Welcome to the Curriculum
Evening for Mathematics
Please find a seat

Whilst you are waiting, see if you can have a go at this
maths task. Please work with a buddy if you would like to!
How many different ways can you
make the number 11?
Use + - x or ÷
Addition
Vocabulary used with the children:
• Addition
• Add
• More
• One more
• Altogether
• Total
• Counting on
The children will…
..be familiar with the term ‘number sentences’. This
is a calculation that is written like below:
15 + 7 = ?
…be expected to finish the number sentence with
the answer, which we refer to as the sum:
15 + 7 = 22
Word problems
• Across all areas of calculation, the
children will be expected to unpick word
problems.
• We encourage children to highlight the
key information in order to create a
number sentence that they can then go on
to solve.
Getting confident with numbers!
In EYFS, the children are exposed to numbers in a variety of
interesting ways.
Some of these are:
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• Number rhymes/Number formation rhymes
Using symbols and pictures
Using physical resources
Use of Numicon
Mark making
Counting along a number line
Exploring the outdoor area
Use of the indoor areas, eg: role play area, teacher led tasks
Child initiated learning
How do we learn our numbers?
Symbols/pictures and physical
resources
• The children will have the opportunity to work
practically to help solve calculations.
• Links are often
made to the
topic. Example:
How many cakes did the
baker make altogether?
Numicon
• Numicon is used to support children with addition
before they make formal recordings.
• Numicon is a resource that is used across all of KS1 to
support calculation work.
• It is a practical resource that children can pick up and
use. It helps them to ‘feel’ the number.
• It is also good for visual learners as the children
become familiar with the various arrays (patterns).
Numicon
• They will use Numicon to form number sentences.
• The children will progress to recording this formally,
like below:
4+5=9
The number line
• In the earlier stage of KS1, the children will be
familiar with a ‘number line’ and will use this to count
along to help solve addition calculations.
4 + 7 = 11
Helpful hints
• Children will find it useful to highlight their
starting position and then again at their ending
position.
• As the children become more secure with this
method, we encourage them to always start
from the biggest number.
• The children need to understand that addition
can be done in any order to be able to do this.
The empty number line
• Children must have a secure knowledge of their
numbers and be able to count on from a given number.
Remember to:
•
Draw a number line with a ruler
•
Put the biggest number first
•
Use jumps to count on
•
Label your jumps
•
Write the final answer
Your turn…
• Use an empty number line to complete
this addition calculation:
26 + 7
Progression
Progression
Partitioning
• In year 2 the children begin to work with larger
numbers, they will use partitioning because the
number line becomes inefficient.
• Partition is another word for separating digits.
• This method helps to break a calculation into easier
chunks.
• In KS2, this method is used for mental jottings.
Partitioning
• Some children may choose to put the largest
number first and only partition the other
remaining number.
Partition column method
• This method is crucial to ensure
children understand the place value
of each digit.
• Place value headings are now used.
• This is a formal written method.
Example…
Place value
headings are
used
The Each digit
calculation
partitioned
clear
has been
symbol is
Each column is
added to find a
total
The sum of all
columns is then
calculated
Remember to…
• Use place value headings
• Put the biggest number first
• Partition the numbers
• Add the digits
• Add the total
• Complete the number sentence
• Check your workings
Your turn…
133 + 241 =
Carrying
• If the total of a column is 10 or more, we teach the
children to carry into the next column.
245 + 138 = 383