Monnow Primary School. Maths support for parents

Transcription

1 Monnow Primary School Maths support for parents 1

2 Dear Parents/Guardians Last academic year during our parent s forum meeting you said you would appreciate more support in helping your child with maths at home. The majority of you felt that you would prefer the support in the way of a resource pack with useful web-sites as reference. As a result of this we have put together this pack outlining the objectives your child is working towards this year, and the strategies we teach to help them meet those objectives. Within this pack you will find objectives, examples of each strategy taught and web-site links to enforce these strategies which can be used by your child at home. We have also included a number of ways in which you can incorporate maths into everyday life bringing the learning to life for your child. We hope you find this useful and as your child moves through the school you will receive updated versions of this for you to keep up with their learning. If you have any questions, please do not hesitate to contact your child s class teacher. Yours sincerely Year 5 Teachers 2

3 A lot of emphasis in Numeracy teaching is placed on using mental calculations where possible, using jottings to help support thinking. As children progress through the school and are taught more formal written methods, they are still encouraged to think about mental strategies they could use first and only use written methods for those calculations they cannot solve in their heads. It is important that children are secure with number bonds (adding numbers together and subtracting them eg 10-6=4, 13+7=20) and have a good understanding of place value (ten and units etc) before embarking on formal written methods. Discussing the efficiency and suitability of different strategies is an important part of maths lessons. Explaining strategies and processes orally helps to develop the use of appropriate mathematical vocabulary. When faced with a calculation problem, encourage your child to ask: Can I do this in my head? Could I do this in my head using drawings or jottings to help me? Do I need to use a written method? Should I use a calculator? Also help your child to estimate and then check the answer. Encourage them to ask whether the answer is sensible. 3

4 Year 5 BIG Maths CLIC Jigsaw numbers Smile multiplication Fact families 4

5 Year 5 Number lines are a very important tool in learning how to calculate efficiently. We have included a blank one in your pack that you can use at home with your child. Children make jumps up and down the number line to help them solve mathematical problems. Times tables facts are used in many areas of number and it is important that the children are quick in their recall of these facts. In school, we sometimes use times table squares One of these is also included in your pack. 5

6 Year 5 Objective Extend mental-methods for whole-number calculations, to subtract or add one near-multiple from another When adding or subtracting near multiples of 10, 100 or 1000 the children are encouraged to round the number to the nearest multiple. e.g Becomes = 2000 The children are then asked to rectify the changes made to the original sum =

7 Extend mental-methods for whole-number calculations, to multiply a two digit by a one digit number When multiplying a one digit by two digit number the children are encouraged to partition the two digit number before multiplying e.g. 12 x 9 Becomes 10 x 9 = 90 2 x 9 = = 108 7

8 Use understanding of place value to multiply whole numbers and decimals by 10, 100 or 1000 When multiplying by 10, 100 or 1000 the children are reminded that a 0 holds open a place and must be included in the new, bigger number: Th H T U. t h When multiplying by 10, every digit becomes 10 times BIGGER. EVERY digit moves one place to the LEFT. Th H T U. t h When we multiply by 100 all numbers move two places to the left, representing the two zeros in 100. When we multiply by 1000 all numbers move three places to the left, representing the three zeros in

9 Use understanding of place value to divide whole numbers and decimals by 10, 100 or 1000 When dividing by 10, 100 or 1000 the children are reminded that the number of 0 s in a number shows how many places to the RIGHT the numbers move. e.g TH H T U. t h th t.th When we divide by 100 all numbers move two places to the right, representing the two zeros in 100. When we divide by 1000 all numbers move three places to the right, representing the three zeros in Whether multiplying or dividing, we never talk about the decimal point moving, it is always the numbers that move. 9

10 Find fractions of numbers and quantities When finding fractions of numbers and quantities the children are first encouraged to look at the fraction required: The two parts of a fraction do a different job. The numerator= tells us how many parts of the number or quantity we need once it has been split up The denominator= tells us how many equal parts to split the number or quantity in to. To find 2/3 of 12. The number 12 will be divided by the denominator: 12 3 = 4 The equal part (4) will then be multiplied by the numerator: 4 x 2 = 8 So 2/3 of 12 =8 10

11 Find percentages of numbers and quantities When finding percentages of numbers and quantities children are taught that a percentage means part of a hundred. E.g. to find 40% of 50 We first look at splitting the quantity into one hundred parts: = 0.5 We then multiply by the percentage required: 0.5 x 40 = 20 If it is a simple percentage we encourage the children to use their understanding 11

12 Use efficient written methods to add whole numbers and decimals with up to two places When writing down sums, separate the numbers into units, tens, hundreds and thousands. List the numbers in a column and always start adding with the units first. When the number added together is 10 or more the number in the tens column is carried over and the units is put into the answer of the sum. E.g = 9171 When adding together decimals it is important to ensure that the numbers are placed in the correct column and that the decimal point stays in the same place. 12

13 Use efficient written methods to subtract whole numbers and decimals with up to two decimal places When subtracting one number from another the children are taught to write the numbers down in columns. e.g Some children find it easier to use a number line to count up to find the difference between two numbers when subtracting one number from another. e.g We take the smaller number from the sum (3004) and place it at the beginning of the number line and then count on to (4022) to find the difference Now add we add up the jumps we have done to find the answer =

14 Refine and use efficient written methods to multiply HTU U, TU TU, U.t U When using the vertical method, children are encourages to line up the units, tens and hundreds underneath each other and then multiply each digit, starting with the units. E.g. 246 x 3 Start by multiplying the 3 by the 6 to give 18 Then multiply the 3 by the 4 to give 12. Add the 1 carried over to give 13. Then multiply the 3 by the 2 to give 6. Add the 1 carried over to give 7. So the answer to 246 x 3 is

15 Refine and use efficient written methods to multiply HTU U, TU TU, U.t U 123 First 123 x 2 12 x Second 123 x x 3 = 6 12 x 2 x 2 = x 2 = x 1 = Put a zero in the units 12 x column because you are 246 multiplying by x 3 = x 2 = 2 12 x 123 x 10 = x 1 = x add these together 123 x 12 =

16 Refine and use efficient written methods to multiply HTU U, TU TU, U.t U Another method of multiplying numbers together is grid method multiplication. E.g. 38 x When you use the grid method, you break up the number into hundreds, tens and units. Multiply each separately and then add the answers together. 12 x 15 = 180 X

17 Refine and use efficient written methods to multiply HTU U, TU TU, U.t U When multiplying a decimal number the children are encouraged to put their decimal point in the answer box before multiplying, ensuring that the decimal point is in the same place and doesn t lose its place in the sum. E.g x First 6x 7 = 42 The 2 from the units is put in the answer and 4 is carried to the next column. Then 6 x 2 = from the numbers carried over. 17

18 Refine and use efficient written methods to divide HTU U Short division Large numbers are difficult to divide, because we don't learn the times tables for them can be written like this: To work out this sum, divide 3 into 396 one digit at a time, starting from the left (with the digit 3). Put the result of each division on top of the line. The 3 into 3 goes 1 time exactly 3 into 9 goes 3 times 3 into 6 goes 2 times exactly =

19 Refine and use efficient written methods to divide HTU U If the numbers are too difficult to divide in your head, written method. This is called long division. Try 474 6: use a 6 doesn't go into 4, so put 0 6 into 47 goes 7 times 7 x 6 = 42. Take 42 away from 47 to get the remainder of 5. Bring down the next digit, the 4 6 into 54 goes 9 times with no remainder As there are no more digits to bring down, the division is finished. The answer to is 79 (with no remainder). 19

20 Web-site links Many of the children will recognise areas of these web-sites as they are often used in the classroom to consolidate the children s learning. We have designed this website to fit in with the Big maths strategies used in the classroom Broken down into the different areas of math s. This web-site has many links to other sites, plus a large number of math s games and activities. Each specific area of math s has a number of different games to play to practice math s skills. Each specific area of math s can be chosen. You can read through the strategies and then play the games to test out the skills learnt. This site has teaching methods, games and activities ranging from basic counting up to more complex methods This website is broken up into different areas: Kids Children can play games and learn different strategies Parents For parents to learn strategies to support and help children at home with printable worksheets to support extra work with different areas in math s. 20

21 Helping at home o When out shopping encourage your child to calculate the total price of 2 items and how much change they may get from 50, 20 etc. o When cooking ask your child to measure or weigh given amounts to allow them to practice reading scales. o For football fans, read the sport results in newspapers and ask questions regarding total goals, points, how many more are needed, the difference between 2 scores etc. o Read, add, subtract, multiply numbers children may find on vehicle number plates as you travel round. o Encourage your child to read the time as often as possible, this not only helps them to learn to read a clock but also gives them a concept of time. o Many games such as scrabble and darts help children to develop their maths skills. o Finally whenever you use maths in the home or out and about discuss this with your child in order for them to see and share in its relevance. 21