Supporting your child in Maths
The aims of this morning: To share the methods we use to teach addition and subtraction calculations at school; To explore the practical methods that children use to support their learning in Maths; To discuss ways that you can support your children at home in a way that encourages enthusiasm for the subject.
PLEASE, PLEASE... NEVER say that you are bad at maths not anywhere within a 100-mile radius of any child you ever want to influence - Naomi Sani How to do Maths so your children can too
Place Value Understanding of the value of the digits that make up a number is crucial to developing children s understanding of the concept of addition and subtraction Children are taught how to partition numbers from KS1 and throughout the school.
Number Bonds Recall of number bonds to 10 is also another key point of understanding that children need to be able to carry out addition and subtraction calculations: 0 + 10 = 10 1 + 9 = 10 2 + 8 = 10 3 + 7 = 10 4 + 6 = 10 5 + 5 = 10 Children will begin to recall these as facts as they move through KS1.
Addition When children are first introduced to the notion of addition in school they are taught to relate it to grouping sets of objects or counting on. This is done using a number of different models and images: Singing number songs and rhymes to count on in familiar contexts. Counting on in 1 s from any given number. Finding lots more by counting on number lines or using bead strings.
Addition Children are always encouraged to start with the largest number. Teachers illustrate using this as a staring point by putting in their head using their hand Finding lots more by counting on number lines or using bead strings.
Addition As their confidence increases children will begin to use number lines independently to support them in carrying out their addition problems. 3 + 2 = 5 +1 +1 0 1 2 3 4 5 6 7 8 9 It is only at this stage that we would expect children to confidently record their working using a number sentence.
Addition The number line method will then naturally progress through the following stages: Using a blank number line to jump on in 1 s. 3 + 2 = 5 +1 +1 3 4 5 Using a blank number line to jump in 10 s and 1 s. 34 + 23 = 57 +10 +10 +1 +1 +1 34 44 54 55 56 57
Addition And develop further to increase efficiency of the method: Adding the units on in one jump 34 + 23 = 57 +10 +10 +3 34 44 54 57 Adding the tens in one jump 34 + 23 = 57 +20 +3 34 44 54 57 Bridging through ten 37 + 15 = 52 +10 +3 +2 37 47 50 52
Addition Once children have shown a full level of understanding of the concept of addition they will be taught how to use column methods to increase efficiency in their calculations: Horizontal expansion: 83 + 42 80 + 3 40 + 2 ------------ 120 + 5 = 125 367 + 185 300 + 60 + 7 100 + 80 + 5 -------------------------- 400 + 140 + 12 = 552
Addition Once children have shown a full level of understanding of the concept of addition they will be taught how to use column methods to increase efficiency in their calculations: Vertical expansion: 367 + 185 367 185 -------- Units 12 (7+5) Tens 140 (60 + 80) Hundreds 400 (300+100) ------- 552
Addition Once children have shown a full level of understanding of the concept of addition they will be taught how to use column methods to increase efficiency in their calculations: Vertical: 367 +185 552 1 1
Subtraction We use very similar models and images when the children are first introduced to subtraction to help children make the link between these two operations: Counting back in 1 s from any given number. Finding less by counting on number lines or using bead Singing number songs and rhymes to count back in familiar contexts. strings to take away.
Subtraction As with addition children will begin to use number lines independently to support them in carrying out their subtraction problems. It is important to note that the concept of subtraction is linked to finding the difference. This is why children are taught to count on from the smaller to the larger number when using a number line. 5 3 = 1 + 1 = 2 +1 +1 0 1 2 3 4 5 6 7 8 9
Subtraction The number line method will then naturally progress through the following stages: Using a blank number line to jump on in 1 s to find the difference 5 3 = 2 +1 +1 3 4 5 Using a blank number line to jump in 10 s and 1 s to find the difference 57 34 = 23 +10 +10 +1 +1 +1 34 44 54 55 56 57
Subtraction And develop further to increase efficiency of the method: Adding the units on in one jump 57 34 = 23 +10 +10 +3 34 44 54 57 Adding the tens in one jump 57 34 = 23 +20 +3 34 44 54 57 Bridging through ten 84 56 = 28 +4 +20 +4 56 60 80 84
Subtraction Once children have shown a full level of understanding of the concept of subtraction they will be taught how to use column methods to increase efficiency in their calculations: Horizontal expansion: 458-124 400 + 50 + 8-100 + 20 + 4 ----------------- 300 + 30 + 4 ---------------- 334
Subtraction Once children have shown a full level of understanding of the concept of subtraction they will be taught how to use column methods to increase efficiency in their calculations: Horizontal expansion with adjustment: 754-286 700 + 50 + 4-200 + 80 + 6 40 14 700 + 50 + 4-200 + 80 + 6 600 140 700 + 40 + 14-200 + 80 + 6 600 + 140 + 14-200 + 80 + 6 400 + 60 + 8 468
Subtraction Once children have shown a full level of understanding of the concept of subtraction they will be taught how to use column methods to increase efficiency in their calculations: Vertical: 754-286 1 4 6 1 7 5 4-2 8 6 4 6 8 Children are taught to exchange a ten for ten units which deepens their understanding of place value.
Bead strings can be used to help count on and find the difference. Counters and other counting equipment can be used to show how we are calculating in a practical way. What do we mean by practical equipment? Number lines are used to illustrate addition and subtraction calculations.
...... Talking about Maths One of the most valuable things you can do with your child is talk to them about maths, when you are out shopping, playing games involving numbers or doing jobs around the house.... Some examples......
Sing Number Rhymes and songs One, two, buckle my shoe... One two three four fiver, once I caught a fish alive... Ten green bottles... There were ten in a bed...
Around the house... How many knives and forks do you need to set the table? Which glass will hold the most orange juice? How many yellow flowers can you see? Can you find all the matching pairs of socks?
How many people are in the queue in front of us? Out and about... Can you spot the digits 1-9 on passing car number plates? Can you collect 6 bananas from the shelf? What shapes can you see on this building? How much change will we get if we pay with a 1 coin?
Playing Games Board games such as Ludo and Snakes and Ladders encourage using dice and counters and taking turns. Jigsaws help to develop essential problem solving skills. Keeping scores in card games or magnetic darts is invaluable in reinforcing mental calculation strategies.
Any questions...
In the classrooms... You may spend time in your child s classroom until approximately 10.30. If you have more than one child please feel free to move from one room to the other in your own time. Lessons are being taught as normal and the teachers attention will be with the other children in the classroom. We would appreciate it if you did not take away from this valuable input by asking questions of the teacher yourself. You may ask questions of Miss Everton or Miss Godbold who will both be available in the entrance after the session has finished. Space will be tight and we apologise that we can not accommodate seating in the classrooms for you.