Section 6
ORAL/MENTAL MATHS
PLANNERS
ORAL/MENTAL MATHS PLANNERS
LEVEL A
Target
NMM
Range & type of
number
0-10
Interactive Teaching
Resources
Knowledge about number

number rhymes, songs and stores
books, stories
One to one
Correspondence

matching/sorting
sorting trays, games, cards
Ordering/sequencing 1-5

number lines 1-5
number line, washing line
Attributes of number

number strips, sorting trays

counting objects
building towers
matching pictures to numbers
making sets, multilink, toys, shapes
Introduce zero


empty sets – ordering/sequencing
counting back
number line, washing line
Ordering/sequencing 6-10



number lines
oral counting to 10
oral counting from 10
Attributes of number

as above
Patterns and sequences



missing number e.g.
4, 5, ?, 7, 8, ?
10, 9, 8, ?, 6, 5, 4
Level A Framework
For Number
Target
NMM
Add and Subtract 1-5
Interactive Teaching
Addition 1-5



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



Subtraction 1-5
taking away





Resources
combining sets of concrete material – recording
counting on using a number line
addition stories
commutative law, e.g. 2 + 3 = 3 + 2
missing number stories
automatic recall of learned facts
promote understanding putting out a set, adding by
counting on
through “real” contexts
wide variety of concrete materials – multilink
etc. adding boards 0 – 5 number lines
from set of concrete materials take away a number
of objects
counting back using a number line
subtraction stories
missing number stories
automatic recall of learned facts
Concrete material
flashcards
0-5 number line
flashcards
Comparison



correspondence – counting
How many left?
automatic recall – emphasize on questioning and
vocabulary
subtraction boards
Complementary addition




comparing 2 sets of material
How many more to make the same?
link addition and subtraction
promote understanding through “real” contexts
variety of methods
Level A Framework
For Number
Target
NMM
Add and Subtract 0-20
Interactive Teaching
Addition 6-10










combining sets of concrete material – recording
putting out a set, adding by counting on
counting on using a number line
addition stories
commutative law e.g. 4 + 5 = 5 + 4
missing number stories
doubles
combinations of 10
automatic recall of learned facts
promote understanding through “real” contexts
variety of concrete materials, multilink etc.
addition boards
0-10 number line, washing line

from sets of concrete materials take away a
number of objects -record
counting back using a number line
subtraction stories
missing number sentences
automatic recall of learned facts
promote understanding through “real” contexts
concrete materials
Subtraction 6-10
taking away





Resources
flashcards
coathangers and pegs
numeral cards
flashcards
numeral cards
Comparison


correspondence – How many left? - record
automatic recall – emphasise on questioning and
vocabulary e.g. What is the difference?
subtraction boards
Complementary addition

comparing 2 sets of material. How many more to
achieve the total?
linking addition and subtraction facts
games, concrete material

flashcards
Level A Framework
For Number
Target
NMM
Range & type of
number
11-20
Interactive Teaching

Resources
number lines, oral counting – forwards and
backwards
one more than/one less than
counting in twos
number lines 0-20, washing lines, numeral
cards

organise a number of objects into groups of 11, 12
etc. – accept any pattern of sorting
variety of concrete materials

organise given objects (concrete or pictorial) into a
set of ten and units – records
multilink, unifix tens and units boards

linking pictorial/concrete representations with the
numeral and word
number strips
word, numeral and picture flashcards

mentally partition numbers into tens and units
Money

use coins to 20p
Fractions

recognise a half
Ordering/sequencing


Attributes of number
ORAL/MENTAL MATHS PLANNERS
LEVEL B
Target
NMM
Range & type of
number
0-100
Interactive Teaching

Resources



number lines – oral counting – forward and
backwards
counting in twos, fives, tens and multiples of ten
say a number which comes between two others
more than/less than
number lines 0-100 numeral cards, washing
lines,
1-100 square magnetic number grid
flashcards
Patterns and sequences


odd and even numbers
order a set of sequential numbers
washing lines, number lines, number grids
Functions and equations

missing number stories
Flashcards
Round numbers



digit numbers to the nearest 10

introduce structured material

emphasise the importance of zero as a place order

recording of numbers 0-100

partition numbers into tens and units
Fractions

recognise a quarter
Money

recognise and use coins to the value of £1
Ordering/sequencing
Attributes of number
organise a random set of material (>30) – discuss
“best” method
concrete materials
Dienes, multilink
place value cards, arrow cards
Level B Framework
For Number
Target
NMM
Add & Subtract
0-20
Interactive Teaching
Addition

combining sets of concrete material – recording

counting on using a number line

addition stories
Resources
variety of concrete materials, multilink, etc.,
addition boards
0-20 number line, washing line
flashcards
Subtraction
Taking away
Listing facts

commutative law e.g. 7 + 8 = 8 + 7

doubles/near doubles

partition into 5 and a bit when adding 6 or 7

partition into tens and units and recombine

add 9 or 11 by adding 10 and adjusting by 1

associative law e.g. 3 + 5 + 7 re-arrange as
3+7+5


put the larger number first
from sets of concrete materials take away a
number of objects - record
subtraction boards
count back in repeated steps
subtract 9 or 11 by subtracting 10 and adjusting
by 1
subtraction boards




portion number when solving mental calculations
link add and subtract facts
coathangers and pegs
flashcards
0-20 number line
0-20 number line
Level B Framework
For Number
Target
NMM
Add & Subtract
0-99
0-99
Addition
Subtraction
0-99
Interactive Teaching

add 1 digit to 2 digit numbers – no bridging

add 1 digit to 2 digit numbers - bridging

add 2 digit numbers to 2 digit numbers – no
bridging

add 2 digit numbers to 2 digit numbers – bridging

subtract 1 digit numbers from 2 digit numbers – no
bridging

subtract 1 digit to 2 digit numbers - bridging

subtract 2 digit numbers to 2 digit numbers – no
bridging

subtract 2 digit numbers to 2 digit numbers –
bridging
Resources
Structured material e.g. Dienes notation
boards, numeral cards
Level B Framework
For Number
Target
NMM
Range and type of
number 0-1000
Interactive Teaching
Ordering/sequencing

number lines – oral counting – forwards and
backwards

counting in multiples of 10, 50 and 100

missing number sequences

more than/less than

rounding to the nearest 100

using structured material, record numbers 99-999

mentally partition numbers into hundreds, tens and
units

quickly add 10 to a given 2 or 3 digit number

quickly add 100 to a 3 digit number
Attributes of number
Resources
number lines 0-1000
numeral cards 1-1000 square
magnetic number grid
flashcards
Dienes, multilink, notation boards, place value
cards, arrowcards
flashcards
Level B Framework
For Number
Target
NMM
Multiply and Divide
Interactive Teaching
Multiply

introduce through sets – recording as repeated
addition and sets of

number patterns

build up tables – 2, 4, 5, 10, 3

commutative law e.g. 2 x 4 = 4 x 2

develop these strategies for mental recall or
learned facts

vertical/horizontal recording

introduce sharing and grouping sets – record

no remainders

remainders

number patterns – repeated subtraction

horizontal recording

link to multiplication

use questioning to develop strategies for mental
recall of learned facts

use 2 and 4 times tables to find halves and
quarters of 1 digit numbers
Divide
Fractions
Resources
variety of materials
number grids, number lines
multiplication grids
Variety of materials
number grids, number lines
ORAL/MENTAL MATHS PLANNERS
LEVEL C
Target
NMM
Range & type of
number
0-10,000
Interactive Teaching

counting in 100, 500, 1000 – forwards and
backwards

counting in multiples of 100

read numbers correctly e.g. 4326 is 4 thousand 3
hundred and twenty six not four-three-two-six

say which number comes after/before or in
between two numbers


know the values of digits in numbers to 10,000
partition numbers into Th.H.T.U

understand that the size of a number is dependent
on the value of the digits
Round numbers

rounding to the nearest 10-3 digit numbers
Fractions

recognise equivalence between familiar fractions

order a set of familiar fractions

order decimals in the context of money
Ordering/sequencing
Attributes of number
Money
Resources
graduated number strips, 1-1000 number lines
abacus, notation boards
fraction boards
Level C Framework
For Number
Target
NMM
Add & Subtract
Interactive Teaching
Addition










Subtraction


put the larger number first
investigate patterns of numbers e.g. 14 +5, 24 + 5,
34 + 5
partition both numbers into tens/units and
regrouping e.g. 43 + 26 = 40 + 20 + 3 + 6
count on in tens then adjust the units
use multiples of 10
bridging through 10, 20
add 9 or 11 by adding 10 and adjusting by 1 extend
to 19 and 21
using known facts like doubles
regrouping by looking for bonds of 10
use above strategies to help efficient mental
calculation
partitoning of numbers e.g. 41 – 5 = (41 – 1) - 4
complementary addition e.g. decide what number
lines has to be added to the smaller number to
achieve the larger number
subtract 9 or 11 by subtracting 10 and adjusting
by 1
Linking facts

recognise inverses e.g.
24 – 6 = 18 as 18 +6 = 24
Resources
flashcards
number lines
number squares
number squares
Level C Framework
For Number
Target
NMM
Multiply and Divide
Interactive Teaching
Multiply

investigate 6, 7, 8 and 9 times tables – using
commutative law new facts to be learned are
6x6
6x7
6x8
6x9
Division
Fractions
Resources
7x7
7x8
7x9
8x8
9x9

look at patterns in the tables e.g. are answers
always even numbers

using doubles

multiplication by 10 – link to place value

partitioning 2 digit number eg 34 x 5 work as (30 x
5) + (4 x 5) – this is the distributive law

using known multiplication facts

repeated halving e.g. 100/4 half of 100 = 50
then half of 50 = 25

partitioning larger numbers

find simple fractions of quantities involving 1 or 2
digits
number grids, number lines
multiplication grids
ORAL/MENTAL MATHS PLANNERS
LEVEL D
Target
NMM
Range & type of
number
Interactive Teaching
Resources
Ordering/sequencing



counting in 10,000 up to 1,000, 000
read numbers correctly (as C)
say which number comes before/after or in
between 2 numbers
0-100,000 number line graduated in 10,000’s
Pattern & sequences

continue and describe complex sequences
100 grid
Attributes of number



know the value of digits in numbers up to a million
partition numbers into Hth, Tth, Th, H, T, U
understand that the size of a number is dependent
on the value of the digit
Round numbers & estimation

round numbers to the nearest appropriate whole
number to aid mental calculations (approx answer)
Fractions

recognise equivalence between fractions and their
relationship to decimals
order fractions, decimals and percentages

washing lines e.g.
0
0%
0
flashcards
0.01
0.5
50%
1/2
1.00 square
1
100%
1
Level D Framework
For Number
Target
NMM
Add & Subtract
Interactive Teaching
Addition

investigate patterns e.g. 50 + 40 150 + 40
250 + 40

partitioning and rearranging e.g. 36 + 63 = 66 + 30
+3

use known facts flexibly e.g. doubles 35 + 38 = (2 x
35) + 3 e.g. compensating 35 + 38 = (35 + 40) – 2
e.g. pairs to make 10
Subtraction

counting back e.g.
65 – 28
65 – 28
65 – 8 + 57
65 – 20 = 45
57 – 30 = 37
45 – 8 = 37

counting on e.g.
65 – 28
+ 2 +30 + 5 = 37

bridging through a decade e.g.
65 – 28
65 – 5 = 60
60 – 20 = 40
40 – 3 = 37

round e.g. 65 – 28
65 – 30 = 35 + 2 = 37
Resources
Level D Framework
For Number
Target
NMM
Multiply and Divide
Interactive Teaching
Multiply

multiply by 100, link to place value – include
decimals

partitioning 2 digit number e.g. 34 x 5 work as
(30 x 5) + 4 x 5) – this is the distributive law

use doubles within calculations
Divide

divide by 100 link to place value – include
decimals
Fractions

find simple fractions of quantities involving at
most 4 digits e.g. ¾ of 1000
Resources
Level D Framework
For Number
Target
NMM
Interactive Teaching
Resources
Range & type of number

count and order forwards and backwards in steps
of any size using both positive and negative
numbers
number lines, washing lines include negative
numbers
Pattern & sequences

complete sequences involving: square triangular
numbers, prime numbers
1 – 100 grid
Add and subtract
Add

use known strategies as outlined in Levels C and
D, include decimals and negative numbers
Multiply and divide
Multiply

multiply by multiples of 10 or 100 e.g. 20 or 200
etc.

multiply by 1000

round any number to 1 decimal place

use knowledge of rounding to aid calculations

find fractions and percentages of whole number
quantities
Round numbers
Fractions