Parent Information Workshop.

Why is maths taught differently now?

When I was at school I remember the few occasions that the
teacher stood at the front of the class and did some maths
teaching, it involved teaching rules of how we do things. For
example: long multiplication. We didn't uestion and often we
didn't understand why we were !carrying ten! or !borrowing
one!.
"he rest of the time I was taught #aths through a text boo$ and
would line up at the teacher%s des$ to get my wor$ mar$ed once I
had finished.
&ctivities li$e this were probably o$ay for the children who 'got%
maths, but not for those who struggled or were uninspired by the
wor$ on offer.
(hildren need:
)eave education with a solid understanding in maths in order
to help them in adult life.
"o understand what they are doing and why*
"o en+oy maths*
"o be taught the specific s$ills needed in calculation*

Early practical, oral and mental work lays

the foundations by providing children with
a good understanding of the four
operations (+ - x )
!ower down the school, there is more of a
focus on counting strategies,
understanding place value (What a digit
stands for, e.g. 23 = 20 + 3 or 2 tens and 3
ones) and knowing number facts (e.g. all
addition and subtraction facts to 10)
"ecure mental calculation re#uires the ability to$

%ecall key number facts instantly

e.g. to know all addition and subtraction facts for each
number to 10. (year 2
"ums and differences of multiples of &' (year ()

)se different strategies to work out calculation

e.g. to recognise that addition can be done in any order
and add a one!digit number to a multi"le of 10. ( 3 + 30
could be written as 30 + 3. (year 1
#artition 2!digit numbers, adding the tens, then the ones.
($2 + 3% = $0 + 30 + 2 + % = %&
*ithout secure mental calculation children cannot move
onto written methods of calculation
,lease remember that each child
is an individual and all children
develop their mathematical
understanding at a different pace.
"he first stage in written addition -about year one.
Children are encouraged to develop a
mental picture of the number system in
their heads to use for calculation. They
develop ways of recording calculations
using pictures, etc.
There is a large emphasis on counting and knowing what numbers look
like, for example knowing that two counters is the value two.

(ount all a child doing ! " # counts out three counters and then five counters
and then finds the total by counting all the counters.

$!$
(ount on from the first number a child finding ! " # counts on from the
first number% four, five, six, seven, eight.

$#$
(ount on from the larger number % ! " # a child chooses the larger
number, even when it is not the first number, and counts on from there%
'six, seven, eight'
&t is more efficient to count on from the larger number because you
have less to work out. &t also shows children that addition can be done
in any order ' it doesnt matter which number you add first, you get the
same answer.
(s well as children using their fingers to add on small amounts, a
number line will be introduced.
"he second stage in addition -about year two.
(hildren then begin to use numbered lines to support their own
calculations using a numbered line to count on in ones.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
/ 0 1 2 34
03 03 03 03 03
addition including bridging through ten by counting on 5 then
counting on 4.

-We call it bridging through ten, when calculations ta$e you
over ten..
For example: / 0 1 2
/ 0 5 -ta$es you to 36.
"hen 36 04 2 34.
"his is why it is vital that children $now
their number bonds to 36 and their
single digit facts.
(hildren will begin to use 'empty number lines% themselves starting
with the larger number and counting on.
First counting on in tens and ones.
!) " *! + #,
47 77 17 11 18
19
,artitioning is important here:
$nowing that 54 2 36 0 36 03
03 03
"hen helping children to become more efficient by adding the units in
one +ump -by using the $nown fact 7 0 4 2 9..
Followed by adding the tens in one +ump and the units in one +ump.
-ridging through ten can help children become more efficient.
!, " .# + #*
!, ), #/ #*
"./ " ! "*
:otice how the addition calculation is presented hori;ontally
and not vertically in columns.
"he third stage in written addition -about year two < year three.
Children will continue to use empty number lines with increasingly large
numbers.
Children use 0ottings to record mental working out. They begin to use
an expanded layout that looks a lot more like the column method, that
they will learn to use in upper key stage two.

,artitioning is used here again. =plitting the number up into tens
and units.
(hildren may use their $nowledge of rounding to the nearest ten
number to help them with addition calculations.
)1 " ,! + .**
,! " #/, then 2.
,! .** .*!
"#/ 2.
"he fourth stage in written addition -about year three or year four.
3sing partitioning the children will set out the working out in columns. (dding the
units, then the tens and so on...
67 267
+ 24 + 85
1 1 ( 7 + 4) 12 ( 7 + 5 )
80 (60 + 20) 140 ( 60 + 80 )
91 200 ( 200 + 0 )
352
&dd, adding, addition
:umber sentence
(alculation
=um -only to be used for addition calculations, not subtraction.
"otal
altogether
(ounting up
,artitioning
:umber line
:umber bonds
rounding
"he first stage in written subtraction -about year one.
Children develop ways of recording calculations using pictures etc.
(ounting bac$ > ta$ing away
There were five frogs. Two 0umped into the pond. 4ow many were left5
. less than ./
( chocolate bar cost 6p. The shopkeeper had a sale and took !p off.
4ow much does the chocolate bar cost now5
./ and ) less
With subtraction calculations we are careful not to over use the vocabulary
of 'ta$ing away% because some subtraction calculations involve 'finding the
difference%. We use the word 'subtract%.
Counting on finding a difference

7ax has # cubes. 7illy has * cubes. 4ow many more cubes does
7ax have5
How many less/fewer cubes
does Milly have?
What is the difference
between?
( teddy costs #/p and doll costs */p. 4ow much more does
the teddy cost5
How much cheaper is the
doll?
&f my friend is .) and his sister is .., how much older is my friend5
( difference can be
found by counting
up from the smaller
number to the
larger number. 8.g.
./ # + #. Count
up from # to ./ and
the difference is #.
( number line may
be used for this.
"he second stage in written subtraction -about year two.
Children will begin to use empty number lines to support calculations.
(ounting bac$ > ta$ing away
)* *# + .,
., */ ** )*
2! 2* 2*/
Children may begin by subtracting the tens separately, then the units
separately. 9o the following number line :counting back from )*; would
read 2./, 2./, 2*, 2!. This number line shows how bridging through ten
has been used, where the child splits up the # in *# into * and !.
(gain single digit facts and number bonds to ./ need to be known.
(ounting on > finding a difference

Count up from ), to 6* in 0umps of ./ and 0umps of ..

The number line should still show / so children can cross out the section
from / to the smallest number. They then associate this method with
taking away.
/5 > 79
/ ), )6 )1 #/ </ ,/ 6/ 6. 6*
:counting in .s; :counting in ./s; :counting in .s;
". ". ". "./ "./ "./ ". ".
"he third stage in written subtraction -about year two or year three.
Children will continue to use empty number lines with increasingly
large numbers.

(ounting on > finding a difference
Children continue to count on in the context of problem solving
e.g. Two snakes are #< cm and 6! cm long. =hat is the difference in
their lengths5
(ounting bac$ > ta$e away<partitioning

Children develop their use of the empty number line to support their
calculations. They begin to record subtraction calculations
vertically that cannot be easily done mentally. They partition one of
the numbers and add or subtract the units, tens and hundreds
separately%
*<, .)1
589
2 ?
51/
2 76
53/
@366
33/
,artitioning and decomposition
61 + 6/ " 1
2 #, #/ " ,
!/ " * + !*
Initially, the children will be taught using examples that do not need
the children to exchange (what you might now as borrowing!"
From this the children will begin to exchange.
The calculation should be read as e.g. take < from ..

,.+ +
2 )<
9tep . ,/ " .
2 )/ " <

9tep *
</
,/ "
.
.
2 )/ " <
*/ " # + *#
#hildren should now that units line up under units, tens under tens, and so
on"
Where the numbers are involved in the calculation are close together
or near to multiples of 36, 366 etc counting on using a number line
should be used.
"he fourth stage in written subtraction -about year three or year 7.
,artitioning and decomposition
,#) +
2 6<
9tep . ,// " #/ " )
2 6/ " <

76
9tep * ,// " #/ " .) (ad$ust from % to &!
2
866
6/ " <
9tep ! ,// " .)/ " .)(ad$ust from H to %!
2 6/ " <
<// " </ " 6 + <<6
This would be recorded by the children as

866 376
,// " #/ "
3
)
2 6/ " <
<// " </ " 6 + <<6
Where the numbers are involved in the calculation are close
together or near to multiples of 36, 366 etc or where a lot of
borrowing will be needed, counting on using a number line
should be used.
/ .11, */// !/// !//*
!//* 2 .11,
"! "./// "*
=ubtract, subtracting, subtraction
:umber sentence
(alculation
"a$e away
difference
(ounting on, counting bac$
,artitioning
:umber line
:umber bonds
Children will experience e>ual groups of ob0ects and will begin to count
in *s, ./s and #s. They will work on practical problem solving activities
involving e>ual sets or groups.

"he first stage in written multiplication -about year one.
Children will develop their understanding of multiplication and use 0ottings to
support calculation%
Aepeated addition

?epeated addition can be shown easily on a number line%
# x ! + !"!"!"!"! :# lots of !;
"he second stage in written multiplication -about year two.
/ . * ! ) # < , 6 1 ./ .. .* .! .) .#
"! "! "! "! "!
9how on bead bar or on a number line%

! x # + # " # " #
Children need to learn through practise that multiplication can be done in
any order. @or example% ! x # + .# and #x! + .#
"he third stage in written multiplication -about year two or year
three.
Children will continue to use%

Children should be able to model a multiplication calculation using an array.
! x # + .#
# x ! + .#
=caling
e.g. @ind a ribbon that is ) times as long as the blue ribbon
#cm
*/cm
Bsing symbols to stand for un$nown numbers to complete
euations using inverse operations
5 x # + */ ! x 5 + .6 5 x 5A + !*
"he fourth stage in written multiplication -about year three or
year four.
,artitioning
!6 x # + :!/ x #; " :6 x #;
+ .#/ " )/
+ .1/
Crid method

"B x B
:9hort multiplication multiplication by a single digit;

*! x 6

Children will approximate first
*! x 6 is approximately *# x 6 + *//
x 20 3
8 160 24
386
057
3/7
#ultiply, multiplying, multiplication
:umber sentence
(alculation
Aepeated addition
,artitioning
:umber line
&rray
Crid method
)ots of
Dow many times
times

"he first stage in written division -about year one.
Children will understand e>ual groups and share items out in play
and problem solving. They will count in *s and ./s and later in #s.

"he second stage in written division -about year two.
Children will develop their understanding of division and use
0ottings to support calculation.
=haring eually
< sweets shared between * people, how many do they
each get5
Crouping or repeated subtraction
There are < sweets, how many people can have * sweets each5
Aepeated subtraction using a number line or bead bar
.* B ! + )
/ . * ! ) # < , 6 1 ./ .. .*
! ! ! !
Bsing symbols to stand for un$nown numbers to
complete euations using inverse operations
5 B * + ) */ B 5 + ) 5 B 5 + )

"he third stage in written division -about year two or year three.
The emphasis is now on grouping rather than sharing.

Aepeated subtraction using a number line

(hildren will use an empty number line to support their
calculation.

Children should also move onto calculations involving
remainders.
.! B ) + ! r .
2) 2) 2)
/ . # 1 .!
Bsing symbols to stand for un$nown numbers to complete
euations using inverse operations

*< B * + 5 *) B 5 + .* 5 B ./ + 6
"he fourth stage in written division -about year three or year four.
Children will develop their use of repeated subtraction to be able to subtract
multiples of the divisor :the number dividing by;. &nitially, these will be multiples
of ./s, #s, *s and .s numbers with which the children are more familiar.
"B E B

,* B # + .) r *

3se of number line%
Then onto the vertical method known as chunking%


,* B # lies between #/ # + ./ and .// # + */
,*
2#/ :./ groups; or :./ x #;
**
2*/ :) groups; or :) x #;
*
(nswer % .) remainder *
Fivide, dividing, division
:umber sentence
(alculation
Aepeated subtraction
:umber line
=haring
Crouping
Aemainders
(hun$ing
multiple