2. We all use Maths all day everyday! We look at the clock to tell the time before we get out of bed. We estimate how far it is to the floor! We know how many degrees to turn the tap so that we get enough water without getting soaked! We measure the cornflakes in our bowl so they don't spill over! Well you get the picture!

3. What does the research show? Between the ages of 5-16, children spend only 15% of their lives in school. Gains in pupil achievement stemming from parental involvement tend to be permanent. In schools with matched intakes, those with strong links with parents do best. Family influence has a more powerful effect on children’s achievements than either school or neighbourhood factors.

4. 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.

5. 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.

6. How can you help? Talk about how you use maths Give praise and encouragement Be positive Ask your child to explain Make sure maths is fun! Make it real & relevant

7. Homework? Help! It’s not the same as when we were at school…..

8. 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.

9. 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?

10. Addition add sum altogether more total plus

11. Addition Counting on: Initially with fingers, objects, drawings. Partitioning: 234 + 178 200 + 100 = 300 30 + 70 = 100 4 + 8 = 12 300 + 100 + 12 = 412

12. Subtraction find the difference take away how many less than? decrease minus subtract

13. Subtraction A farmer has 9010 sheep. He sells some and has 5643 sheep left. How many sheep did the farmer sell? 564357009010 + 57+300+3010 3367 sheep sold 6000

14. Multiplication multiply repeated addition multiple of groups of times lots of

15. Multiplication Repeated Addition 1.2 + 2 + 2 = 3 x 2 2.* * * * * * * * * * = 3 x 4 or 4 x 3 Using lots of pictures, drawings and practical equipment.

16. Eventually… 47 x 8 = x 407 8 32056376 37 x 46 = x 30 7 40 1200 280 6 180 42 1702

17. Division groups of divided into share equally divide share divided by

18. Division Sharing: There are 12 daffodils, If I want 3 bunches, how many daffodils will there be in each bunch? Grouping: How many bunches can I make with 3 daffodils in each?

19. Division There are 87 cubs and 7 cubs in each tent for cub camp. So how many tents are needed? 87 cubs 70 cubs84 cubs0 cubs 10 tents We have used 12 tents and have 3 cubs left so… 87 ÷ 7 = 12 r 3 So… we need 13 tents 2 tents 3 cubs left over

20. 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).

21. 15 cans of Coca Cola at 84p each What do 30 cans cost? How about 45 cans? What about 8 cans? And 24 cans? How much would 16 cans cost? What would 15 cans at 42p cost? And 15 cans at 21p? How about 15 cans at 22p? And now, 15 cans at 85p? How much would 1 tin of baked beans cost if 84 tins cost £12.60?