| Would you like to help your child with maths? - Maths - 15/8/2008
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Hopefully the following pages will help you to do just that!
Calculating Mentally
The expectation, for the average child, is that he/she is able to mentally add or subtract any pair of 2 digit numbers by the age of 8 or 9. The child should also know their 2,5 and 10 times table by heart.
Formal written calculation should not be taught until these have been achieved. This development stage will vary considerably from child to child.
Key skills and understanding include:
Know number bonds up to 20- all addition/subtraction facts, up to 20, and their inverse.
read on...
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| Written calculations: division - Maths - 16/8/2008
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It is important that children develop mental recall of multiplication tables and associated division facts. By Year 2 they should know by heart facts for the 2 and 10 multiplication tables. By Year 3 they should know by heart facts for the 2,5 and 10 multiplication tables. By Year 4 they should know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
Mental recall of division facts:
e.g. 25 ÷ 5 = 5
NB: The language used is ‘how many lots of 5 are there in 25?’
Leading to the chunking method- the child uses existing knowledge to complete the calculat...
read on...
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| Written calculations: multiplication - Maths - 15/8/2008
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It is important that children develop mental recall of multiplication tables and associated division facts. By Year 2 they should know by heart facts for the 2 and 10 multiplication tables. By Year 3 they should know by heart facts for the 2,5 and 10 multiplication tables. By Year 4 they should know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
Progress to 2 digit numbers x by a single digit number through partitioning:
23 x 6 = (20 x 6) + (3 x 6)
= 120 + 18
= 138
Leading to the grid method of...
read on...
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| Division vocabulary - Maths - 16/8/2008
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halve
share
share equally
one each
two each
three each...
group in pairs
group in threes...
group in tens...
equal groups of
division
divide
divided by
divided into
left
left over
remainder |
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| Multiplication vocabulary - Maths - 15/8/2008
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lots of
groups of
times
product
multiplication
multiply
multiplied by
multiple of
once
twice
three times
four times
five times
ten times as big
ten times as long
ten times as wide
repeated addition
array
column
row
double |
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| Addition vocabulary - Maths - 15/8/2008
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add
addition
more
plus
sum
total
altogether
score
double
near double
one more
two more
ten more
hundred more
how many more to make ....?
how many more is ...than ?
how much more is ......?
is the same as
equals
tens boundary
hundreds boundary
sign
increase make |
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| Substraction vocabulary - Maths - 15/8/2008
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minus
how many are left/left over?
leave
one less
two less
ten less
hundred less
how many less is ....than ...?
how much fewer is .....?
difference between
half
halve
take away
subtraction
decrease
leave |
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| Written Calculations: Subtraction - Maths - 15/8/2008
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This page shows how we teach addition at Nettlestone. It is important to understand that children do not progress on to these formal written methods until they can add or subtract any pair of 2 digit numbers, and have used informal paper and pencil methods of subtraction as detailed on the mathematics home page.
Building on mental strategies, the expanded method of subtraction is taught:
The numbers are partitioned:
68 -24
60 8
-20 4
40 4
then recombined 40 + 4 to give the answer 44
We can’t take 7 from 2 so we will exchange a ‘ten’ for ‘ten ...
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| Written calculations: addition - Maths - 15/8/2008
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This page shows how we teach addition at Nettlestone. It is important to understand that children do not progress on to these formal written methods until they can add or subtract any pair of 2 digit numbers, and have used informal paper and pencil methods of addition as detailed on the mathematics home page.
1. Children are taught to partition numbers to help them develop mental strategies:
43 + 55
= 40 + 50 + 3 + 5
= 90 + 8
= 98
2. Leading to written recording, by adding the most (or least) significant d...
read on...
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