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I think of a number and add 6.
My answer is negative 7, what number did I start with?
Sums and
Things for
Parents
Negative 13
Well done Lucie.
How did you think that through?
Sums and
Things for
Parents
Using three
darts can you
make 50?
20
12
22
33
25
18
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.
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.
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?
61 + 45
7800 – 5600
5735 + 3657
5735 + 3990
83 – 68
5002 – 4996
538 - 295
267 + 267
2.5 + 2.7
5.1 - 2.78
Mistakes children make:
1
16
-
9
…….and more:
643
6
10
13
803
+ 274
- 526
8117
187
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
40 -60 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.
Addition
76 + 47 =
+10
76
+10
86
+10
96
+10
106
+7
116
+ 40
76
123
+7
116
123
Addition
Moving on to…
67 + 56 =
60 + 50 =
7+ 6=
110
11
121
Addition
358 + 473 =
358
358
+ 473
+ 473
700
120
831
11
831
1
1
Subtraction – KS1
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
8.23 – 4.55 =
+0.45
4.55
3.68
5.00
+3
+0.23
8.00
8.23
Subtraction
A sports stadium holds 9010 spectators. 5643
people attend a football match. How many
empty seats are there?
+ 57
5643
5700
+300
+3010
6000
9010
3010
3367 empty seats
300
57
3367
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
Mistakes children make:
76
67
8
x 54
5648
268
x
335
101 r 5
7 847
603
Multiplication
47 x 8 =
x
8
40
320
7
56
30
1200
180
7
280
42
376
37 x 46 =
x
40
6
1480
222
1702
……… leading to algebra at KS3
(a + b)
2
= (a + b) x (a + b)
x
a
b
a
2
a
ab
b
ab
2
b
2
a + ab
2
ab + b
2
a + 2ab + b
(a + b)
2
2
= a + 2ab + b
2
2
3x3=9
5 x 15 = 75
4 x 5 = 20
7 x 5 = 35
Division
47  8
375  43
8
47
43 375
…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.
+3
0
+3
3
+3
6
+3
9
+3
12
+3 ____
15
18
Moving on to…
78 ÷ 5 = 15 r 3
78
50
5 x 10
25
r3
5x5
How can you help?
Talk about
how you
do maths
Give praise and
encouragement
Use
school
methods
Be positive
Ask your
child to
explain
Make sure maths is fun!
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