I think of a number and add 6. My answer is 17, what number did I start with?

SUMS AND THINGS FOR PARENTS!

11Well done Chris. How did you think that through?

What can a numerate child do?

By the age of 11 they should :

have a sense of the size of number and where it fits into the number system

know by heart addition and subtraction facts to 20, multiplication and division facts to 10x10, doubles and halves, complements to 100, multiply and divide by 10 and 100

use what they know to figure out answers mentally

What can a numerate child do? (cont.)

calculate accurately and efficiently, both mentally and on paper, using a range of strategies

recognise when it is appropriate to use a calculator- and when it is not- and be able to use one effectively

explain their methods and reasoning using correct mathematical terms

judge whether their answers are reasonable and have strategies for checking them where necessary

The aim

The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this children need to learn quick and efficient methods, including appropriate written methods.

All of this relies on knowing number facts to prevent the need to work out each small stage.

Mathematics is foremost an activity of the mind, and written calculations are an aid to that mental activity.

We aim to develop children’s mental strategies and then written methods that derive from and support mental methods.

Learning written methods is not the ultimate aim.

We want children to ask themselves:

Can I do this in my head?

Can I do this in my head using drawings or jottings to help?

Do I need to use an expanded/compact written method?

Do I need a calculator?

ADDITION AND SUBTRACTION

61 + 45 7800 – 5600

5735 + 3657 5735 + 3990

83 – 68 5002 – 4996

538 - 295 267 + 267

2.5 + 2.7 5.1 - 2.78

How do you add and subtract?

ADDITION

2 + 4 = My Mum gives me 2

sweets and my Dad gives me 4 sweets – how many do I have altogether?

8 + 6 = There are 8 people

on the train then 6 more get on. How many people are on the train now?

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USING NUMBER LINES

Number track

Number line

0 1 2 3 4 5 6 7 8 9 10  

 Empty number line

1 2 3 4 5 6 7 8 9 10

11

12

36 + 27 =

36

5636

+ 20

63

+ 7

46

+10

56

+10

63

+7

ADDITION

ADDITION

Record steps in addition using partitioning:14 + 22 

14 + 20 = 34 34+ 2 = 36or

14 + 22 10 + 20 = 30 4 + 2 = 6 80 +  6 = 36

SUBTRACTION

8 – 3 = Gran baked 8 cakes.

I ate 3 – how many were left?

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2 + = 5 I have 2 cats but my

sister has 5. How many more cats does she have?

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Taking away Finding the difference

SUBTRACTION

We can do subtraction by partitioning:

38 – 14 =

38 – 10 = 2828 – 4 = 24

Imran has 43 conkers; he gives 24 away to his friends. How many does he have left?

43 – 24 =

4333

-10

23

-10

20

-3-1

19

19 conkers

SUBTRACTION

Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy?

93 – 55 =

55 60

+5

93

+3

90

+30

38p more

SUBTRACTION

SUBTRACTION

Have a go!

Use partitioning:69 - 24 =

Use a number line: 97 - 68 =

MULTIPLICATION AND DIVISION

MULTIPLICATION

Each child has 2 legs. How many legs do 4 children have?

2 + 2 + 2 + 2

There are 6 eggs in a box. How many in 3 boxes?

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6 + 6 + 6

MULTIPLICATION

MULTIPLICATION

MULTIPLICATION

By the end of Key Stage 1, children are expected to know their x2, x5 and x10 tables.

By the end of Year 4, children should know all their times tables.

This knowledge is key to them being able to multiply larger numbers with written methods.

DIVISION

I have 12 pencils to share equally between 3 children; how many will you each have?

A baker bakes 16 loaves. She puts 4 in every box. How many boxes can she fill?

Sharing Grouping

…or ‘chunking’

DIVISION

How can you help?

Talk about how you do maths

Give praise and encouragement

Be positive

Ask your child to explain

Make sure maths is fun!

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FURTHER READING

Recommended reading: ‘Maths for Mums and Dads’By Rob Eastaway and Mike AskewISBN-13: 978-0224086356