Non Members: £185.00 (excluding VAT)
Members: £166.50 (excluding VAT)
Course Length: 1 Day
Venue address: Heath House Conference Centre, Cheadle Road, Uttoxeter, Staffordshire, ST14 7BY
01 January 2020
09:30 to 15:30
This course explores how mental mathematics can be used as a first option in problem solving in all areas of the new curriculum at KS2. It looks at methods of teaching key areas of mental mathematics at Key Stage 2. By the end of the course, participants will be able to use a variety of mental techniques to solve problems in addition, subtraction, multiplication and division and bring those techniques to the classroom in order to teach concepts within the framework of fluency and reasoning. Participants will gain an understanding of the uses of mental mathematical techniques in context of the statutory requirement in the latest framework document for mathematics and will enhance their own understanding of how mental methods and rules work and can be applied in the classroom. The course will look at the importance that instant recall of mathematical facts has in building and strengthening mental calculation fluency.
By the end of the course participants will:
- Be able to use a variety of mental techniques to solve problems in addition, subtraction, multiplication and division and bring those techniques to the classroom in order to teach concepts within the framework of fluency and reasoning.
- See the uses of mental mathematical techniques in context of the statutory requirement in the latest framework document for mathematics.
- Enhance their own understanding of how mental methods and rules work and can be applied in the classroom. The importance that instant recall of mathematical facts has in building and strengthening mental calculation fluency.
Course Overview and In-School Training Information
The course is aimed at key stage 2 teachers, teaching assistants, subject leaders, head teachers and governors. This course is one of a series of courses which aims is to raise standards in mathematics by developing, extending and building the understanding, knowledge and skills of the teacher, as well as providing them with teaching strategies and ideas. The aims of this course are to consider the methods and uses of mental mathematics. In particular, the course explores how mental mathematics can be used in problem solving in all areas of the new curriculum at KS2. Participants will, through task related seminars, be looking at and trying out different ideas for mental calculations involving addition, subtraction, multiplication and division. The methods and underlying reasons for them can be taken directly back into the classroom.
Other courses within the series
- Investigating the A to Z of Algebra: Meeting the challenges of Algebra in the new curriculum
- Covering all angles: Teaching measurement and geometry in line with the new national primary maths curriculum.
- Assessing mathematics at KS2: ‘Life after levels’
- Fractions and decimals: A significant percentage of the new national curriculum
- Improving Teaching & Raising Standards in Mathematics at KS2: Moving from concrete to abstract methods of calculation. Teaching through conceptual understanding.
- Lets not forget the importance of Mental Mathematics at KS2
Attending one or attending all modulesThe courses are designed so that primary teachers can either attend just one of the courses within the range, or can attend all of the modules. To give maximum flexibility, each course is scheduled to run in the Autumn, Spring and Summer terms enabling participants to attend modules within just one term or attend over the course of the year.
In-School TrainingThis course is available as in-school training. If you would like to find out more about in-school training please go to the in-school training section CLICK HERE FOR INFORMATION ABOUT IN SCHOOL TRAINING or call us on 01889 567 014
The course is aimed at key stage 2 teachers, teaching assistants, subject leaders, head teachers and governors.
Detailed course outline and session time table
Session 1: 9:30-10:45
- What is mental mathematics?
- Task 1
- How would you solve these problems? Is a purely mental method suitable?
- Complements to 10, 100 and 1000
- Task 2
- ‘Make 9 make 10’ Finding complements to 100, 1000 10 000 and 10 using decimals. (36 + 64 = 100 the digits in the tens and units respectively sum to 9 and 10)
- What is the conceptual understanding of this ‘trick’?
Session 2: 11:00-12:15
- The ‘mental’ empty number line
- Task 3
- Research from Netherlands and Germany
- How we can teach multiplication tables with meaning and conceptually?
- Task 4
- A multi task unit involving different approaches to mental multiplications and divisions
Session 3: 1:00-2:15
- Can negative numbers help us with subtraction of large numbers?
- Task 5
- Apart from temperature how often are negative numbers used? What do they mean to us? Can we put them to work?
- Division related to fractional imagery
- Task 6
- Pizzas, chocolate bars and other images
Session 4: 2:30-3:45
- The mathematics behind the ‘magic tricks’
- Task 7
- How do they work? Do they always work? Can you explain why...?
- Quicker multiplication using Vedic techniques with understanding
- Task 8
- Are ancient techniques relevant in the curriculum? Tricks or conceptually sound?
Tutor information and course feedback
Russell is an experienced, energetic, successful trainer, Maths adviser, teacher and manager at department level. His degree is in mathematics and education and as a keen maths teacher he is always looking for ways to develop his own knowledge and practice. He is a National Centre for the Excellence in the Teaching of Mathematics Accredited Professional Development Lead Practitioner. With experience in developing and implementing assessment, curriculums and schemes of learning, optimising the learning atmosphere, developing staff potential and managing resources Russell has a proven track record of raising the standard and progress of teachers and students. With excellent subject knowledge Russell’s courses are stimulating and practical, with plenty of opportunity for discussion. Russell believes everyone has the ability to achieve in maths and has the right to fulfil their potential. It is his wish to encourage and enable practitioners to build their pupils confidence, understanding and ability to achieve their full potential in a positive learning environment.
Methods to take back into school. Well explained methods
Very good tutor, highly enthusiastic, engaging and helped to ensure we felt confident and comfortable
Membership special offers
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