Monnow Primary School
Maths support for parents
Dear Parents/Guardians
Last academic year during our parent’s forummeeting 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 3 Teachers
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 mathslessons. 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.
Year 3
Number lines are a very important tool in learning how to calculate efficiently. Children make jumps up and down the number line to help them solve mathematical problems. A ruler can be used as a number line.
Number squares are also important and are often used for calculating using larger numbers and seeing the effect of adding or subtracting multiples of 10.
Year 3
Objective
Add or subtract mentally combinations of one digit and two digit numbers.
Strategies
To add one digit numbers children are
encouraged to use their fingers to
count on from the largest number.
4 + 3 =
For numbers that cross the 10 boundary children are taught to use their number bonds to 10 to help them.
7 + 5 =
3 2 more
789101112
To add 2 digit numbers children are to partition the numbers into tens and units and then add.
14 + 23 =
10 + 20 = 30 4 + 3 = 7
30 + 7 = 37
To add 3 digit numberschildren can also partition into hundreds, tens and units.
132 + 243 =
100 + 200 = 300 30 + 40 = 70 2 + 3 = 5
300 + 70 + 7 =375
This is also taught as a written method to encourage children to calculate mentally and understand the process (explained later).
To subtract one digit numbers children are to count backwards using fingers.
Ensure the children count backwards from the next number.
E.g.
27 – 4 = 23
To subtract larger numberscount on from the smaller number to the larger number(find the difference) using number bonds to tens.
45 – 12 = 33
810 105
12 203040 45
10 +10 +8 +5 = 33
This is also taught as a written method to encourage children to calculate mentally and understand the process.
Objective
Develop and use written methods to record, support or explain addition and subtraction of 2 digit and 3 digit numbers.
Strategies
To add 2 and 3 digit numbersin addition to the partitioning method already explained.
The column method can be taught (but no carrying over at this stage). Always beginning with the units.
H T U
132
2 4 3
5 (2 + 3)
7 0 (30 + 40)
3 0 0 (100 + 200)
3 7 5
To subtract 2 and 3 digit numbersin addition to the partitioning method above.
The column method can be taught (but no borrowing at this stage). Beginning with the units.
T U
3 5
1 3
2 (5 - 3)
2 0 (30 - 10)
22Put the units and tens together
to get the answer.
Objective
To multiply 1 digit and 2 digit numbers by 10 or 100 and describe the effect.
Strategies
To multiply by 10 each digit moves to the left one place. This can be explained by 10 having one 0 andtherefore the digits move 1 place. Zero is used as a place holder.
3 x 10 = 3012 x 10 = 120
HTU
3
30 (3 x 10)
1 2
120 (12 x 10)
We describe this as moving the digits rather than adding a 0 as this can cause issue later on when children explore decimal numbers.
To multiply by 100 each digit moves to the left two places. This can be explained by 100 having two 0 and therefore the digits move 2 places. Zero is used as a place holder.
3 x 100 = 300
ThHTU
3
300 (3 x 100)
12 x 100 = 1200
1 2
120
1200 (12 x 100)
Objective
Use practical and informal written methods to multiply and divide 2 digit numbers, round remainders up and down depending on the context
Strategies
To multiply 2 digit numbers use known multiplication facts and break the calculation down.
13 x 3 = 39
10 x 3 = 30
3 x 3 = 9 +
39
To divide 2 digit numbers use multiplication facts and a number line.
21 ÷ 3 = 7
1 2 3 4 5 6 7
036912151821
Count how many jumps of 3 from 0 to 21.
For remainders do the same. If another jump of 3 can not be made, stop and count how many between the last jump and final number
23 ÷3 = 7r2
1 2 3 4 5 6 7 r2
036912151821 23
Objective
Understand that division is the inverse of multiplication and vice-versa; use this to derive and record related multiplication and division number sentences.
Strategies
To help children to understand the relationship between multiplication and division we look at ‘missing number’ questions, where children can rearrange the numbers given to create 4 related number sentences.
Eg: 6 ÷? = 3 How many lots of 3 make 6?
2 x 3 = 6
20 ÷ 4 = 5
4 x ? = 20
Objective
Find fractions of numbers and quantities (e.g ½ 1/3 ¼ of 12 litres)
Strategies
To find a fraction of an amount:This is explained as the bottom number of a fraction being the total number of equal pieces and this can then be related to division facts.
Eg. ¼ of 12
= 12 split into 4 equal pieces
= 12 ÷ 4
As well as the number line for division as shown above, children can use diagrams to help them with this calculation, e.g. drawing 4 groups and sharing 12 between them.
If children then want to find 2/4 they are encouraged to add two of the groups together.
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 maths. This web-site has many links to other sites, plus a large number of maths games and activities.
Each specific area of maths has a number of different games to play to practice maths skills.
A general web-site covering various different maths topics
This site has teaching methods, games and activities ranging from basic counting up to more complex methods.
Helping at home
- When out shopping encourage your child to calculate the total price of 2 items and how much change they may get from £1, £2 etc.
- Play number ‘ping pong’ with your child. Say a number and ask them to respond with the complement to 10, 20, 50, 100 etc.
- When cooking ask your child to measure or weigh given amounts to allow them to practice reading scales.
- 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.
- Read, add, subtract, multiply numbers children may find on vehicle number plates as you travel round.
- 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.
- Many games such as scrabble and darts help children to develop their maths skills.
- 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.
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