# Maths 4 Kids

Maths 4 Kids is a YouTube channel aimed at parents, teachers and children. We introduce a different concept every week and show how it can be taught using concrete resources, so it makes sense to children.

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Maths 4 Kids is a YouTube channel aimed at parents, teachers and children. We introduce a different concept every week and show how it can be taught using concrete resources, so it makes sense to children.

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Maths 4 Kids is a YouTube channel aimed at parents, teachers and children. We introduce a different concept every week and show how it can be taught using concrete resources, so it makes sense to children.

In this video we use concrete resources (fraction circles and cubes) to ensure children have conceptual understanding of how to subtract fractions with the same denominator. We subtract from one whole, then look at what happens when the first fraction is bigger than one whole

This is our first of 2 videos on equivalent fractions. We look at fractions equivalent to one half, with the help of fraction cubes and fraction circles. We think look at the pattern to understand the rule for fractions being equivalent to one half.

In this video we use concrete resources and the bar model to help understand fractions of amounts. We start by looking at unit fractions then move on to looking at non-unit fractions.

This is our first in a series of videos on fractions. It is a basic introduction to fraction vocabulary / terminology.

In this video we show how concrete resources (place value counters) can help children to understand short / bus stop method division.

In this video we look at division as sharing. We use bundles of ten straws to represent the tens and individual straws to represent the ones. We partition then tens and ones and divide by sharing.

In this video we look at division as grouping by partitioning the number into tens and ones and using bundles of ten straws to represent the tens and individual straws to represent the ones. We then divide the tens and the ones by grouping.

In this video we use concrete resources to help children understand grid method multiplication. We begin with bundles of ten and individual straws, then move on to looking at place value counters.

In this video we use straws to help children understand the concept of column subtraction. We partition each number and use bundles of ten straws to represent the tens and individual straws to represent the ones. We show subraction without exchanging first, then look at it with exchanging.

In this video we use concrete resources to help children understand column addition. We use bundles of ten straws and individual straws to represent the tens and ones. We begin by showing addition without exchanging, then with exchanging

This is the second of 2 videos on equivalent fractions. In the first video we looked at fractions equivalent to a half. In this video, we look at other equivalent fractions. We use both fraction circles and fractions cubes to help understand the concept.

In this video we use concrete resources and the part-whole model to investigate what happens when fractions are greater than 1 whole.

In this video we show how concrete resources can help children to understand the concept of adding fractions with the same denominator. We start with the fractions adding up to less than one whole , then show what happens when they add to more than one whole

This is our 2nd of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to understand o’clock, half past, quarter past and quarter to. We begin with the numbers removed, so the focus is more on the position of the hand, rather than the number it is pointing to. We then look at the hour hand and minute hand on 2 separate clocks and then bring the 2 hands together on the same clock. In our next video we will be looking at time to 5 minutes

This is the 1st of 4 videos on analogue time. In this video we are only focusing on the hour hand to learn O’ clock and half past the hour. Children find time difficult when both hands are presented together, over these 4 videos we break it down so only one hand is introduced at a time before both hands together, once children are secure. We look at the hours 1-12 on a straight line number line before looking at them in a circle. This is to show that reading a clock is no more difficult than reading a number line. In our next 3 videos we will be looking the hour hand and the minute hands separately before looking at both hands together on one clock.
For all our other videos please visit www.youtube.com/maths4kids

This is our 3rd of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to read the time to 5 minutes. We start by looking at the minutes on a straight number line, before looking at them with just the minutes hand on the clock. We then look at the hour hand on a separate clock, before bringing both hands together onto the same clock.

This is our 4th of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to read the time to 1 minute. We start by looking at the minutes on a straight number line, before looking at them with just the minutes hand on the clock. We then look at the hour hand on a separate clock, before bringing both hands together onto the same clock.

This is a game played with a pack of playing cards, with picture cards removed. Ace is worth 1 and each other card is worth the digit on the front. Players select 4 cards from a pile of playing cards. The aim of the game is to make 24 using only the 4 numbers on the cards and addition, subtraction, multiplication or division

This is a simple maths dice game which can be played at home or at school. Each player throws the dice and records their score. Players keep throwing the dice and add to their total until the first player reaches 100 points. If at any point a 1 is thrown, the player loses all their points, so after each throw they have to decide whether to take a risk and have another throw or stick with the points they have won so far.

In this video we explore place value using place value counters / discs. We use them on a baseboard and a part-whole model. Once we’ve looked at place value using the concrete resources, we then move on to recording the concrete resources pictorially, in line with the CPA approach