Parent Information Session Common Language and Methodology NUMERACY Parent Information Session Common Language and Methodology

Reading and Writing Numbers It is now common practice to use spaces between each group of 3 figures in large numbers rather than commas e.g. 23 000 instead of 23,000 Decimals should be written with a middle dot e.g. 12·9 not 12.9

+ _ add total find the sum plus subtract take away minus What words and phrases can be used to mean either addition or subtraction? add total find the sum plus subtract take away minus difference between + _ The word “sum” should only be used when referring to addition. Otherwise you should talk about “calculations” in order to save confusion.

Use of concrete materials should be continued for as long as is necessary for children to understand the concept of addition (and subtraction) and  add makes  equals For example, you might have 4 cubes in one hand and 2 cubes in the other. You would say “ 4 cubes and 2 cubes” while building them together and ask “How many does this make altogether?”

Addition Time should be spent on number bonds and showing the Commutative law and the Associative law. 2 + 3 = 3 + 2 2 + 3 + 4 = 5 + 4 = 9 This should help with mental calculations later on.

When one addition fact is know it is important to elicit the other three facts in terms of addition and subtraction Important skill for algebra later on 2 + 3 = 5 3 + 2 = 5 5 – 3 = 2 5 – 2 = 3

5 +4 9 4 nine subtract four five add four nine take away four Start at the top with all calculations Avoid saying “4 away from 9” or “4 from 9”

5 + 4 19 + 4 39 +4 AVOID Writing the calculation: + 4 39 +4 When writing down, the sign should always be outwith the calculation.

56 +39 9 5 Doing the calculation: When performing calculations involving “carrying” the number which is being carried should be written above the line 1 9 5

31 -12 1 9 Doing the calculation: When performing calculations involving “exchanging” the number should be written as shown 1 9 Note that the word “exchange” should be used instead of “borrow”

Order of Operations B - Brackets O - Order D - Division M - Multiplication A - Addition S - Subtraction e.g. 10 – 3 + 4 Go with the order of the = 11 question Interchangeable Interchangeable

What words and phrases can be used to mean either multiplication or division? multiply product multiplied by divided by divide share Share equally x ÷

When writing multiplication tables the table number comes first Use “multiplied by” rather than “times” Use “multiplication tables” rather than “times tables” 2 x 0 = 0 2 x 1 = 2 2 x 2 = 4 2 x 3 = 6

26 x 4 1 4 Doing the calculation: Encourage children to multiply by the single digit “Carried” numbers placed above the line 26 x 4 2 1 4

4 7 5 6 Is it a “gizintae”? Doing the calculation: When carrying out a division, do NOT use gizintae, as in “4 goes into 7” or “4 into 7” Instead say “7 divided by 4” or if necessary “How many 4’s in 7?”

Multiplying/Dividing by 10, 100, 1000 H T U · H T U 1 4 1 4 . 6 2 1 4 0 1 4 6 . 2 When multiplying by 10 do NOT say “just add on a zero” Children can become confused when multiplying decimals e.g. 2·6 x 10 = 26 NOT 2·60 Teach children that the digits move up one place and that a zero is a placeholder When multiplying decimals by 10, the decimal point stays fixed and the digits are moved one place to the left.

Dividing by 10: 140 146 1.4 14 14.6 0.14 Equally, when dividing by 10 do NOT say “just take off a zero”. Move the digits one place to the right When dividing a decimal by 10, the decimal point stays fixed and the digits move one place to the right

4 7 x 5 6 2 8 2 + 2 3 5 2 6 3 2 Long Multiplication: 4 3 1 Carried numbers go above the line when multiplying by the unit 4 2 8 2 Carried numbers go beside the unit when multiplying by the tens + 2 3 3 5 1 2 6 3 2 When adding, carried numbers go above the line