Which of these words would you use to

Which of these words would you use to describe mathematics? • Maths is ……. . challenging uncomfortable important fun easy frightening scary boring hard exciting useful

Maths is like cabbage …you love it or hate it, …depending on how it was served up to you at school!

We all use Maths all day everyday! • We look at the clock to tell the time before we get out of bed. Estimating how much more time we can have in bed! • We know how many degrees to turn the tap so that we get enough water without getting soaked! • We measure the cornflakes in our bowl so they don't spill over! Then estimate how many bowlfuls are left. • Well you get the picture!

Mental Maths • Mental maths is a short part of the daily maths lesson • An emphasis on the development of mental calculation • A focus on the development of number skills and knowledge

Over reliance on written methods • 25 x 8 or 25 x 8 • Children relying on written procedures forget how much they can do mentally. 25 x 8 is double 25 x 4

Brain Paper • The amount we can calculate in our heads increases with practice. • As children’s brain paper runs out they can and are encouraged to write things down not necessarily in any order but notes that help.

‘Brain Paper’ • Mental recall of number facts • Mental methods of calculation Paper (and use of calculators) • Jottings to record mental calculations • Informal written methods • Standard written methods

A structured approach to calculation An approach based on the skills of mental calculation: • Remembering number facts • Using known facts to derive new ones • Familiarity with the number system and relationships between numbers • Having a repertoire of mental calculation strategies • Understanding of the four operations and how they are related

Using multiplication facts It is vital that children know their times tables as all the work higher up the school relies on them knowing their tables. Where and When: • Year 2 • • 2 times table 5 times table 10 times table • • • Year 3 2 times table 3 times table 4 times table 5 times table 6 times table 10 times table • Year 4 Derive and recall multiplication facts up to 10 x 10 (5 second recall) • Years 5 & 6 Derive and recall quickly all multiplication facts up to 10 x 10

Times tables clubs

Children’s early experience of multiplication will start by sorting equal groups of objects counting in 2 s and 10 s and begin to count in 5 s. They will work on practical problem solving activities involving equal sets or groups.

Children will develop their understanding of multiplication and use jottings to support calculations Repeated addition 3 times 5 5 + 5 = 15 or 3 lots of 5 or 5 x 3 Repeated addition can be shown easily on a number line: 5 x 3=5+5+5 5 0 1 2 3 5 5 4 5 6 7 8 9 10 11 12 13 14 15 and on a bead bar: 5 x 3=5+5+5 5

Arrays Children are able to model a multiplication calculation using an array. This knowledge will support with their understanding of multiplication. 3 x 5 5 x 3

Short multiplication tu x u 45 x 3 135 1

Once children have this understanding they then begin to use the compact written method htu x tu (Standard Method for long multiplication) 372 x 24 x 372 24 1488 7440 8928

Curricular Targets • Each term, as a school, an area of maths is chosen and teachers create a set of curricular targets. • In maths there are two targets for each child: a mental maths target and a written maths target. • These targets are layered to make them individual to each child.

The children’s motivation: Prize Draw • At the end of each term all the names of the children who have achieved their targets are put into a draw for their phase. • There are prizes for each key stage – Reception/Year 1 / Year 2/ – Year 3 / Year 4/ Year 5 / Year 6

Time to work with your children.

And Finally. . . • Be positive even if you don’t feel it • Ask your child to explain to you how they are doing their maths • ‘Talk’ to them about and involve them in everyday maths • Ask the teachers if you have any questions about the maths your child is doing • And have FUN!!