primary advantage mathematics programme a model of best practice the four operations lizzie...
TRANSCRIPT
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PRIMARY ADVANTAGE
MATHEMATICS PROGRAMME
A MODEL OF BEST PRACTICE The Four Operations
Lizzie Winterton and
Catherine Thomas
![Page 2: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/2.jpg)
The Fundamentals – Year 3
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The Fundamentals – Year 4
![Page 4: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/4.jpg)
Experience and the National Curriculum
Procedural Fluency
Conceptual Understanding
What does this mean
for teaching?
Primary Advantage
Maths Programme
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Addition – Mental Methods
50 + 643 324 + 58 360 + 360
3.2 + 1.9 1.5 + 1.6 27 + 36 + 13Did you:•Count on from the largest number?•Re-order the numbers?•Partition the numbers into 100s 10s and ones?•Bridge through 10 and multiples of 10?•Add 9, 11, etc. by adding a multiple of 10 and compensating?•Use near doubles?•Use knowledge of number facts?These are all strategies that children need to be aware of when carrying out addition calculations.
![Page 6: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/6.jpg)
Compacted
or
leading to
Models for Addition
![Page 7: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/7.jpg)
Compacted
or
Models for Addition
![Page 8: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/8.jpg)
Compacted
or
Models for Addition
![Page 9: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/9.jpg)
Compacted
or
leading to
Models for Addition
![Page 10: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/10.jpg)
Compacted
or
Models for Addition
![Page 11: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/11.jpg)
Compacted
or
leading to
40
Models for Addition
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Have a go at completing the sums below, drawing the place value counters: 1.127 + 154
1.212 + 139
2.176 + 116
1.172 + 50
Your turn:
Remember to use the terms regroup and rename.
H T O
182
= 281
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leading to
or
Compacted
7
Models for Subtraction
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or
Compacted
leading to
Models for Subtraction
![Page 15: PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas](https://reader036.vdocuments.site/reader036/viewer/2022062322/5697bffc1a28abf838cc1a5b/html5/thumbnails/15.jpg)
leading to
or
Compacted
26 12 6 12
Models for Subtraction
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leading to
or
Compacted
26 12 6 12
Models for Subtraction
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Have a go at completing the sums below, drawing the place value counters: 1.377 - 194
1.122 - 91
2.132 - 121
1.172 - 191
Your turn:
377 – 194
Remember to use the terms regroup and rename.
= 183H T O
381
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Bead Bar
Number Line
Fingers“6” “9” “12”“3”
0 3 6 9 12
Lots of the ‘same thing’
Models for Multiplication
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3 x 44 x 3
Models for Multiplication
Four groups of 3 Three groups of 4
Multiplication is commutative
How can it be represented?
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An image for 7 x 8 = 56
Models for Multiplication
20 20
8 8
This demonstrates how children can use partitioning and facts they know to calculate unknown sums.
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18
13
1810 8
13
3
10100 80
2430
Models for Multiplication
18 x 13 = 234
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Progressing towards the standard algorithm
1 0 8
1 0
3
1 0 0 8 0
3 0 2 4
Models for Multiplication
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10 8
10
3
100 80
30 24
1 8
1 3
5 4
1 8 0
2 3 4
Models for Multiplication
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Either:
•How many 7s can I see? (grouping)
Or:
•If I put these into 7 groups how many
in each group? (sharing)
Models for Division
An image for 56 ÷ 7
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An image for 56 ÷ 7
Models for Division
5 6780
The array is an image for division
too
7
8
5 6
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120 ÷ 3
40
1203
The power of the place value counters for larger numbers
Models for Division
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1200 ÷ 3
Similarly for 100s
400
12003
Models for Division
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2 01 3 8
Hundreds Tens Ones
610
31
1386
23
Dare to share fairly – free app
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Have a go at completing the sums below, using the app: 1.125 ÷ 5
1.232 ÷ 4
2.167 ÷ 2
1.656 ÷ 5
Your turn:
Remember to use the terms regroup and rename.
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Have a go…
www.discoveryeducation.co.uk
Username: student20561
Password: trinity
All the slides from tonight will be available to download from the school website:
www.holytrinity.hackney.sch.uk
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Help your child to have:
• Rapid recall of addition and
subtraction facts to 10, 20, 100
• Rapid recall of doubles and
halves to 100
• Rapid recall of 2, 3, 4, 5, 6, 7, 8,
9, 10, 11 & 12 times tables
• The knowledge of how to read
the time on an analogue and
digital watch
1. Look, cover, write and check
1. I say, you say
1. Five minutes whenever you get the chance