Maths in Year 3,4 5 and 6

Parents Information

Meeting

Welcome

How we teach.What’s different?

• Interactive teaching

• Emphasis on mental calculation

• Different approach to written calculation

• Maths through problem solving

• We DO have text books!!

• Maths is fun!

Our Aims

The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track.

To do this children need to learn quick and efficient methods, including appropriate

written and mental methods.

We want children to beable to ask themselves

questions.• Can I do this in my head?

• Can I do this in my head using drawings or jottings?

• Do I need to use an expanded/compact written method?

• Do I need a calculator?

• Finally – is my answer sensible?

Key Skills Learnt in FS/Y1 and Y2

Children need to have a sound foundation in Early Years and Year 1 and 2 maths to be able toaccess the curriculum in Years 3,4,5 and 6

It is essential they know:

• Number bonds- two numbers that whenadded together make 10, 20, 30 etc

• Times tables 2,5,10

• Adding multiples of 10 with ease

Place Value

Know the value of every digit that makes up a number.

It’s essential to understanding all numberoperations.

When the children move onto formal compact calculations (as you are more familiar with) theyMUST have this knowledge so they can check forsensible answers.

Partitioning

Once children understand place value they can partition a number efficiently.

Partitioning of numbers is key to all thestrategies used in Primary maths.

Numberlines for addition and subtraction

• In years 1 and 2 we use consecutive numbersnumberlines

• In years 3-6 children still use the counting up and back strategies but often on EMPTY numberlines.

25 + 47 =Use the counting up method!!

So we start at the biggest number…47

And count up 25 placesWhat number do we end on???

So….

25 + 47 = 72

47

+20

67

+3

70 72

+2

Use the Counting Up Strategy

Remember -You need to think about:

What number shall I start with on my number line?

What number do we want to count up by?

Are there any number bonds that can help me?

+ 34 = 57?

34 44 54 57

+10 +10+3

So what is 34 57

10 + 10 + 3 = 23

So…..

+ 34 = 5723

+ 34 = 57

Children are taught to understand subtraction as taking away (counting back) and finding the difference (counting up).

Can I use the counting up strategy for Subtraction too?

Have a look at this question!

43 – 27 =

What number shall I start from on my number line?

27

What number shall count on by?Can any number bond make counting on easier for me?

37

+10+3 +3

40 43

10 + 3 + 3 = 16

16

What number do I want to get to?

YES

- 285 = 39

285 300

+

+

Addition and Subtraction toward anefficient method

•Numberlines are a time consuming method•We need to look at more efficient methods next

45 + 36 = There are 45 boys in a school and 36 girls. How many altogether?

Children should partition (split) each number into tens and units.

45 + 36

40 5 30 6

40 + 30 = 70 5 + 6 = 11

70 + 11 = 81

358 + 473 =

Expanded column addition

358

+ 473

11

120

700

831

54 - 38

30 8

54 - 30 = 24 24 - 8 = 16

54 - 38 = There are 54 children in a school and 38 are poorly. How many are left at school?

Children should partition (split) each number into tens and units.

A sports stadium holds 9010 spectators. 5643 people attend a football match. How many empty seats are there?

5643

5700

6000

9010

57

+300

+3010

3367

5643 5700 9010

+ 57 +300 +3010

3367 empty seats

6000

Expanded Column Subtraction

74 – 23 = ?

70 4

- 20 3

50 1 = 51

663 – 378 = ?

600 60 3

- 300 70 8

1350500150

580200 = 285

Compact subtraction

45

- 36

750 - 567

Multiplication

Division