Mental MathsParent Workshop

How mental maths is taught in school and ways in which you can

support your child at home.

It’s not just times-tables!

How has mathematics changed?How has mathematics changed?

• Daily mathematics lesson;• Emphasis on mental calculations;• Interactive whole class and group

teaching;• Enjoyable practical approaches including

games, group work, problem solving;• Mathematics with understanding – not just

learning a method but understanding why a method works too

What can a numerate child do?

calculate accurately and efficiently, both mentally and on paper, using a range of strategies

explain their methods and reasoning using correct mathematical terms

judge whether their answers are reasonable and have strategies for checking them where necessary

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? (More able Year 4s and

Y5 and Y6)

1

4

3

2

Addition and Subtraction• Inverse• Relate known addition facts to subtraction facts.

• By the end of Year 2 children should know most of the facts for single digit numbers up to 9+9=18

8 + 5 = 13

5 + 8 = 13

13 – 8 = 5

13 – 5 = 8 13

5 10

-3-5

138 10

+3

+2

Key FactsYear 1: • Pairs of numbers that total 10 and some stories

up to 10 E.g. 2 + 5 = 7, 5 + = 9 , 6 – 4 = 2• Doubles up to totals of 10 e.g 5+5Year 2• Pairs of numbers that total 20 and related

subtraction facts• Relate pairs to ten to ten to know pairs of tens

that total 100 e.g. 60 + 40 = 100• Most of the facts for single digit numbers up to

9+9=18• Doubles up to totals of 20

Key FactsYear 3• Pairs of numbers that total 20 and related

subtraction facts• Relate pairs to ten in order to know pairs of tens

that total 100 e.g. 60 + 40 = 100• Know all of the addition facts for totals up to 18

E.g.7 + 5 = 12, 9 + = 18• I know all subtraction facts for numbers up to 18

in my head. Eg 13 – 6 = , 17 – = 12• know lots of pairs of two-digit numbers that total

100, eg 68 + 32 = 100 • add 2 two-digit numbers together mentally

Key FactsYear 4• Relate bonds to ten and 100 to work bonds

to 1000• Efficiently and subtract numbers on an

empty numberline including decimal numbers as money or measures and time intervals

• mentally subtract a two digit number from another two digit number by counting on to find the difference

A number line is just a ‘picture’ of how we work out

some calculations in

our heads!

20-6

2014 15

78 - 12

7866 68

66 76 78

74 - 57

7457 60

57 67 74

Tenzin and Sarah Y4

• 3001 – 2998 = ?

Subtraction with decimals on a number line

Have a go!

• 22 – 5 =• 145 – 94 =• The bus is due to arrive at 7.35am but

is 46 minutes late. What time does it arrive?

• Sally wants to buy a CD that costs £15.60. She only has £13.45. How much more money does Sally need to buy the CD?

Multiplication and Division

Count repeated groups of the same size

Separate a group in different ways Number rhymes,

story props,

Handa’s surprise. Share objects into

equal groupsSharing and looking at

remainders, number lines.

Multiplication and Division• Inverse• Relate known multiplication facts to division facts.• By the end of Year 2 children should know 2x, 5x

and 10x tables and related division facts• By the end of Year 3 children should know 2x,

5x,10x , 3x and 4x tables and related division facts• By the end of Year 4 children should know 2x,

5x,10x, 3x, 4x, 6x and 7x tables and related division facts

• By the end of Year 5 children should know all the times-tables up to 10x10 and related division facts

How are times-tables taught?

• Counting on and back

• Chanting

• Games

• ICT / internet games

• Independent and group work

• Times-table tests in class

• Homework

Real Life Multiplication and DivisionMental calculations for Y5 and 6

First using partitioning 93 ÷ 7 =

First we partition the 93 into a convenient multiple of 7 + the rest

93

70 + 23

10 + 3 r 2 = 13 r 2

First using partitioning 84 ÷ 7 =

First we partition the 84 into a convenient multiple of 7 + the rest

84

70 + 14

10 + 2 = 12

Counting sequences to help with times-tables Y4

Counting sequences to help with times-tables Y6

MoT•Master

•of

•Times-Tables

Mini MoT

x2, x5, x10

Middle MoT

x3, x4, x6

Master MoT

x7, x8, x9

How do we know when a child knows a times-table?

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 the My Maths website to help both you and your child

My Maths

Lots of support and guidance is on our school website.

•http://webfronter.com/waltham-forest/stoneydown/index.shtml