Ratcliffe College

1. Welcome to the Maths information evening for KS2

2. AIMS
 To inform our Parents on how Maths
is delivered within KS2 (Y3-6)
 To enhance our children’s learning of
Maths
 To understand the importance of Maths
all around us (as well as in School)
 To work together as a school and at
home
 To inform of the progressive strategies in
the 4 operations of number
 To share resources

3. What are school doing?
• Increased the number of maths lessons taught (new
structure of the timetable)
• Booster groups within some Year groups
• Active learn and Mathletics websites
• Moved to the new curriculum in September 2015
• Transition between the Nursery - Prep - Senior School
• Children taught in the appropriately paced group from
Y4-6
• Weekly lesson/ test on times tables and mental maths
• Use of technology within the classroom

4. Exciting and engaging initiatives, this
year…………………
MATHS DAY (WITH A PIRATE THEME)
• PUPIL LED TUTORIALS UPLOADED TO OUR
VLE
• LEARNING MENTORS
• SINGING TIMES TABLES
Watch this space……………………………..

5. How can our Parents help?
Know what your child is learning in school by
• Learning objectives available each term (VLE)
• Passports- started in KS1(2013) and continuing into KS2 from
September 2015 (Y3)
• Mathletics and Active learn websites (certificates and celebration
board)
• Calculations policy
• Prep
• TIMES TABLES and Mental Maths (weekly tests, driving tests)
• We are happy to help- please ask us

6. We would like our Parents to feel confident using the
strategies that the children are using
‘We didn’t learn it that way when I was at school’
‘ I’m not sure how to do it?’
• Use the vocabulary the children understand and the taught strategies
• Ask your child to explain how they’ve got to the answer
• It is ok for the children to make errors, we learn from them, and can
see where there is a misconception.
• PLEASE Don’t do it for them!
• Note if help was given
• Opinions
• Maths in the real world- helps to consolidate the learning in the
classroom

7. We would like our Parents to feel confident using the
strategies that the children are using
‘We didn’t learn it that way when I was at school’
‘ I’m not sure how to do it?’
• Use the vocabulary the children understand and the taught strategies
• Ask your child to explain how they’ve got to the answer
• It is ok for the children to make errors, we learn from them, and can
see where there is a misconception.
• PLEASE Don’t do it for them!
• Note if help was given
• Opinions
• Maths in the real world- helps to consolidate the learning in the
classroom

8. TIMES TABLES
By the end of Year 1: 2x, 5x 10x
By the end of Year 2: 2x, 3x, 4x, 5x & 10x
By the end of Year 3: 2x, 3x, 4x, 5x, 8x, 9x, 10x &
11x
By the end of Year 4: 2x through to 12x tables
STAGES
1. As an individual times table
2. As mixed tables
3. By switching
4. By leaving gaps to fill in?
• Know that the 2s, 4’s and 8’s are related
• Know that 3s, 6s and 12s are related
• Know that 5s and 10s are related
• Patterns and tricks to help
• Relationship to division

9. Websites and resources
o Mathletics
o Activelearnprimary
o Topmarks
o BBc bitesize
o Maths is fun
o You tube
 Number lines
 Number squares
 Physical resources and visual
 Dictionaries
 PPT on Parents’ Portal
 Calculation’s policy on the Parent’s Portal
 VLE

10. Addition, Subtraction, Multiplication and Division
( 4 operations of Numeracy)
So how do we teach our children to calculate?
Strategies - Mental and written
Stages- KS1-KS2-KS3 is all Progressive,
Our children should be able to apply and select appropriate method for the
question and size of number (TOOLKIT)
Vocabulary-
http://webarchive.nationalarchives.gov.uk/20110202093118/http:/national
strategies.standards.dcsf.gov.uk/node/85273

12. The following slides explain and demonstrate the four
operation of number calculation strategies (addition,
subtraction, multiplication and division).
These are in line with our Calculations policy.
Please contact your child’s class teacher or Mrs Gilchrist
if you would like any further assistance or support.
Thank you.

13. Year 3 - Addition
Mental Calculations
Mental recall of number facts
- Number bonds to 10 and 20
- Pairs to 100 (multiples of 10 and 5)
- Adding multiples and near multiples
of 10 and 100.
- Add two 2–digit numbers by
counting on in tens and ones.

14. Year 3 - Addition
Written methods
Partitioning into hundreds, tens and
ones, then recombining.
46 + 38
40 + 30 = 70
6 + 8 = 14
+30 + 8
46 76 84

15. Year 3 - Addition
Written methods
Using place value and number facts to
split 1-digit numbers.
176 + 8 = 184
since 176 + 4 = 180 and 8 = 4+4
+4 +4
176 180 184

16. Year 3 - Subtraction
Mental Calculations
- Number bonds and pairs to 100
- Subtracting multiples and near
multiples of 10
- Subtract a pair of 2-digit
numbers by counting on or
back.

17. Year 3 - Subtraction
Written methods
Place value subtractions
536 – 30 = 506
417 – 7 = 410
849 – 800 = 49

18. Year 3 - Subtraction
Written methods
Find the difference by counting up,
using number facts to bridge 100.
123 – 57 = 66
+3 +40 +23
57 60 100 123

19. Year 3 - Subtraction
Written methods
Subtract 19 or 21, 29 or 31 etc
35 – 19 = 16
+1
15 16 35
-20

20. Year 4 - Addition
Mental Calculations
Mental recall of number facts
- Number bonds to 20 (13+7)
- Quickly recall pairs to 100 and £1
(53p+47p)
- Adding multiples and near multiples
of 10, 100 and 1000 (640+1300)
- Add any two 2–digit numbers by
counting on in tens and ones.

21. Year 4 - Addition
Written methods
Using place value and number facts to
split numbers.
176 + 8 = 184
since 176 + 4 = 180 and 8 = 4+4
+4 +4
176 180 184

22. Year 4 - Addition
Written methods –
Partitioning H,T U
Expanded Column Addition
634
+291
5 (4 + 1)
120 (30 + 90)
800 (600 + 200)
925
600 + 30 + 4
200 + 90 + 1
800 +120+5 = 925

23. Year 4 - Subtraction
Mental Calculations
- Quickly recall number bonds and pairs
to 100
- Subtracting multiples and near
multiples of 10, 100 (192 - 40)
- Subtract a pair of 2-digit numbers by
counting on or back.
- Find change from £10, £20 and £50

24. Year 4 - Subtraction
Written methods
Find the difference by counting up,
using number facts to bridge 100.
754 – 86 = 668
+14 +600 +54
86 100 700 754

25. Year 3 - Multiplication
Mental Calculations
- Multiplication facts in 2x, 3x,
4x, 5x, 9x 10x table.
- Understand that multiplication
is commutative. 5 x 8 = 8 x 5
- Double numbers up to 50
- Multiply whole numbers by 10
and 100.

26. Year 3 - Multiplication
Written methods
Repeated addition using a number line
3 x 6 = 18
0 6 12 18

27. Year 3 - Multiplication
Written methods
Partitioning to multiply 2-digit numbers
by ‘friendly’ single digit numbers.
32 x 3 = 96
x 30 2
3 90 6

28. Year 3 - Division
Mental Calculations
- Use grouping/fingers to divide
in 2x, 3x, 4x, 5x, 10x table.
- Understand that division is
related to multiplication.
- Halve even numbers to 100.
- Divide whole numbers by 10 or
100.

29. Year 3 - Division
Written methods
Grouping using a number line.
I have 24 biscuits and there are six
people in my family. How many do they get
each?
24 ÷ 6 = 4
0 6 12 18 24

30. Year 3 - Division
Written methods
Remainders.
13 ÷ 3 = 4 r1
+1
0 3 6 9 12
How many 3s make 13? How many left over?

31. Year 4 - Multiplication
Mental Calculations
- Multiplication facts up to 12 x 12
- Double and halve numbers up to 100
- Multiply whole numbers by 10, 100 and
1000. (300 x 6 or 4000 x 8)

32. Year 4 - Multiplication
Written method - Partition
Partitioning to multiply 2-digit numbers
by ‘friendly’ single digit numbers.
23 x 4 = 92
23 x 4 = (20 x 4) + (3 x 4)
80 + 12
= 92

33. Year 4 - Multiplication
Written methods – the grid method
Partitioning to multiply 2-digit numbers
by ‘friendly’ single digit numbers.
23 x 7 =
x 20 3
7 140 21

34. Year 4 - Division
Mental Calculations
- Know division facts for times tables
up to 12 (144 ÷12 = 12)
- Halve even numbers to 200
(half of 152 = 76)
- Divide whole numbers by 10 or 100.
(3200 ÷ 8 = 400)

35. Year 4 - Division
Written methods
Remainders
41 ÷ 4 = 10 r1
How many 4’s are in 40? How many left over?
10 x 4 +1
0 40 41
10x 4 =40 +1

36. Year 5 Mental Addition
• Mental recall of number bonds to 1 and the
next whole number
• Adding numbers with two significant digits
only
• Adding one or two digit multiples of 10,
100, 1000, 10,000 and 100,000
• Adding decimal numbers which are near
multiples of 1 or 10 including money
• Using place value and number facts to add
two or more ‘friendly numbers’

37. Year 5 Written Methods
• To add two or more
whole numbers with up
to 5 digits
• To add any pair of 2
place decimal numbers
including money.
5 4 3 2 1+
2 3 4 5
5 0 9
5 7 1 7 5
£ 5 4. 2 1 +
£ 1 2. 3 4
£ 6 6. 5 5
Partitioning of Th,H,T,U
Using column addition

38. Begin to add related fractions using
equivalences.
1/2 + 1/6 =
Can be solved by converting ½ in to sixths
Eg. 3/6 + 1/6
Year Five Written Addition

39. Year 5 Mental Subtraction
• Subtract numbers with two significant digits
only
• Subtract one or two digit multiples of 100,
1000, 10,000 and 100,000
• Subtract one or two digit near multiples of 100,
1000, 10,000 and 100,000 from other numbers
• Subtract decimal numbers which are near
multiples of 1 or 10 including money
• Use counting up and number bonds to perform
mental subtraction
• Recognise fraction complements to 1 and the
next whole number.

40. Year Five Written Subtraction
• Use column subtraction to
subtract numbers with up
to five digits, including
exchanging where
necessary.
1 1
1 2 3 4 5 -
6 3 1
1 1 7 1 4
• Use complimentary addition for
subtractions where the larger number is
a multiple of 1000
Eg. 3000-2387 is done by
+3 +10 +600 =613
2387 2390 2400 3000

41. Year Five Written Subtraction
• Use complementary addition for subtractions of
decimals with up to two places including amounts
of money eg. £30.00- £23.87 could be solved by
• Begin to subtract related fractions using
equivalences.
E.g. ½ - 1/6 =
Can be solved by converting ½ to 3/6 so 3/6-1/6=
2/6
+£00.03 +£00.10 +£6.00 =£6.13
£23.87 £23.90 £24.00 £30.00

42. Year 6 Mental Addition Calculations
• Know number bonds to 100,1000 and
derive related facts- decimals
• Add multiples and near multiples of
power 10
• Add negative numbers in context
(temperature)
• Add 1 and 2 place decimal numbers less
than 1
• Add positive to negative numbers

43. Year 6 Written Mental Calculations

44. Partition into Hundreds, Tens, Units and decimal fractions and recombine
Either partition both numbers and recombine or
partition the second number only e.g.
35.8 + 7.3 = 35.8 + 7 + 0.3
= 42.8 + 0.3
= 43.1
35 + 7 = 42
0.8 + 0.3= 1.1
42 + 1.1= 43.1
35.8 42.8 43.1
+7 +0.3
+ = signs and missing numbers
Continue using a range of strategies as in Year 1-5
but with appropriate numbers, more digits and
decimals.

45. Add the nearest multiple of 10, 100 or 1000, then
adjust
Continue as in Year 2, 3, 4 and 5 but with appropriate
numbers including extending to adding 0.9, 1.9, 2.9 etc
Pencil and paper procedures
Column addition for numbers up to 5 digits
Extend to numbers with any number of digits and decimals
with 1, 2 and/or 3 decimal places.
13.86 + 9.481 = 23.341
13.860
+ 9.481
23.341
1 1 1
Revert to expanded methods if the children experience any
difficulty.

46. Find a difference by counting up
e.g. 8000 – 2785 = 5215
To make this method more efficient, the number of steps should
be reduced to a minimum through children knowing:
Complements to 1, involving decimals to two decimal places
( 0.16 + 0.84)
Complements to 10, 100 and 100

47. Subtract the nearest multiple of 10, 100 or 1000,
then adjust
Continue as in Year 2, 3, 4 and 5 but with appropriate numbers.
Use known number facts and place value to subtract
0.5 – 0.31 = 0.19
Pencil and paper procedures
Complementary addition
6467 – 2684 = 3783
OR
6467 – 2684 = 3783
16 (2700) can be refined to 316 (3000)
300 (3000) 3467 (6467)
3467 (6467) 3783
3783
Reduce the number of steps to make the calculation more efficient.
Extend to 2 places of decimals

48. Partition
87 x 6 = 522
87 x 6 = (80 x 6) + (7 x 6) = 522
OR
Use the grid method of multiplication (as below)
Pencil and paper procedures
Grid method
372 x 24 is approximately 400 x 20 = 8000
Extend to decimals with up to two decimal places.

49. Short Column Multiplication
The recording is reduced further, with carry digits recorded below/ above
the line.
38
x 7
266
5
Children who are already secure with multiplication for TU × U and TU ×
TU should have little difficulty in using the same method for HTU × TU or
applying decimals.
286
x 29
2574 (9 x 286 = 2574)
5720 (20 x 286 = 5720)
8294
1

50. Sharing, grouping and remainders as Year Five
Pencil and paper procedures- Chunking
977 ÷ 36 is approximately 1000 40 = 25
Partition the dividend into multiples of the divisor:
e.g. 977 = 720 + 180 + 77
720 ÷ 36 = 20
180 ÷ 36 = 5
77 ÷ 36 = 2r5 20 + 5 + 2r5 = 27r5
OR
977 - 720 36 X 10 (20 groups)
257
- 180 36 x10 /2 ( 5 groups)
77
- 72 36 x 2 ( 2 groups)
5
Answer: 27 5/36

51. Pencil and Paper procedures- Short Division Method
Write down how many times your divisor goes into the first number of the
dividend. If there is a remainder, that's okay.
Write down your remainder to the left of the next digit in the dividend.
Continue. Repeat steps 1-3 until you are done.
1 6 9 r2
5 83447
If you are dividing by 2 digit number you may need to use
chunking
Both methods above are necessary at this stage, to deal with the wide
range of
problems experienced at Year Six.

52. Websites
Maths is fun
Woodlands junior
Topmarks
Bbc bitesize
Ictgames (maths)
Mathszone
Youtube- tutorials/ songs
MATHLETICS
Active learn Primary
Dictionary