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

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

Using three darts can you make 50?

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!

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

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

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.

 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. Learning written methods is not the ultimate aim.

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?

– – – How do you add and subtract?

Mistakes children make:

…….and more:

EYFS The Early Years Foundation Stage Mathematics programme is split into two areas: Numbers and Shape Space and Measure

22 – 36 months - Begins to make a comparison between quantities - Uses some language of quantities such as more and a lot - Knows that a group of things changes in quantity when something is added or taken away 30 – 50 months - Compares two groups of objects and says whether they have the same number - Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same months - Uses the language of more or fewer to compare two sets of objects - Finds the total number of items in two groups by counting them all - Finds one more or one less from a group of up to five objects, then ten objects - In practical activities and discussions, begin to use the vocabulary involved in adding and subtracting

Linking into Early Learning Goals at the end of the year… - Say which number is one more or less than a given number - Using quantities and objects, they add and subtract two single digit numbers and count on and back to find the answer - They solve problems involving doubling, halving and sharing.

= 76 Addition

Addition Moving on to… = = =

= Addition

Subtraction – KS1 Imran has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = conkers

Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = p more

Subtraction 8.23 – 4.55 =

Subtraction A sports stadium holds 9010 spectators people attend a football match. How many empty seats are there? empty seats

57 x 278 ÷ 2 43 x ÷ 2 36 x ÷ 4 18 x  10 8 x 1917 ÷ 5 34 x 7 How do you multiply and divide?

Mistakes children make: 76 x x r

Multiplication 47 x 8 = x x 46 = x

……… leading to algebra at KS3 xab aa 2 aba 2 + ab babb 2 ab + b 2 a 2 + 2ab + b 2 (a + b) 2 = (a + b) x (a + b) (a + b) 2 = a 2 + 2ab + b 2

3 x 3 = 9 4 x 5 = 20 5 x 15 = 757 x 5 = 35

Division 375  

…or ‘chunking’

18 ÷ 3 = 6 We look carefully at the divisor and jump to the target number on a number line. Then count how many jumps ____

Moving on to… 78 ÷ 5 = 15 r r3 5 x 10 5 x 5

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

Location, location, location! EYFS – Mrs Allison’s classroom Y1 – Y1/2 activity area Y2 – Mrs Hardy’s classroom Y3 – Mr Smith’s classroom Y4 – Small Hall Y5 – Small Hall