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					Ideas For Helping Your Child in Numeracy
Pheasey Park Farm Primary School

Numeracy – how can you help at home Helping your child at home with mathematics doesn’t have to be a chore for you or your child. It can be great fun for you all. There are numerous everyday situations which can be used to further your child’s knowledge and understanding of Mathematics. Here are some examples:

Shopping          Cost of items Change from £5, £10 or £20 notes Sale price of items if reduced by a percentage. Cost of items and savings made if 2 for 1 or 3for 2 offers are on. New weights of items if 25%, 50% extra free. How many apples can I buy to weigh a Kilogram? How many days until best before date? Is it cheaper to buy a 1kg box or two boxes of 500g? We drink…..bottles of coke a week, they cost £1.19 each. How much will a weeks/months/years supply cost?

Cooking  Measuring quantities, reading scales.  If these need cooking for 45 minutes what time do I need to turn the oven off?  This recipe is for 2 people, what quantity will I need of each ingredient if I want to make it for 3 people?  This recipe gives the ingredients in gs can you convert them to lbs and ozs?

Travelling  Practise multiplication tables, division as well.  How long have we travelled?  The journey is 125 miles, we’ve travelled 46. How much further have we got to go?  What time do you think we will get there?  The car uses 1 Litre of petrol for every 10 miles. How many litres of petrol will we use?  How much will that cost if petrol is £0.74 per litre?  Reading timetables  How can we get to Walsall town centre on the bus, to arrive at 10:30? Where do we need to change?  How much will it cost there and back for 3 adults and 2 children?  Use a holiday brochure to plan a family holiday. How much will it cost?  What time will it be in the country we are flying to when we arrive? General Household  Practise multiplication tables, division as well.  If this film lasts 70 minutes, what time will it be finished?  I’ve got a 180 minute video tape and would like to record two films lasting 110 minutes and 1 hour 35 minutes. Will they fit on the tape?  I’ve got 5 T-shirts, 3 pairs of shorts and 2 pairs of trainers. How many different combinations of these can I wear?  What is the area of the lounge?  How many slabs do we need to build a patio of area…..?  How many tiles do we need to tile the bathroom?  How much will it cost if they are £0.87 each?  The measurements of our garden are…… the pond has an area of…… How much turf will I need to buy for the lawn?  How much will I cost if the turf is £…. per square m?  How long until we go on holiday?  How many hours do you sleep in a day, week, year, decade?  If I drink 8 cups of tea per day, how many millilitres, litres is that?  How many right, acute, obtuse angles can you see in the room?

Times tables
Children need to be secure on their times tables, it really is a key aspect of improving your child’s Maths. It is better if children can use facts they already know rather that starting from scratch each time. For example 1x1=1 1x2=2 1x3=3 1x4=4 2x1=2 2x2=4 2x3=6 Double these facts 2x4=8 for the 4 times table 4x1=4 4x2=8 4x3=12 4x4=16

Double these facts for the 2 times table

Continue doubling to find the 8 times table. So given a question such as 16 x 13= 1x13=13 2x13=26 4x13=52 8x13=104 16x13=208 This is a good method for your child to understand as it will help with mental calculations. Adding the 1 and 2 times tables together gives the 3 times table. For example 1x2 =2 and 2x2 =4 so 3 x2 =6 This works on the idea of 1 set of 2 + 2 sets of 2 = 3 sets of 2. The 3 times table can now be doubled to find the 6 and 12 times tables. Adding the 2 and 3 times tables together gives the 5 times table For example 2x4=8 and 3x4=12 so 5x4=20 The 5 times table can now be doubled to find the 10 times table, and then doubled again to multiply by 20, and again to multiply be 40. The 3 and 4 times tables can be added to find the 7 times table. The 4 and 5 times table can be added to find the 9 times table.

Strategies for the four operations
£42.56 +£26.72 Partitioning 50p+70p=120p=£1.20 6p+2p=8p So £42.56 + £26.72 = £60 + £8 + £1.20 + 8p = £69.28

£42.56 + £26.72


£2+£6=£8 Number Lines 125+348 So 125+348 =473





350 353

Vertical method

2348 + 4567 6915 11

The Number line 129-48 Children can either use a number line to count up from 48 to 129 therefore finding the difference between the two numbers, e.g




+9 So 129-48=81






Or they can use a number line to count back –as above but subtracting 9, 20, 50 and 2 to jump back to 48.

The Vertical method

1 12 9 - 4 8 8 1

Here are some examples of how to solve a multiplication problem. 25x 46= Partitioning (20x40) + (20x6) + (5x40) + (5x6) = 800+120+200+30 =1150

Use the idea that 20 x 40 is (2x40) x10

Using number facts 25x 46= I know that 25 is a quarter of 100 so I can x100 and divide by 4 (halve and halve again) 46x100=4600 halve 2300 halve 1150

Grid method

x 20 5 40 800 200 6 120 30
Vertical method

1000 +150 1150

25 x46 150

6x25 40x25


Total 1000+150 =1150

Using the inverse and known facts 805 divided by 23 23 x10 =230 So So So So 23 x20 =460 23 x30 =690 23 x5 =115 23 x35 =805 Double this Add this to 23 x 10 We have found 690 of the 805 Work this out by halving 23 x10 Add 23 x 30 and 23 x 5

So 805 divided by 23 is 35.

Formal method

This can be confusing because you would probably say 8 divided by 23 does not go when in fact the number is 800 and 800 divided by 23 does go!!


0 3 5 8 0 5 1 1 5
This number comes from the remainder of ’80 divided by 23’ and the 5 units left over.

It is essential that your child understands the place value implications of this method so as to avoid confusion when using other methods. Therefore questioning about the value of each digit is extremely important.

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