Maths at Bursledon Junior School

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Maths at Bursledon Junior School

• Parents Evening
• 20th November 2008

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Why is Maths in the curriculum?

• Mathematics equips pupils with uniquely powerful
  ways to describe, analyse and change the world.
  Pupils who are functional in mathematics and
  financially capable, are able to think
  independently in applied and abstract ways, and
  can reason, solve problems and assess risk.

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Maths at BJS

• At BJS, we have Maths for an hour and ten minutes
  a day. These sessions are taught in ability
  groups. We assess the children frequently and
  group them. Currently, we group across years 3
  and 4. In the upper school, we have some groups
  that are single year groups and others which are
  mixed year 5 and 6, depending on ability.

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Maths at BJS

• Currently we are developing our Maths teaching
  and learning by improving the following three
• the use of talk in the lessons
• the childrens use of tools
• the tasks we do in lessons

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Problem solving

• Different types of problem solving
• Finding all possibilities
• Logic puzzles
• Finding rules and describing patterns
• Diagram problems
• Visual puzzles

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Have a go!

• Have a go at the problem. Can you tell what type
  of problem solving you are using to solve it?
• You may work in pairs if you wish!

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Problem solving

• Word problems
• 30 children are going on a trip. It costs 5
  including lunch. Some children take their own
  packed lunch, they pay only 3. The 30 children
  pay a total of 110. How many children take
  their own packed lunch?

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The answer!

• You could use a table to find the answer

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Calculation Methods

• At BJS, we teach the children appropriate
  calculation methods for the four rules, addition,
  subtraction, multiplication and division. We
  follow our own progression of skills guidance
  document that sets out how the children will
  progress over the four years with us. There is
  an increased emphasis on informal methods, before
  the children are taught formal methods.

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Calculation Methods

• Children are introduced to the processes of
  calculation through practical, oral and mental
  activities.
• Over time children learn how to use models and
  images, such as empty number lines, to support
  their mental and informal written methods of
  calculation.
• These methods become more efficient and succinct
  and lead to efficient written methods that can be
  used more generally.

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Informal methods

• Number lines
• Doubling
• Halving
• Partitioning
• Chunking
• Grid method
• Using knowledge of multiples
• Drawing the problem
• Visualising the problem
• Doing the opposite e.g. if its an addition sum
  do a subtraction sum

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By the end of year 6

• The overall aim is that when children leave
  primary school they
• have a secure knowledge of number facts,
• are able to use this knowledge and understanding
  to carry out calculations mentally,
• make use of diagrams and informal notes to help
  record steps when using mental methods,
• have an efficient, reliable, compact written
  method of calculation for each operation,
• use a calculator effectively.

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Addition

• add, addition, more, plus, increase
• make, sum, total, altogether
• double, near double
• how many more to make?
• one more, two more... ten more... one hundred
  more
• how many more is than?
• how much more is?

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Have a go!
Can you work out the following? Three coaches
travelled to a local football match. One coach
held 59 supporters, another held 58 and the third
held 22. How many supporters travelled to the
match altogether?
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Addition
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Addition
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Have a go!
Can you work out the following? A petrol tanker
holds 1985 litres of fuel. It has delivered 289
litres to petrol stations. How much is left in
the tanker? Your car holds 41 litres of petrol.
Your tank currently holds 29 litres. How many
more litres does your tank need to be full up?
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Subtraction

• subtract, subtraction, take (away), minus,
  decrease
• leave, how many are left/left over?
• one less, two less ten less one hundred less
• how many fewer is than?
• how much less is?
• difference between
• half, halve

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Subtraction
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Subtraction

• When children understand the concept of
  difference, through practical activity, and can
  confidently subtract by counting backwards they
  are ready to begin to use counting on to find
  the difference if the numbers are close together.
  Some more able children may be ready to use this
  strategy much earlier. Ideally children should be
  encouraged to look at the numbers in a
  calculation and decide for themselves whether it
  is better to count on, or to count back.

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Subtraction
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Have a go!
Can you work out the following? 185 people go
to the school concert. They pay 1.35 each. How
much ticket money is collected?
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Multiplication

• lots of, groups of
• times, multiply, multiplication, multiplied by
• multiple of, product
• once, twice, three times ten times as (big,
  long, wide and so on)
• repeated addition
• array
• row, column
• double, triple

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Multiplication
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Multiplication

• 17 x 3 10 x 3 and 7 x 3
• or 10 x 3 and 5 x 3 and 2 x 3

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Multiplication
17 x 4 68
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Multiplication

• Use the grid method to solve short
  multiplication.
• 37 x 4 148

137 x 4 548
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Multiplication
x 10 10 5
25 x 18 450
10 8
256 x 180 4608
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Multiplication

• Order to follow TU x U HTU x U TU x TU U.t
  x U HTU x TU
• Expanded
  
• 
  multiplication makes
• 
  links from the grid
• 
  method to a column.

Short -
346 x
9 6 x 9 54 40 x 9
360 300 x 9 2700
3114
Long 72
x 38 2 x 8 16 70 x 8
560 2 x 30 60 70 x 30 2100
2736
Short Long 346
72 x 9
x 38 3114 72 x 8
576 4 5 72 x 30
2160 2736
Compact method
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Have a go!
Can you work out the following? Programmes cost
15p each. Selling programmes raises 12.30. How
many programmes are sold?
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Division

• halve
• share, share equally
• one each, two each, three each
• group in pairs, threes tens
• equal groups of
• divide, division, divided by, divided into
• left, left over, remainder
• factor, quotient, divisible by
• inverse

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Division

• Sharing
• How many pencils are on each table
• if there are four tables and
• twelve pencils?
• Grouping
• There are 12 pencils in a box. Each
• child is given 3 pencils, how many
• children have pencils?

There are 12 pencils in a box. Each child is
given 3 pencils, how many children have
pencils? 12 3 3 3 - 3
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Division

• I have 20 cakes, I can fit 5 cakes in a box.
• How many boxes will I need?

I have 22 cakes, I can fit 5 cakes in a box.
How many boxes will I need?
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Division

• I have 48 cakes, I can fit 6 cakes in a box.
• How many boxes will I need?

I have 78 sweets and I give 6 friends an equal
amount. How many did they get each?
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Division

• Progression - HTU / U HTU / TU TU.t x U

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Division