I think of a number and add 6. My answer is 17, what number did I start with? S UMS AND T HINGS FOR P ARENTS ! 11 Well 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?

A DDITION AND S UBTRACTION

– – – How do you add and subtract?

A DDITION =  My Mum gives me 2 sweets and my Dad gives me 4 sweets – how many do I have altogether? =  There are 8 people on the train then 6 more get on. How many people are on the train now? |||||||| ||||||

U SING NUMBER LINES Number track Number line Empty number line

= A DDITION

Record steps in addition using partitioning: = = 36 or = = = 36

S UBTRACTION 8 – 3 =  Gran baked 8 cakes. I ate 3 – how many were left? | | | | 2 +  = 5 I have 2 cats but my sister has 5. How many more cats does she have? | | | | | | Taking awayFinding the difference

S UBTRACTION We can do subtraction by partitioning: 38 – 14 = 38 – 10 = – 4 = 24

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

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

Have a go! Use partitioning: =  Use a number line: = 

M ULTIPLICATION AND D IVISION

M ULTIPLICATION Each child has 2 legs. How many legs do 4 children have? There are 6 eggs in a box. How many in 3 boxes? |||||||||

M ULTIPLICATION

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.

D IVISION 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? SharingGrouping

…or ‘chunking’

D IVISION

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!

. F URTHER R EADING Recommended reading: ‘Maths for Mums and Dads’ By Rob Eastaway and Mike Askew ISBN-13 :