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I think of a number and add 6.
My answer is 17, what number did I start with?
11
Well done Chris.
How did you
think that through?
SUMS AND
THINGS FOR
PARENTS!
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.
 All of this relies on knowing number facts to
prevent the need to work out each small stage.
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.
 We aim to develop children’s mental
strategies and then written methods that
derive from and support mental methods.
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?
ADDITION AND SUBTRACTION
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
ADDITION
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?
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USING NUMBER LINES
Number track
1
2
3
4
5
6
7
8
9
10 11 12
Number line
0
1
2
3
Empty number line
4
5
6
7
8
9
10
ADDITION
36 + 27 =
+10
36
+10
46
+7
56
63
+ 20
36
+7
56
63
ADDITION
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
SUBTRACTION
Taking away
Finding the difference
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?
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SUBTRACTION
We can do subtraction by partitioning:
38 – 14 =
38 – 10 = 28
28 – 4 = 24
SUBTRACTION
Imran has 43 conkers; he gives 24 away to his
friends. How many does he have left?
43 – 24 =
19 20
-1
19 conkers
23
-3
33
-10
43
-10
SUBTRACTION
Sam has saved 93p, Amy has 55p. How much
more money does Sam have than Amy?
93 – 55 =
+5
55
38p more
+30
60
+3
90
93
SUBTRACTION

Have a go!

Use partitioning:
69 - 24 = 

Use a number line:
97 - 68 = 
MULTIPLICATION AND DIVISION
MULTIPLICATION

Each child has 2 legs.
How many legs do 4
children have?

There are 6 eggs in a
box. How many in 3
boxes?
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2 + 2 + 2 + 2
6
+ 6 + 6
MULTIPLICATION
MULTIPLICATION
MULTIPLICATION


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.
DIVISION
Sharing

I have 12 pencils to
share equally between
3 children; how many
will you each have?
Grouping

A baker bakes 16
loaves. She puts 4 in
every box. How many
boxes can she fill?
…or ‘chunking’
DIVISION
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!
FURTHER READING
Recommended reading:
‘Maths for Mums and Dads’
By Rob Eastaway and Mike Askew
ISBN-13: 978-0224086356
.