What do children learn?

Primary mathematics is divided into five key areas:

using and applying numbers (problem solving, communicating, reasoning)

numbers and the number system (counting, number patterns and sequences, the number system, integers, fractions, percentages and ratio, decimals)

calculations (number operations and the relationships between them, mental methods, written methods, calculator methods)

solving numerical problems

processing, representing and interpreting data (Key Stage 1 only)

Each area is divided into small units which are taught at appropriate times throughout the primary years until, by the age of 11, most children know by heart all the number bonds to 20, tables and division facts to 10 x 10, and are able to add and subtract decimals, cancel fractions and work out simple percentages.

They should also understand and use information in graphs, charts and tables, know when and how to use a calculator, recognise what to do in order to solve number problems, explain their reasoning using correct mathematical terms and judge whether their answers are reasonable.

The National Numeracy Strategy publishes a series of booklets for parents listing expectations for each year. These will be available at your child's school.

A range of strategies

Maths teaching today aims to help children develop a range of strategies so they can solve problems in the most efficient way. Teaching is often very practical with a high focus on mental calculation and children are encouraged to discuss their work with classmates and their teacher.

It differs from much teaching in the past when a topic such as subtraction using tens and units was taught in just one way, whether it was the best method to use or not.

From the earliest days, your child will be encouraged to learn and use the language of mathematics. This is particularly important in problem solving when words such as total, make, score, and altogether may be used instead of equals.

You can help your child with this by playing 'Give me another word for ...' (Try with rectangle, narrow, take away, circle, divide, above, share - and as your child becomes proficient ask for two or more alternative words).

Mental Maths

Every mathematics lesson will include mental work. Children are encouraged to learn tables and number bonds by heart, then use these known facts to solve other problems. Halving and doubling, rounding up or down, counting on and back, knowing the squares of numbers and recognising prime numbers are additional skills developed during mental sessions.

Regular practice also helps children to understand inverse operations such as 3x7 = 7x3; 13+7 = 7+13 which lightens their learning load. They are taught to picture problems in their heads then work out the best method to use.

If your child can recognise that 49 is 1 less than 50 then a sum such as 200 - 49 becomes easy to solve mentally. Asking your child to describe how he solved a problem will give you an insight into whether the strategy used was an efficient one or not.

Writing things down

Very few sums are formally recorded in Key Stage 1 although children are encouraged to write down jottings and diagrams to show how they solved a problem.

Formal sums are written horizontally as number sentences: '50-39 = 11'. This layout encourages children to read fifty take away thirty-nine and notice that the sum can easily be worked out in their heads. The same sum written vertically often causes problems because children read units and tens separately rather than seeing 50 and 39 as whole numbers.

As children become older they will have to work out calculations that are too difficult to be done mentally, but written methods need to build on secure mental understanding. Once your child reaches this stage, encourage estimation of an approximate answer so calculations can be checked for reasonableness.

This is particularly important when calculators are used. Always remind your child to look carefully at the problem and decide the best method to use - pictures, mental calculation with or without jottings, structured recording or calculator.

Based on an article by Judith Puddick

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