How to Help Your Child With Mathematics Calculations in EYFS & KS1

How to Help Your Child With Mathematics Calculations in EYFS & KS1

Getting Involved As well as the calculations we are looking at tonight, you can help your child by including maths in the conversations you have with your children. You can do this in two simple ways: by doing everyday tasks together, e.g. measuring ingredients, working out change playing games with your children particularly games that use counters, dice, playing cards and paper money and which create opportunities for talk.

Adding - Counting All Children will use practical equipment to count out the correct amount for each number in the calculation and then put them together to find the total, e.g. 4 + 2 Try this one: 6 + 7 =

From Counting All to Counting On When children are learning to add by counting on, they should always start with the larger number. Have two groups of objects but cover one so that it can not be counted, e.g. 4 + 2 4 Try this one: 4 + 8 =

Game - Exchange Up Exchange Up Take it in turns to roll a dice and collect that many units/ones from the base 10 equipment. When the tens boundary is crossed, the player should exchange ten of their units/ones for a ten rod. The winner is the first person to reach 30.

Adding Two Digit Numbers Children can use base 10 equipment to support their addition strategies by using counting, e.g. 34 + 29 Try this one: 26 + 38

Adding Two Digit Numbers Where the equipment is not available, children can use jottings, e.g. 34 + 29 Try this one: 25 + 37

Adding Three Digit Numbers This works for numbers including hundreds, e.g. 122 + 217 Try this one: 236 + 128

Subtraction - Taking Away Children will use practical equipment to count out the first number and removing or taking away the second number to find the solution, e.g. 9 4 Try this one: 8-2

Taking Away Two Digit Numbers Children can use base 10 equipment to support their subtraction strategies by using counting, e.g. 54 23 31 Try this one: 47-24

Taking Away Two Digit Numbers Where the equipment is not available, children can use jottings, e.g. 54 23 31 Try this one: 68-22

Exchange Down Start with 3 ten rods each from the Base 10 equipment. Take it in turns to roll a dice and subtract that many from the rods, exchanging when there are not enough units. The winner is the first person to reach 0.

Taking Away Two Digit Numbers (Exchange) Children can use base 10 equipment to support their subtraction strategies by using counting, e.g. 54 28 26 Try this one: 42-18

Taking Away Two Digit Numbers (Exchange) Where the equipment is not available, children can use jottings, e.g. 54 28 26 Try this one: 63-35

Subtraction - Finding the Difference You may also hear your child talking about finding the difference. To find the difference, they are looking at how many more or how many less, it will still be recorded as a subtraction e.g. 7 4 Try this one: 9-6

Subtraction - Finding the Difference This can also be done horizontally as it links more to the number lines that the children will be using, e.g. 7 4 Try this one: 9-7

Moving on to Number Lines When children start working with larger numbers, they may use the base 10 (it s quicker than using individual cubes!), e.g. 61 52. Children need to know to use this method when the numbers are close together. 52 61 Try this one: 58-49

Consolidating Number Lines 102 89 +1 +10 +2 89 90 100 102 102 89 = 1 + 10 + 2 = 13 Try this one: 113-95

Tables Expectations Year 2 2 x 5 x 10 x Year 3 As year 2, and: 3 x 4 x 6 x Year 4 All tables up to 10 x 10

Simple Multiplication and Doubling Children should experience doubling and simple multiplication in practical situations. They may also investigate resources such as ice cube trays and baking tins which are arrays.

Multiplication as an Array Children need to understand how arrays link to multiplication through repeated addition and be able to create their own arrays. 3 + 3 + 3 + 3 = 12 4 + 4 + 4 = 12 Try this one: 6 x 4

Simple Division and Halving Children should experience halving and simple division in practical situations such as sharing fruit at snack times.

Division as Sharing Children naturally start their learning of division as division by sharing, e.g. 6 2. Try this one: 12 4

Division as Grouping To become more efficient, children need to develop the understanding of division as grouping, e.g. 6 2. Try this one: 12 4

Division with Remainders To continue their learning, children need to understand that division calculations sometimes have remainders, e.g. 13 4. Try this one: 23 6

Division with Remainders Children need to know whether the remainder needs to be rounded up or down depending on the question. Free CD with every 4 tokens I have 14 tokens. How many free CDs can I get? The netball team are playing at another school. There are 14 girls playing and every car can take 4 girls. How many cars will be needed?

Key Messages Giving your children a positive attitude to learning is something every parent can do no hangups! Talk to your children during every day tasks and encourage them to see the mathematics in them link it to real life. Don t shy away from maths, even if you didn t like it at school, playing games goes a long way to support their learning make it fun!