Maths in year 3,4 5 and 6

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Maths Presentation to Parents about all four number operations and the strategies used to teach them.

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Maths in year 3,4 5 and 6

  1. 1. Welcome Maths in Year 3,4 5 and 6 Parents Information Meeting
  2. 2. 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!
  3. 3. 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.
  4. 4. We want children to be able 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?
  5. 5. 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 to access the curriculum in Years 3,4,5 and 6 It is essential they know: • Number bonds- two numbers that when added together make 10, 20, 30 etc • Times tables 2,5,10 • Adding multiples of 10 with ease
  6. 6. Place Value Know the value of every digit that makes up a number. It’s essential to understanding all number operations. When the children move onto formal compact calculations (as you are more familiar with) they MUST have this knowledge so they can check for sensible answers.
  7. 7. Partitioning Once children understand place value they can partition a number efficiently. Partitioning of numbers is key to all the strategies used in Primary maths.
  8. 8. Numberlines for addition and subtraction • In years 1 and 2 we use consecutive numbers numberlines • In years 3-6 children still use the counting up and back strategies but often on EMPTY numberlines.
  9. 9. 25 + 47 = Use the counting up method!! +20 +3 47 67 +2 70 72 So we start at the biggest number…47 And count up 25 places What number do we end on??? So…. 25 + 47 = 72
  10. 10. ? + 34 = 57 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?
  11. 11. + 34 = 57 +10 +10 34 +3 44 54 34 So what is 10 + 10 + 3 = 23 So….. 23 + 34 = 57 57 57
  12. 12. Children are taught to understand subtraction as taking away (counting back) and finding the difference (counting up).
  13. 13. Can I use the counting up strategy for Subtraction too? YES Have a look at this question! 43 – 27 = 16 What number shall I start from on my number line? What number do I want to get to? What number shall count on by? Can any number bond make counting on easier for me? +10 27 10 + 3 + 3 = 16 +3 37 +3 40 43
  14. 14. - 285 = 39 + + 285 300
  15. 15. Addition and Subtraction toward an efficient method •Numberlines are a time consuming method •We need to look at more efficient methods next
  16. 16. 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
  17. 17. Expanded column addition 358 + 473 = 358 + 473 11 120 700 831
  18. 18. 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. 54 - 38 30 8 54 - 30 = 24 24 - 8 = 16
  19. 19. A sports stadium holds 9010 spectators. 5643 people attend a football match. How many empty seats are there? + 57 5643 5700 +300 +3010 6000 9010 5643 3367 empty seats 5700 6000 9010 57 +300 +3010 3367
  20. 20. Expanded Column Subtraction 74 – 23 = ? 663 – 378 = ? 500 150 50 13 70 4 600 60 3 - 20 3 - 300 70 8 200 80 5 50 1 = 51 = 285
  21. 21. Compact subtraction 45 - 36 750 - 567
  22. 22. Multiplication
  23. 23. Division

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