1. I think of a number and add 6. My answer is 17, what number did I start with? S UMS AND T HINGS FOR P ARENTS ! 11 Well done Chris. How did you think that through?

2. 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

3. 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

4. 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.  All of this relies on knowing number facts to prevent the need to work out each small stage.

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

6. A DDITION AND S UBTRACTION

7. 61 + 457800 – 5600 5735 + 36575735 + 3990 83 – 685002 – 4996 538 - 295267 + 267 2.5 + 2.75.1 - 2.78 How do you add and subtract?

8. A DDITION 2 + 4 =  My Mum gives me 2 sweets and my Dad gives me 4 sweets – how many do I have altogether? 8 + 6 =  There are 8 people on the train then 6 more get on. How many people are on the train now? |||||||| ||||||

9. 76 + 47 = 76 116 76 + 40 123 + 7 86 +10 96 +10 106 +10 116 +10 123 +7 A DDITION

10. Record steps in addition using partitioning: 14 + 22 14 + 20 = 34 34+ 2 = 36 or 14 + 22 10 + 20 = 30 4 + 2 = 6 80 + 6 = 36

11. 100 + 70 + 6 + 100 + 40 + 7 200 + 110 + 13 = 323 176 + 147 = A DDITION

12. Have a go! 358 + 473 =

13. S UBTRACTION 8 – 3 =  Gran baked 8 cakes. I ate 3 – how many were left? | | | | 2 +  = 5 I have 2 cats but my sister has 5. How many more cats does she have? | | | | | | Taking awayFinding the difference

14. S UBTRACTION We can do subtraction by partitioning: 38 – 14 = 38 – 10 = 28 28 – 4 = 24

15. Imran has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = 4333 -10 23 -10 19 -4 19 conkers S UBTRACTION

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

17. 8.23 – 4.55 = 3.68 8.23 8.00 5.00 4.55 +0.23 +3+0.45 S UBTRACTION

18. A sports stadium holds 9010 spectators. 5643 people attend a football match. How many empty seats are there? 5643 5700 6000 9010 57 +300 +3010 3367 564357009010 + 57+300+3010 3367 empty seats 6000 S UBTRACTION

19. Example: 639 – 424 = 600+30+9 -400+20+4 =215 200+10+5+5

20. S UBTRACTION Example: 491 – 155 = 400+90+1 -100+50+5 491 - 155 80 300+30 +6+6 11 8 336

21. S UBTRACTION Have a go! Use a number line: 97 - 68 =  Use the expanded method: 639 - 291 = 

22. M ULTIPLICATION

23. Each child has 2 legs. How many legs do 4 children have? 2 + 2 + 2 + 2 There are 6 eggs in a box. How many in 3 boxes? ||||||||| 6 + 6 + 6

24. M ULTIPLICATION

26. By the end of Key Stage 1, children are expected to know their x2, x5 and x10 tables. By the end of Year 4, children should know all their times tables. This knowledge is key to them being able to multiply larger numbers with written methods.

27. 47 x 8 = x 407 8 32056= 376 37 x 46 = x 30 7 40 1200 280 = 1480 6 180 42 = 222 = 1702 M ULTIPLICATION

30. Have a go at using the grid method yourself: 43 x 59 = x 40 3 502000 150= 2150 9 360 27= 387 2537

31. 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!

32. . F URTHER R EADING Recommended reading: ‘Maths for Mums and Dads’ By Rob Eastaway and Mike Askew ISBN-13 : 978-0224086356