Welcome to our Maths Workshop

Primary School

Jenny:‘My first thoughts of mathematics

are fear, not being able to do it and feeling inferior.’

Adult attitude to maths

DfEE 1999 (10 years ago!)

‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’

I find it much easier if I have some help at

home!

78 – 12?

74 – 57?

How do you work

out….

Lancashire Mathematics Team

20 - 6

20-6

2014 15

78 - 12

7866 68

66 76 78

74 - 57

7457 60

57 67 74

Subtraction with decimals on a number

line

The many uses of a number line

Imagine:A similar situation where the pupils are

finding Problem solving with decimals (money and time) difficult to access.

The train is due to arrive at 6.45am but is 37 minutes late. What time does it arrive?

How might a number line help?

Addition - Number lines Are frequently used in each year group

and provide children with a very visual method of calculation

• 15 + 8 = • 29 + 23 =

Can you get from a starting number to 100 in 3 hops?

• 27 + ? = 100 • 48 + ? = 100• 2 + ? = 100

Number lines can help with estimating

• Where would 660 be on this number line? (demonstration)

600--------------------------------------700

• Where would 310 be on this number line?

240--------------------------------------360

I told you to use a number line!

Have a go!

• 22 – 5 =• 145 – 94 =• The bus is due to arrive at 7.35am

but is 46 minutes late. What time does it arrive?

• Sally wants to buy a CD that costs £15.60. She only has £13.45. How much more money does Sally need to buy the CD?

A number line is just a ‘picture’ of how we work out

some calculations in

our heads!

Addition & Subtraction • Using number lines:

– We add by ‘counting on’– We subtract by either ‘counting on’ or

..– ‘counting back’ depending on the

numbers involved – We also subtract by finding the

‘difference’

17 + 3 = 20

Guess the calculation…

Addition using a ‘compact’ method

No ‘Carrying’ ‘Carrying’

4 1 4 7+ 2 6 + 7 6

6 7 1 2 3 1 1

 

Add upIf the number in each circle is the sum

of the two below it, what is the top number?

65 8 4

Add upIf the number in each circle is the sum

of the two below it, what is the top number?

36156

5

219 12

1 8 4

Subtraction using a ‘compact’ method

• By decomposition• Uses children’s understanding of

the number system

83 – 26

8020 6

3-

70

1

750

= 57

Dart board game – regrouping and combining

numbers

5

16

8

7 3 4

2

15

Morecambe and WiseI’m playing all the right notes!

Just not in the right order!!

Decimal trails – you can use a calculator to help

This game has immense value in different ways.

It can be differentiated and used for fractions or percentages as well as simplified to be used for whole numbers.

As a team: Start at decimal hound’s nose 0.5 you have to make your way to each of the six houses (Watch out for Mad Mansion – it’s hard!). Write down your routes as you will need to read them out

First team to finish wins

Multiplication3 x 7

0 7 14

21

0 7 2114

How many???

1010 33

66 18186060

so 6 x 13 = 78so 6 x 13 = 78

Grid method of multiplication

60 + 18 = 78

A vertically expanded method links into the grid method and is a good

way of moving children on to compacted methods.

38 38 x 7 x 7 210 (30x7) 266 56 ( 8x7) 2 5

266

X 30 8

7 210 56 =266

BINGO!• Yes it’s ‘clickety click’ twenty six

(or something like that!)• BINGO is great for developing

quick mathematical skills.• It can be used in a variety of ways.• So lets have a go at 6, 7, 8, 9, 11

and 12x table Bingo.• Eyes down…

Inverse – Multiplication and Division

• We use times tables facts to help us.

23 ÷ 6

Same sum …

33 ÷ 4 =

12345678

8 remainder 1

?8r1

I just can’t get the hang

of this ‘chunking’ !

Chunking (Division) 79 ÷8 8 79 - 8 (1 x 8) 71 - 16 (2x8) 55 - 24 (3x8) 31 - 24 (3x8) 7

9 remainder 7

Division by ‘chunking’ or ‘lots of’

16 1 3 2

GozintoEquipment: Game board, 2 dice, 2

colours of counters, multiplication gridPlay in 2’s, 3’s 4’s (have a judge who’s

job is to check responses on the multiplication grid)

Rules: Throw the two dice and total up the two numbers (e.g. 5 and 3 = 8). Find a multiple of 8 on the board (e.g. 32) and place a counter on it. The winner is the one with the most numbers covered

36

2788

3072

45

7728

3310

5556

3666

35

18

40

32

9984

4224

60

4448

50

22

20

54

6396

11

6421

4840

304912

Lancashire Mathematics Centre

Key messages• Children need to develop skills such as

counting, partitioning and recombining numbers

• They need to build an awareness of the number system, value of numbers and number relationships

• They need to recall facts such as halving and doubling, number bonds and multiplication facts

• From all of these they learn to construct strategies that they can apply in many different areas

Thank you for attending tonight’s

workshop