Homework, help needed

[linzoid]

My ds aged 8 ( in year 3) has brought home a lot of homework for the half term and as usual it's causing a stress. I know that they are being taught different methods of working out additions, subtractions etc and don't do it like i used to i.e putting the numbers one above the other. They do all this partitioning and rounding up and stuff. He has been asked to write out 2 different methods for working out the given sums and call me thick but i am having trouble helping him. he has forgotton how they are meant to do it. So, does anyone know the methods they use e.g 87-29=58 so method 1=
and method 2 = ....anyone??

DD also Y3 did it like this ...
she drew a number line at left side she put 29 , at right she put 87, she then drew jumps from 29 counting 39, 49,59,69,79, then wote 50, then she said 79,80,...87, counted the unit jumps and said 50+8, the answer's 58.
Clear as mud!!

Also you can do:
Count up from 87 to 90 = 3.
Count up from 29 to 30 = 1.

Then take the 90 from the 30 = 60
But then take OFF the 3 (cos they were extra) = 57
and add ON the 1 (cos that was missed) = 58.

Also similar to nutlob, you can count BACK from 87 - 87, 77, 67, 57, 47, 37 = 50.
Then count in ones 36, 35, etc = 8.
Answer: 58.

Or count back in tens to 27 = 60.
Then take off the 2 extra between 29 and 27.

Talk to him and see what makes most sense to him.

Have you got a 100 square - if not, make one. He will probably have been shown at school using this, and will be able to explain it to you.

HTH

You should ask your child's teacher (obviously too late for holiday homework) to show and explain to you the "new" methods of working out maths problems - or your school might be organising "maths evenings" to explain to parents the new and downright confusing methods. Wait 'til you try multiplication using matrix/grid method!!!!!

If your confused by the new(and somewhat more complicated way of maths)you might find the CGP books useful.They are an educational book company and they cover ks1-a level.The guide books explain everything.Does anyone know why they teach such a strange way of math now?

Not sure why addition and subtraction is different but apparently multiplying in the "old fashioned" way ie. 122 x56

is quite a hard concept for kids to understand!!!!! as after multiplying everything by 6 we would then put a zero at the end of the next line and then multiply everything by 5 - this confuses them as we are multiplying by 50 not 5!!!! I can't remember having any problems.

Now they do it like this...

X|100202
|
50 | 5000 1000 100
|
6 | 600 120 12
|

THEN THEY ADD IT ALL UP - PRESUMABLY USING THE NEW METHOD!!!!!

Not sure why addition and subtraction is different but apparently multiplying in the "old fashioned" way ie. 122 x56

is quite a hard concept for kids to understand!!!!! as after multiplying everything by 6 we would then put a zero at the end of the next line and then multiply everything by 5 - this confuses them as we are multiplying by 50 not 5!!!! I can't remember having any problems.

Now they do it like this...

X|100202 |
50 | 5000 1000 100
6 | 600 120 12

THEN THEY ADD IT ALL UP - PRESUMABLY USING THE NEW METHOD!!!!!

This is so annoying - I can't get it to line up!

I he and have crossed out some of the maths workbook as unneccesary.I think its mad I don't know anyone who finds these new methods easier.I much prefer the old hundreds tens and units method for addition and subtraction.As for multiplication if we did say 325 x32 we make two sums and then add the answer.Also don't get how checking multiplication using division is a good idea,I always do it the other way around.

I'm not much of a mathematican (although I did gain my O Level!!) but dh is, and he thinks the new maths is good. The way it's taught here, you can use any method you want, as long is it works. That's a bit different to when my boys were at school, when they had to use the prescribed method but it was ok if the answer was just a little bit out, you still got marks!!!

I think the new method is good - it actually reflects what goes on in my head doing mental arithmetic.

To take a simple example: 27 + 4
In the 'old school' you would do 7+4=11. Put down 1, carry 1. Add the 1 to the 2 = 31 - bingo if it worked.

In the new method they use 10s a lot more, and round up to the easy numbers. So in this case you know that 27+3=30, so you split the 4 into 3 and 1. Add the 3 to the 27 for 30, and then add on the extra one.

I know it sounds complicated, but it really isn't.

In the new method the children from very early on seem to have a much better concept of the real values of the numbers, and what is going on when they are doing the method - rather than just applying an abstract formula to solve a sum, but not really having any clue as to what is going on.

as a teacher of year six kids and head of year six in a large middle school I would definitiely say that the 'new trendy' methods work better for all but the brightest kids. it underlines the 'maths' behind it all and because they undertsand what they are doing, its easieer to remember next time.

i don't teach typing tho, thank goodness!!!

Why not the brightest kids charly?

they tend to just want a simple straight forward way - a lot of our bright kids think that breaking it down into little steps is what you do if 'you can't do maths'. I was pretty good at maths as a child and was taught the old fashioned long multiplication but now, I would choose the 'grid method' (if i couldn't find my calculator!!)

Another reaon for doing these new methods is to make it easier to use really big numbers. Also it is up to the children to choose the way that is easiest for them, so they get shown a number of different methods, including those which we think are old fashioned. At the end of the day, the children need to employ a method that is useful and best for their lives.
Homework is for the children to do, not the parents . I don't mind parents writing in my Y5 class homework diaries that they tried to help, but the child could not remember the method, this way the pressure is off the parent. I wonder if your ds' teacher would mind this, Linzoid?

OMG - just clicked on this thread out of curiosity. Dreading having to understand all this when DS goes to school, he's going to be sooo disappointed with his thicky mum.

Agree with hellbell. It's much easier when the numbers get bigger if they actually understand what they are doing. Also when they come tho apply their number work to worded problems then they find the more 'informal' methods useful too.

Hellbell - quick question - how old is your ds/dd and how do you manage a teaching job with being a mum? I constantly feel like unfit teacher/unfit mum - doing nothing properly

Charly, ds is 6 months. Currently torn between going back or not. How did you find going back? Did you go back full-time or part-time? How old were your ds or dd? (And you thought it would be a quick one!?)

hellbell - ds is now 15 mths. Went back the week b4 xmas last year - about 16 wks. Am full time in a v busy job!
Thought b4 the birth that I would 'need' to work in order to have independence etc.
Hate it.
V hard to juggle all the extra urbbish that you have to do at home in order to survive as a teacher with wanting to spend every waking moment with your little one.
If finances would allow, I would leave work right now!

This thread makes my head hurt. Glad dh is a maths whizz...I'll stick with the arty homework.