1. Supporting Your Child in Maths
March 2014 – J Cartwright

2. Areas of Maths Maths is split into 4 main parts:
Ma 1 – Using and applying
Ma 2 – Number
Ma 3 – Shape, space and measure
Ma 4 – Handling data
Number makes up 50% of what the children need to know.

3. APP (Assessing Pupils’ Progress)
APP is used to collect evidence of what skills and knowledge children demonstrate in class.
Provides an opportunity to collect evidence during practical activities and games.
We use these grids to set individual targets.

4. New Target Grids
We will now be using the following target grids throughout the school. They will be stuck into the front of the childrens’ maths books. They are based on the APP grids used by teachers to assess children and the childrens’ individual targets will be taken from these grids. (Note – they only cover Number and not the other areas of maths).

5. 1c 1b 1a 2c
I am beginning to count 10 objects.
I can read most numbers up to 10.
I am beginning to write numbers up to 10.
I can count on in 1’s.
I can count back in 1’s.
I am beginning to recognise and sort coins and use them in role play.
I am beginning to record my work using my own mark making.
I can count 10 objects.
I can read numbers up to 10.
I can write numbers up to 10.
I can order numbers up to 10.
I can say the next number and what number is one more or one less.
I can count back from 10 to 0.
I am beginning to find 1/2 of shapes.
I am beginning to add by counting on.
I am beginning to know some addition facts.
I can subtract numbers of objects to 10.
I can solve addition and subtraction problems up to 10 objects (practically).
I can solve problems involving 1p and £1.
I can record my work with objects and pictures.
I am beginning to write addition sums using + and =
I can count and read numbers from 0-20.
I can order numbers up to 20.
I am beginning to count forwards and back in 2’s and 10’s.
I am beginning to find ½ of an even number of objects.
I can count on from the smallest number to the biggest.
I can find coins which make 10p.
I can jump in 1’s on a numbered number line to help me solve problems.
I can write addition and subtraction sums using + – and =
I am beginning to understand place value.
I am beginning to recognise odd and even numbers.
I can say what number comes next.
I can say the number which is 10 more or 10 less.
I am beginning to count in 5’s.
I am beginning to use the fraction ¼
I can count up to find the difference between 2 numbers.
I am beginning to remember all of the number bonds to 10.
I can use my number bonds to add and subtract pairs of numbers in my head.
I can double numbers up to 5.
I can choose coins to make 20p.
I can jump in 1’s and 10’s on a numbered number line to help me solve problems.

6. 2c 2b 2a 3c
I am beginning to understand place value.
I am beginning to recognise odd and even numbers.
I can say what number comes next.
I can say the number which is 10 more or 10 less.
I am beginning to count in 5’s.
I am beginning to use the fraction ¼
I can count up to find the difference between 2 numbers.
I am beginning to remember all of the number bonds to 10.
I can use my number bonds to add and subtract pairs of numbers in my head.
I can double numbers up to 5.
I can choose coins to make 20p.
I can jump in 1’s and 10’s on a numbered number line to help me solve problems.
I can order numbers to at least 100.
I can recognise sequences of numbers including odd and even.
I can continue a number sequence going up or down.
I can count in 2’s, 5’s and 10’s.
I can halve and quarter amounts of objects.
I can colour ½ or ¼ of a shape.
I know that subtraction is the inverse of addition.
I can write the matching subtraction sum for an addition sum.
I am beginning to use a number line to find the difference between 2 numbers.
I know my number bonds to 10.
I can solve simple problems using addition and subtraction (involving money and measure)./
I can double and halve numbers up to 20.
I can choose coins which make 50p
I can count, read, write and order numbers to 100.
I know the value of each digit in 2 digit in any 2 digit number.
I am beginning to find 1/3 of shapes.
I can multiply using repeated addition.
I can use a number line to multiply.
I am beginning to divide using repeated subtraction.
I can add multiple of 10.
I can add a multiple of 10 to a 2 digit number in my head.
I can subtract a multiple of 10 from a 2 digit number in my head.
I can decide if to add or subtract when solving problems.
I can choose coins to make £1
I can use the X and ÷ signs when writing sums.
I can use the £ sign.
I can use £ and p
I know the value of each digit in a 3 digit number.
I can order numbers to 1000.
I can multiply numbers by 10.
I can count on or back in 10’s or 100’s.
I can find fractions of shapes and numbers.
I am beginning to recognise simple fractions which are the same as each other.
I know that ÷ is the inverse of X.
I am beginning to divide where there are remainders.
I know my number bonds to 20.
I can add or subtract a near multiple of 10 from a 2 digit number in my head.
I can do simple X and ÷ sums in my head.
I can solve 1 step problems involving + - X and ÷
I can use written methods to add and subtract 2 digit numbers.

7. 3c 3b 3a 4c
I can use £ and p
I know the value of each digit in a 3 digit number.
I can order numbers to 1000.
I can multiply whole numbers by 10.
I can count on or back in 10’s or 100’s.
I can find fractions of shapes and numbers.
I am beginning to recognise simple fractions which are the same as each other.
I know that ÷ is the inverse of X.
I am beginning to divide where there are remainders.
I know my number bonds to 20.
I can add or subtract a near multiple of 10 from a 2 digit number in my head.
I can do simple X and ÷ sums in my head.
I can solve 1 step problems involving + - X and ÷
I can use written methods to add and subtract 2 digit numbers.
I can read and write numbers to at least 1000 and put them on a number line.
I can divide whole numbers by 10.
I can add or subtract 1, 10 or 100 to any number.
I can recognise sequences of multiples of 2, 5 and 10.
I can recognise negative numbers.
I can count back past 0.
I can use decimals to one decimal place.
I know the matching fractions and decimals for ½ and 1/10.
I am beginning to relate fractions to division.
I can find ½, ¼, 1/3, 1/5 and 1/10 of shapes and sets of objects.
I am beginning to use = for balancing sums.
I know my 2, 3, 4, 5 and 10 X tables.
I can solve problems involving X and ÷ including those with remainders.
I can solve 2 step problems involving – and +
I can use written methods to + and – 3 digit numbers including bridging through 10 and 100.
I can use the grid method to X 2 digit numbers by 2, 3, 4, 5 or 10.
I can ÷ 2 digit numbers by 2, 3, 4, 5 or 10 including those with remainders.
I can X and ÷ whole numbers by 10 or 100.
I can round numbers to the nearest 10 or 100.
I can use decimals to 2 decimal places.
I can position decimal numbers on a number line.
I can recognise equivalent fractions.
I can find fractions of numbers and shapes.
I am beginning to know my 6, 7, 8 and 9 X tables.
I can round up or down after dividing.
I can choose the correct operation and the best method to solve 1 and 2 step problems.
I can convert pounds to pence.
I am beginning to use the written method for ÷
I can X and ÷ whole numbers by 10 and 100 including those with decimal answers.
I can read write and order decimal numbers and know the value of each digit.
I can recognise multiples of 6, 7, 8 and 9.
I can convert mixed numbers to improper fractions and vice versa.
I can recognise simple equivalent fractions, decimals and percentages.
I can + and – 2 and 3 digit numbers in my head.
I can estimate and check by rounding.
I can + and – 4 digit numbers.
I am beginning to know when to use a calculator.

8. 4c 4b 4a
Level 5
I can X and ÷ whole numbers by 10 and 100 including those with decimal answers.
I can read write and order decimal numbers and know the value of each digit.
I can recognise multiples of 6, 7, 8 and 9.
I can convert mixed numbers to improper fractions and vice versa.
I can recognise simple equivalent fractions, decimals and percentages.
I can + and – 2 and 3 digit numbers in my head.
I can estimate and check by rounding.
I can + and – 4 digit numbers.
I am beginning to know when to use a calculator.
I can identify square numbers.
I can find pairs of factors for any number to 100.
I can order negative numbers.
I can recognise and describe number patterns.
I can + and – decimal numbers to 2 decimal places.
I can use inverse operations to find a missing numbers.
I can give the matching ÷ fact for any X fact up to 10 X 10.
I know all the X facts to 10 X 10.
I can do simple sums involving negative numbers.
I can X and ÷ 3 digit numbers by a 1 digit number.
I can round any number to the nearest 10, 100 or 1000.
I can round decimal numbers.
I can recognise and describe number relationships including multiple, factor and square.
I can order decimal numbers to 3 decimal places.
I am beginning to understand simple ratio.
I can match fractions and decimals.
I am beginning to understand percentages.
I can use brackets in simple sums.
I can solve problems involving converting money and finding simple percentages.
I am beginning to use simple formulae expressed in words.
I can X decimal numbers.
I can multiply and divide whole and decimal numbers by 10, 100 and 1000.
I can round decimals to the nearest decimal place.
I can recognise and use number patterns and relationships,
I can reduce a fraction to its simplest form.
I can order fractions and decimals.
I understand simple ratio.
I can find a simple fraction or percentage of a number or amount.
I can + and – negative numbers.
+ and – decimal numbers which do not have the same number of decimal places.
I can solve simple problems involving ratio and direct proportion.
I can understand and use simple expressions using symbols.
I can use and interpret coordinates in all 4 quadrants.

9. Addition
Begin with place value – children must know the value of each digit.
At level 2 we use the expanded version of the addition method:
e.g = 81
+27 11 70 81
Then we move on to the compact version of the addition method:
e.g = 91
+24 91 1

10. At level 3 we use the addition method to add 3 digit numbers.
We also begin to add decimals (where bridging is not required)
= =
e.g
+128
274 1
e.g
+1.25
2.57
At level 4 children would be expected to use the addition method to add decimals which DO require bridging.

11. We find the difference between 2 numbers using a number line:
Subtraction
We teach children different methods and allow them to choose their preferred methods when solving problems.
We find the difference between 2 numbers using a number line:
81 – 57 =
+20 +1 +3 57 60 80 81
= 24

12. We also teach the subtraction method:
1 5 6
- 3 9
1 1 7
156 – 39 = 117 4 1

13. Multiplication
At level 2 we use repeated addition to solve multiplication sums or problems.
e.g.
8 X 4 = =

14. At level 3 we need to be able to multiply a 2-digit number by 2, 3, 4, 5 or 10.
To do this we use the multiplication method:
23 X 4 =
e.g.
X 20 3 80
+12 92

15. At level 4 we also need to be able to multiply a simple decimal by a single digit:
8 X 3.8 = X
24.0
30.4

16. Division
At level 2 we use repeated addition to solve division sums and problems:
e.g.
16 ÷ 4 = 4 8 12 16

17. At level 3 we divide 2-digit numbers by 2, 3, 4, 5 and 10.
To do this we teach 2 different methods and allow children to choose their preferred method when solving problems:

18. 172 ÷ 5 =
1 0
+ 4
3 4 r 2
3 4 r2
10 X
1 2 2
7 2
10 X
2 2
4 X 2

19. Or: ÷ 5 = r2 2

20. When teaching division we always teach it as how many equal parts can fit into that number.
e.g. 45 ÷ 5 = how many 5’s go into 45?
count in 5’s until we reach 45.
the answer is 9.

21. Basics Number bonds to 10 Number bonds to 100 Number bonds to 20
X tables
Doubling
Halving

22. X tables Children can never do too much X tables practise!
If they have been set a X tables to learn as a target this includes not only counting in that number but also answering quick fire questions in random order.
Effective ways of learning include clapping and counting, quick fire questions, singing songs and playing games such as Multiple Madness (Maths Zone), pennies in a jar, jumping multiples.
At level 2 we focus on 2’s, 5’s and 10’s.
At level 3 we also need to know 3’s and 4’s.
At levels 3 and 4 we move on to 6’s, 8’s, 9’s and 7’s.

23. Doubling and halving
If children can not double or halve a 2-digit number in their heads, we encourage them to use arrows:
3 4
4 4 60
=68
=22

24. Problem Solving
Huge importance in children being able to apply the skills they have learnt.

25. 1 step problems
e.g. Amy had 3 boxes of eggs with 6 eggs in each box. How many eggs altogether
Children need to recognise what operation to use (multiplication or repeated addition), then decide what numbers to multiply, then work out the answer.
6 X 3 = 18
or = 18

26. 2 Step problems:
e.g.
Amy has 3 boxes of eggs with 6 eggs in each. She eats 4 of the eggs, how many does she have left?
Step 1: 3 X 6 = 18
Step 2: 18 – 4 = 14

27. Useful Websites www.educationcity.com www.mathszone.co.uk
(Maths and Literacy)

28. Areas which are always useful to practise:
X tables (check targets!)
Number bonds
Written methods
Word problems
Using money in real life
Telling the time

29. Extras Work books to complete at home (order from Miss Cartwright)
Education City tests (available to use on the website)
Parent Voice (use the link on our school website to leave comments).