = 8 x 4 x 3
9 MENTAL STRATEGIES FOR DIVISION Doubling and halving Knowing that halving is dividing by 2 Deriving and recalling division facts Tables should be taught everyday from Y2 onwards, either as part of the mental oral starter or other times as appropriate within the day. Year 2 2, 5 and 10 times tables Year 3 2, and 10 times table. Year 4 Derive and recall all multiplication facts up to the 12 times table. Years 5 & 6 Derive and recall quickly all multiplication facts up to the 12 times table. Using and applying division facts Children should be able to utilise their tables knowledge to derive other facts. e.g. If I know 3 x 7 = 21, what else do I know? 30 x 7 = 210, 300 x 7 = 2100, 3000 x 7 = , 0.3 x 7 = 2.1 etc Dividing by 10 or 100 Knowing that the effect of dividing by 10 is a shift in the digits, one place to the right. Knowing that the effect of dividing by 100 is a shift in the digits, two places to the right. Use of factors = = = 18 Use related facts Given that 1.4 x 1.1 = 1.54 What is , or ? Using and applying division facts Children should be able to utilise their tables knowledge to derive other facts. e.g. If I know 3 x 7 = 21, what else do I know? 30 x 7 = 210, 300 x 7 = 2100, 3000 x 7 = , 0.3 x 7 = 2.1 etc Use closely related facts already known 13 x 11 = (13 x 10) + (13 x 1) = = 143 Multiplying by 10 or 100 Knowing that the effect of multiplying by 10 is a shift in the digits one place to the left. Knowing that the effect of multiplying by 100 is a shift in the digits two places to the left. Partitioning 23 x 4 = (20 x 4) + (3 x 4) = = 92 Use of factors 8 x 12 = 8 x 4 x 3
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