Transcript Children can use jottings to record their thinking

HEATHERSIDE JUNIOR
SCHOOL
WELCOME TO OUR
Information Evening on
MARVELLOUS
METHODS FOR
MENTAL MATHS
VOCABULARY
How do you know which
type(s) of operation to use?
+ Addition +
- Subtraction –
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
add
total
sum of
altogether
plus
increase by
double
more than
subtract
take away
minus
count back / up
less than
fewer
find the difference
decrease by
x Multiplication x
÷ Division ÷
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
times
lots of
groups of
product of
multiplied by
multiple of
double
repeated addition
array
share
share equally
equal groups of
divide
divided by
divided into
divisible by
remainder
factor
quotient
inverse
Progression in the use of number lines
Firstly, children count using a number track.
Then they use a numbered number line.
Next children begin to use number lines with
regular interval markings and some or no numbers marked.
64
70
Finally, they use an empty number line to record their jottings.
Children then use jottings to record numbers they
have partitioned.
(linked to using a number line)
For example: 223 – 53 = 170
223 – 50 – 3 =?
223 – 50 = 173
173 – 3 = 170
They can also use a number line to add and subtract
by counting back and up using the nearest multiple
of 10 and adjusting.
For example: 36 – 19 = 17
- 20
16
+ 1
17
36
Complements to 10 & 100
1
4
70
3
15
7
5
5
15
90
10
6
9.3
3.5
0.7
2.4
My number bonds
will help here!
7.6
6.5
4
Quick recall games
such as ‘Shoot the Sheriff’,
FizzBuzz & Chase
the answer
Practice Games
e.g bingo, pairs, snap
Fun ways to learn the
times tables!
Songs, raps
and rhymes
Tools to help
Tables squares, number
lines, concrete
apparatus, websites
Practise, practise, do it
again..practise a
bit more…repeat,
try again..practise..have
another go..
Speedy Tables
Race the clock and then
aim to beat your score !
Patterns and
Rules of divisibility
Do you know the trick
your 9s?
What do all multiples
of 2 end in?
By partitioning a number we can use known
doubles of smaller numbers and then add these
together to calculate the answer.
E.g. Double 47 is not a double that
most people know off by heart.
Double 40 is relatively easy: 40 x 2 = 80
Double 7 is a known double: 7 x 2 = 14
Add these together  80 + 14 = 94
Using known facts
If I know that 6 x 4 = 24, what else do I know?
How could I use my knowledge of the 2 times table to calculate
the 4s or 8s?
How could I use this to make some calculations with decimals? Eg
6 x 0.4
To calculate 17 x 6 I could do
(10 x 6) + (7 x 6).
How could I calculate 18 x 7?
The keepers at the zoo want to know how many monkeys
they have. There are 16 enclosures, each containing 8
monkeys. How many monkeys are there altogether? Use
your knowledge of the 8, 4 or 2 times tables to
calculate the answer.
Using inverse operations
For every number operation (+ - x ÷) there is an
inverse operation.
For example:
53 + 48 = 101
12 x 3 = 36
101 – 53 =48
36 ÷ 12 = 3
101 – 48 = 53
36 ÷ 3 = 12
This can be used to calculate or check an answer:
7 x ? = 35
? - 143 = 29
? + 45 = 110
Round up or round down?
High 5 rule
There are 150 children and teachers going on a
theatre trip. They need to travel from the school
to the theatre in coaches. Each coach can carry
60 children. How many coaches will be needed?
150 ÷ 60 = 2 r30 or 2.5
3 coaches needed
Round up
What key facts/knowledge would you need to
know to help you solve these questions?
James walked from 09:45 to 10:15. For
how many minutes did he walk?
A regular hexagon has sides of 8cm.
What is its perimeter?
At the weekend I cycled 2.5km. My Dad
cycled 200m further than me. How far
did Dad cycle?
Mental maths relies on children being
able to calculate quickly and
accurately.
Please stay and have a go
at some of the problems and
activities…can you use
some of the mental
calculation strategies we
have covered?