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Questions “Can you see numbers close to these that would be easier to deal with?” “Would it be easier the other way round?” “Could you break it up and work on the bits separately?” “Could you use doubles or halves?” “Would it help to jot down a number half way?” “Would it help to use a number line?”

School calculations booklet In the booklet, it explains all the methods of calculation: addition, subtraction, multiplication and division, which we use at school.

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Beech Class As well as using practical resources to group in certain multiples, e.g. 10s, or 2s, we practise counting up and back. We look for patterns within numbers that can help us to identify certain multiples, e.g. multiples of 10 all end in a zero, multiples of 2 are all even. Once we can count in a certain multiple, we can use it as a basis for working out the answers to multiplication number sentences. We reinforce this learning by chanting times tables aloud, playing games such as times table challenge, joining in with our times tables songs and using ICT to play maths games. Ways to help your child: practise counting in different multiples, up and back; look for patterns in numbers together and help your child to access web based maths games. Check out our links section on the Beech Class web page for lots of fun internet based games that can be played at home.Beech Class web page

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Adding numbers using the number line. 4725 So how do we do this using the number line?

We use the strategy called: Counting On You need to think about: What number shall I start with on my number line? What number do we want to count up by? Are there any number bonds that can help me?

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Chunking for division 96 divided by 6 How many 6s in 96 ? Instead of -6 -6 -6 -6 -6 -6 -6 -6 …….. We take away a multiple of 6 we know eg 60 (this is 6x10 and is less than 96 ) 96 - 60 36 we have 36 left over which we know is 6x6

repeated subtraction of multiples of 6 96 - 60 (6 X 10) 36 - 36 (6 X 6) 0 So we can take away 16 lots of 6 from 96 So 96 divided by 6 = 16