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The aim

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.

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The aim

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  1. 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.

  2. How can you help? Talk about how you do maths Be positive Ask your child to explain Give praise and encouragement Make sure maths is fun!

  3. We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use an expanded/compact written method? Do I need a calculator?

  4. Learning written methods is not the ultimate aim. • Mathematics is foremost an activity of the mind, and written calculations are an aid to that mental activity. • The Numeracy Strategy aims to develop children’s mental strategies and then written methods that derive from and support mental methods.

  5. How do you add and subtract? 61 + 45 7800 – 5600 5735 + 3657 5735 + 3990 83 – 68 5002 – 4996 538 - 295 267 + 267 2.5 + 2.7 5.1 - 2.78

  6. +10 +10 +10 +10 +7 76 96 106 116 123 86 + 40 + 7 116 123 76 Addition 76 + 47 =

  7. 358 + 473 358 + 473 831 1 1 Addition 358 + 473 = 11 120 700 831

  8. Addition 176 + 147 = 100 + 70 + 6 + 100 + 40 + 7 200 + 110 + 13 = 323

  9. 19 20 23 33 43 -1 -3 -10 -10 Subtraction Imran has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = 19 conkers

  10. +5 +30 +3 93 90 55 60 Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = 38p more

  11. 5643 5700 6000 9010 57 +300 +3010 3367 Subtraction A sports stadium holds 9010 spectators. 5643 people attend a football match. How many empty seats are there? + 57 +300 +3010 5643 5700 6000 9010 3367 empty seats

  12. Subtraction 8.23 – 4.55 = 3.68 +0.23 +0.45 +3 8.23 8.00 4.55 5.00

  13. Mistakes children make: 1 16 - 9

  14. 10 13 6 …….and more: 643 + 274 8117 • 803 • 526 • 187

  15. How do you multiply and divide? 57 x 2 78 ÷ 2 43 x 50 742 ÷ 2 36 x 25 700 ÷ 4 18 x 15 65.5  10 8 x 19 17 ÷ 5 34 x 7 5.4 ÷ 6

  16. Multiplication 47 x 8 = x 40 7 8 320 56 376 37 x 46 = x 30 7 40 1200 280 1480 6 180 42 222 1702

  17. 67 x 54 268 335 603 76 x 8 5648 101 r 5 7 847 Mistakes children make:

  18. 8 47 375  43 43 375 Division 47  8

  19. A shop notice states that there are 87 shopping days to Christmas. How many weeks is that? 87 -70 (10 weeks) 17 -14 (2 weeks) 3 So it’s 12 weeks (and 3 days) of shopping to Christmas.

  20. First on a number line 87 ÷ 7 3 17 87 -14 subtract 7x2 or 7 twice -70 subtract 7x10 or 7 ten times We have subtracted seven 12 times and have 3 left so… 87 ÷ 7 = 12 r 3

  21. 432 school children are going on an outing. If each bus takes 15 passengers, how many buses will be needed? 432 -300 (20 buses) 132 - 90 (6 buses) 42 -30 (2 buses) 12 (people left) So we need 29 buses or 28 buses and some cars!

  22. Sums and Things for Parents I think of a number and add 6. My answer is negative 7, what number did I start with?

  23. Sums and Things for Parents Negative 13 Well done Lucie. How did you think that through?

  24. The story so far ………. • children’s recall of number facts has become more accurate and faster • children are more aware of the strategies they use to calculate • they use vocabulary correctly • they are more confident about maths • maths is more fun!

  25. 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

  26. 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

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