2. AIMS
To update our Parents on how Numeracy
is delivered within KS1
(KS2 on February 05/02/14)
To understand the importance of Numeracy
within the curriculum and the wider world
To enhance our children’s learning
To work together as a school and at home
To demonstrate progressive strategies in
the 4 operations of number
To share resources and support ideas
3. How we can all help?
Know what your child is learning in school?
Learning objectives sent home half termly
Passports
Prep
Communicate with your child about Numeracy and their teacher
Year 1 Numeracy diary (Year2)
Numeracy involved in the ‘real world’
Games and Fun
Own opinions- positive and encourage
Know why Numeracy is important
Ok to make errors, we learn from them, see where there is a misconception
Don’t do it for them!
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
4. In our recent Tutor Time, we asked the children
‘Why do we learn Numeracy?’
Display board
Positive and important
3 categories
• Helps us/ improve/ get better results/ answer more
quickly
• Jobs and future careers- get a better job, go to a better
University
• Every day life- know what number house my friend
lives, know how many things to box up, cook,
play sport, shop, read the time………………
Parental perceptions
Child’s perceptions
5. Our aim, as a school, is toImprove calculations and be able to do maths in our heads
securely using a variety of strategies for the 4 operations of
number and when the numbers start to get too big, to move
onto using paper and pencil methods, more formal methods and
then to use a calculator.
We want our children to be able to ask themselves….
1.
2.
3.
4.
Can I do this in my head?
Can I do this in my head using drawings and jottings?
Do I need to use a compact/ expanded written method?
Do I need to use a calculator?
6. 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
Vocabularyhttp://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategi
es.standards.dcsf.gov.uk/node/85273
Resources
Websites
Hand out
7. By the end of Year 1: 2x, 5x 10x ~ usually by rote.
By the end of Year 2: 2x, 3x, 4x, 5x & 10x
By the end of Year 3: 2x, 3x, 4x, 5x, 6x, 9x, 10x & 11x
By the end of Year 4: 2x through to 12x tables
STAGES
1.
2.
3.
4.
As
As
By
By
an individual times table
mixed tables
switching
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
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18. Year 2 addition
A continuation of Year 1 methods
Mental calculations
• pairs with totals of 20
• adding multiples of 10 to a given
number
• adding pairs of 2 digit numbers
• bridging multiples of 10
19. Year 2 addition
• Written methods
Partitioning into tens and ones:
23 + 12
23 + 10 = 33
33 + 2 = 35
20. Year 2 addition
• Written methods
Using a number line to partition the
second number
23 + 12 = 23 + 10 + 2
23
33
35
21. Year 2 addition
• Written methods
Adding 9 or 11 by adding 10 and adjusting by 1
35 + 9 = 44
+10
35
44
45
-1
22. Year 2 subtraction
Mental calculations
• Number bonds
• subtracting multiples of 10 from a
given number
• Subtract a pair of 2 digit numbers by
counting back, or counting up
23. Year 2 subtraction
• Written methods
Find a difference by counting up
42 – 39 = 3
+1
+2
39
40
42
24. Year 2 subtraction
• Written methods
Subtract 9 or 11, 19 or 21, 29 or 31 etc
35 – 9 = 26
+1
25
26
35
-10
25. Year 2 subtraction
• Written methods
Use known number facts and place value
37 – 22 =
37 – 20 = 17
17 – 2 = 15
30. Year 2 multiplication
Mental calculations
• Count in 2s, 3s, 4s, 5s and 10s up to 12 x
• Begin to understand that multiplication
is repeated addition
• Double numbers to 50
• Double multiples of 5 to 100
36. Year 2 division
Mental calculations
• Division as grouping – how many groups
of five in fifteen?
• Using fingers – saying where a given
number is in the 2s, 5s, or 10s
• Halve numbers to 40 and multiples of 10
to 100
37. Year 2 division
• Written methods
Sharing
6 sweets are shared between 2 people.
How many do they have each?
38. Year 2 division
• Written methods
Grouping
There are 6 sweets. How many people can
have 2 each?
How many 2s make 6?
0
2
4
6
39. Websites
Maths is fun
Woodlands junior
Topmarks
Bbc bitesize
Ictgames (maths)
Mathszone
Youtube- tutorials/ songs
MATHLETICS
Dictionary
