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This article highlights the importance of mental mathematics and provides strategies and resources to support teachers in teaching mental math effectively. It emphasizes the need for regular practice and application of mental calculation skills, and offers suggestions for incorporating mental math into daily lessons. The article also addresses common difficulties students face and offers solutions to overcome them.
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Agenda • Daily oral mental sessions • Resources to support • Mental Mathematics Strategies • New materials
Recommendation 10 A renewed and sharp focus on the use of mental mathematics would be beneficial and would particularly help under-attaining groups of children.
It recommends renewed focus on oral / mental mathematics • Having difficulty identifying related facts from known number facts • Were reluctant to use their mental calculation skills • Used formal written methods in preference to mental methods, as they believe formal methods were better.
Daily Oral/mental Work • Expectation of five to ten minutes daily mental / oral work • Dialogue - paired talk / group talk • Resources – equipment / ICT • Mental strategies • Jottings – images, recording for another audience
It is crucial that mental methods of calculation are; • Taught to children • Not confined to starter activities in lessons • Practised and used regularly, separately and in context
Balance of oral mental work • Using and applying mathematics • Counting and understanding number • Knowing and using number facts • Calculating • Understanding shape • Measuring • Handling data
6 Rs of oral and mental work • Rehearse– to practise and consolidate existing skills • Recall – to secure knowledge of facts • Revisit – to draw on and refresh some previous learning • Refine – to build on earlier learning • Read – to use mathematical vocabulary correctly • Reason – to use and apply their previously acquired knowledge, skills and understanding to make decisions
Rehearse To practise and consolidate existing skills, usually mental calculation skills, sometimes set in a context to involve children in problem solving through the use and application of these skills. 4 16 9 18 15 3 I add 12p to the 4p in my money box to get 16p I eat 7 of my 16 sweets to leave me with 9 sweets I buy 9 sweets that cost 2p each and spend 18p 18 children attend netball club, 3 are ill so only 15 attend 15 sweets are shared between 5 people so each person gets 3 sweets 3 children are playing catch. One more child joins in, now 4 children are playing
Number stories along a line 14 36 9 63 15 90 If you add 22 to 14 you get 36 36 divided by 4 equals 9 9 apples at 7p each would cost 63p 3 is a common factor of 63 and 15 15 multiplied by 6 equals 90 90 divided by 6 take away 1 equals 14
Recall To secure knowledge of facts, usually number facts, building up speed and accuracy.
Play with a partner Hide both hands behind your backs. Both players bring hands to front simultaneously showing chosen number of fingers. If there is a difference of 2 between the number of fingers each player shows – win a counter. First pair to win 5 counters are the winners. How did you find the difference?
Revisit 12 24 To draw on and refresh some previous learning, to assess, review and strengthen children’s previously acquired knowledge and skills that may be relevant to the main part of the lesson or may be an aspect of mathematics the children have had difficulty recalling.
Refine To build on earlier learning, to extend ideas and develop and deepen the children’s knowledge and skills in the light of their previous understanding so that techniques become more efficient and precise.
Make a tower with Multilink (1 – 10) Find a partner with the same number in their tower so towers have a difference of 3 so that if you subtract one tower from the other you are left with 2
Read To use mathematical vocabulary correctly, to describe, explain and interpret features involving scales, tables or graphs, to identify shapes and list their properties.
Reason To use and apply their previously acquired knowledge, skills and understanding to make decisions, predict and hypothesis, and support these with discussion, to agree an explanation and to present arguments and counter-arguments.
9 8 11 15 9 3 7 15
4 9 5 8 3 11 8 15 7 9 2 3 1 7 6 15 9
Maze Start with zero. Find a route from ‘Start’ to ‘End’ that totals 100 exactly. Which route has the highest total? Which route has the lowest total?
Dialogue • Model mathematical language and use appropriate vocabulary • Variety of questions to challenge thinking and reasoning • The purpose of oral and mental work is for the rehearsal of number knowledge and skills, but there are other purposes it can and should fulfil
Addition & Subtraction • Counting forwards and backwards • Re-ordering • Partitioning • Using multiples of 10 and 100 • Bridging through multiples of 10 • Compensating • Using near doubles • Bridging through numbers other than 10
Every day is a mental mathematics day • Hands on learning is still important • Seeing mathematics through models and images supports learning. • Talking mathematics clarifies and refines thinking • Make mathematics interesting • Learning from mistakes should build up children’s confidence
New Have you any new resources to share?
What is coming next ? Speaking and Listening Classroom Environment
