LANDSCORE PRIMARY SCHOOL
DEVELOPING EARLY
NUMERACY SKILLS
Useful for Reception and Key Stage 1
This booklet is designed to explain how to establish the basics of number, including
counting, adding, subtracting, multiplying and dividing and how they are being taught in
school in the early years. They may look different to those you may be familiar with but
they are how your child will be learning to work at school.
The booklet will set out some of the most common strategies that we use to teach
number work – counting, addition, subtraction, multiplication and division for mental
and written work during the early stages.
You will find that regular practicing of counting numbers to 10, 20, 50 and 100 will be of
great benefit to your child in their maths work. It is vital that encouragement and
positive praise should accompany the practise of number work at all times as the aim of
this booklet is to support you with encouraging your child to enjoy number work and
therefore to succeed with numbers. It is not aimed as a manual to fast track teach your
child. If you are unsure about any of the strategies as set out in this booklet then please
do not hesitate to speak to your child’s teacher who will be more than happy to help you.
CONTENTS
Reading Writing and Counting Numbers
Addition
Subtraction
Language of Addition and Subtraction
Multiplication
Division
The link between Multiplication and Division
READING, WRITING and COUNTING NUMBERS
Number work starts with counting and naming the number in familiar contexts, such as;
 Through the use of rhymes
 With everyday objects
 Using rhythms and body parts
This builds into extending number sequences:
What come next in the number sequence – 11, 13, 15 ... ?
Count on four from three ....
Count back 2 from 12 ....
Count from 6 to 10. How many did you count?
Describing number patterns such as 2, 4, 6, 8 ......, .......
Recognising the numerals and matching them to the same amount of objects is a useful
activity to introduce children to the value of number:
•
••
•••
1
2
3
•••• •••••
4
5
Moving the objects around will also help your child see the patterns that can be made
using objects;
□□□□□
□□
□
□□
□□□
□□
Saying a number that lies between two numbers can also be a useful way of ensuring
that your child knows the pattern of number, for example;
What comes between 9 and 11? (10)
Ordering a given set of numbers that may or may not be consecutive can help reinforce
this skill ;
2, 7, 3, 4, 9, 1
becomes
1, 2, 3, 4, 7, 9
Children in the early years are encouraged to become familiar with numbers using a
number line and using a hundred square, which is a series of number lines placed
underneath each other to form a square from 1 to 100. See examples on the back to
support.
ADDITION
Developing Written Recording
Children are encouraged to develop a mental picture of the number system in their
heads to use for calculation. They develop ways of recording calculations using pictures,
etc.
Children use number tracks as a first step in moving away from concrete objects and
pictorial representations.
1
2
3
4
5
6
7
8
9
10
Children will need to be taught the difference between a number track and a number
line. On a number track each number is represented by a box. On the number line, the
number is ‘fixed’ to a mark. (It is important that children develop this awareness as,
later on, when they are introduced to decimals these ‘fit’ in the gaps between the
numbers on a number line.)
Children use number lines and practical resources to support calculation and teachers
demonstrate the use of the number line. Children need to be taught that e.g. to add 3
and 2 they must start at three on the number line and make two jumps of one forward.
We always encourage the children to start from the larger of the two numbers.
3+2=5
+1
+1
___________________________________________
0
1
2
3
4
5
6
7
8
9
Children then begin to use numbered lines to support their own calculations using a
numbered line to count on in ones.
8 + 5 = 13
0
1
2
+1 +1 +1 +1
3
4
5
6
7
8
9
+1
10 11 12 13 14 15
Bead strings or bead bars (such as the ones below) can be used to illustrate addition
including bridging through ten by counting on 2 then counting on 3.
Which can then be reinforced on a number line;
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
When they bridge through ten (cross a 10) children are making use of their knowledge
of number bonds. It is really important that these basic skills are still practised and that
children are aware of when they are using them.
Using symbols to stand for unknown numbers to complete equations using inverse
operations (e.g. for + is - and for x is ÷) is a useful skill for children to develop.
+1=4
20 -  = 4
 +  = 14
12 =  + 
NUMBER BONDS
A number bond is the number that you add another number to reach a target number,
for example 6 and 4 are number bonds to 10.
Knowing the combination of numbers that make 10 forms an important part in number
work in key stage 1 and forms the foundations of number work in key stage 2. When
learning these it is useful to learn the inverse (opposite) number facts alongside.
ADDITION
SUBTRACTION
0 + 10 = 10
10 – 10= 0
1 + 9 = 10
10 – 9 = 1
2 + 8 = 10
10 – 8 = 2
3+ 7 = 10
10 – 7 = 3
4 + 6 = 10
10 – 6 = 4
5 + 5 = 10
10 – 5 = 5
6 + 4 = 10
10 – 4 = 6
7 + 3 = 10
10 – 3 = 7
8 + 2 = 10
10 – 2 = 8
9 + 1 = 10
10 – 1 = 9
10 + 0 = 10
10 – 0 = 10
As confidence with number bonds to 10 grows, children can begin to learn number
bonds to 20, 50 and 100. The quick recall of these is essential for good mental
calculation work.
SUBTRACTION
Developing Written Recording
Children are encouraged to develop a mental picture of the number system in their
heads to use for calculation. They develop ways of recording calculations using pictures
etc.
Children use number lines and practical resources to support their subtraction
calculation work. Teachers demonstrate the use of the numberline.
6–3=3
-1
-1
-1
___________________________________
0
1
2
3
4 5
6
7
8 9
10
The numberline should also be used to show that 6 - 3 means the ‘difference between
6 and 3’ or ‘the difference between 3 and 6’ and how many jumps they are apart.
0
1
2
3
4
5
6
7
8
9
10
It is really important that children develop an awareness that subtraction is not always
‘taking away’.
Jane has 6 sweets. She gives 3 sweets to Emma. How many sweets does Jane has left.
Jane has 6 sweets and Emma has 3 sweets. How many more sweets does Jane have than
Emma.
Both of these situations can be written as 6 – 3 = 3 but one is ‘taking away’ and the
other is ‘finding the difference’.
Children then begin to use number lines to support their own calculations - using a
number line to count back in ones.
13 – 5 = 8
-1
0
1
2
3
4
5
6
7
8
-1 -1
9
-1 -1
10 11 12 13 14 15
Bead strings or bead bars can be used to illustrate subtraction including bridging
through ten by counting back 3 then counting back 2.
13 – 5 = 8
This use of number facts is really important. Children need quick recall of number bonds
to 10 and addition and subtraction facts for numbers up to 20 so that they can use them
when they calculate.
LANGUAGE OF ADDITION AND SUBTRACTION
Understanding and using the language of addition is important, rather than simply
providing the children with a sum.
More, Add, Sum, Total, Altogether can be used instead of the + sign.
e.g. 3 add 1
Add 2 to 4
6 plus 3
How many are 3 and 5 altogether?
Knowing that addition can be done in any order:
3+5 is the same as 5+3
Understanding that more than 2 numbers can be added:
3+2+5
Use the symbols + - or =
And know that □ or◊ in a number sentence (sum) means a missing number:
5+◊ =7, so ◊ is 2
Understanding and using the operation of subtraction:
4 take away 2
Finding the difference between 14 and 12
8 less than 9
Understanding and using the language of subtraction is also important, rather than
simply providing the children with a sum.
Take away, subtract, how many are left?, how much less is? and difference between can
all be useful substitutes for the – sign.
e.g. Difference between 9 and 14.
How much less than 20 is 14?
Subtract 10 from 20.
MULTIPLICATION
Developing Written Recording
Children learn to sort objects in a variety of ways through looking for likenesses.
They make repeating patterns with colour/shape/objects, then sets of numbers.
Children will experience equal groups of objects and will count in 2s and 10s and begin
to count in 5s. They will work on practical problem solving activities involving equal sets
or groups.
Adding “lots of” a number
Children will develop their understanding of multiplication and use jottings to support
calculation:
Repeated addition
3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3
Repeated addition can be shown easily on a number line:
5x3=5+5+5
5
0
1
2
5
3
4
5
6
7
5
8
9
10 11 12 13 14 15
and on a bead bar:
5x3=5+5+5
5
5
5
Commutativity
Children should know that 3 x 5 has the same answer as 5 x 3, an example of
commutativity. This can also be shown on the number line. It is essential the children
learn very early on that multiplication calculations (as well as addition) can be done in
any order with the same answer being generated.
5
0
1
2
3
5
3
4
5
6
7
5
8
9
3
3
10 11 12 13 14 15
3
3
Arrays
Children should be able to model a multiplication calculation using an array. An array is
a way of visually showing lots of as shown below. This knowledge will support with the
development of the grid method.
3 x 5 = 15
5 x 3 = 15
Repeated addition
4 times 6 is 6 + 6 + 6 + 6 = 24 or 4 lots of 6 or 6 x 4
Children should use number lines or bead bars to support their understanding.
6
0
6
6
6
6
12
6
6
18
6
24
6
Arrays
Children should be able to model a multiplication calculation using an array. This
knowledge will support with the development of the grid method.
4 x 9 = 36
9 x 4 = 36
They should explore how the array can be split in different ways through using their
knowledge of number facts. E.g.
4 x 9 = (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) + (4 x 1) or
4 x 9 = (4 x 2) + (4 x 7) or
4 x 9 = (4 x 3) + (4 x 6) or
4 x 9 = (4 x 4) + (4 x 5) or
4 x 9 = (4 x 2) + (4 x 2) + (4 x 5) etc.
Children will also develop an understanding of
Scaling
e.g. Find a ribbon that is 4 times as long as the blue ribbon
5 cm
20 cm
Using symbols to stand for unknown numbers to complete equations using inverse
operations
 x 5 = 20
3 x  = 18
 x  = 32
DIVISION
Developing written recording
Children will understand equal groups and share items out in play and problem solving.
They will count in 2s and 10s and later in 5s.
Children will develop their understanding of division and use jottings to support
calculation
Sharing equally
6 sweets shared between 2 people, how many do they each get?
Grouping or repeated subtraction
There are 6 sweets, how many people can have 2 sweets each?
Repeated subtraction using a number line or bead bar
12 ÷ 3 = 4
0
1
3
2
3
4
5
3
6
7
8
9
3
10 11 12
3
The bead bar will also help children with interpreting division calculations such as 10 ÷ 5
as ‘how many 5s make 10?’
Arrays
Arrays should be used to develop children’s understanding of the links between
multiplication and division.
15 ÷ 3 = 5
15 ÷ 5 = 3
As shown above, we have identified the lots of in two different ways. Firstly sharing 15
into groups of 3 and secondly sharing 15 into groups of 5.
Using symbols to stand for unknown numbers to complete equations using inverse
operations
÷2=4
20 ÷  = 4
÷=4
4=÷
THE LINK BETWEEN MULTIPLICATION AND DIVISION
From an early age it is important for children to begin to see the link that exists between
multiplication and division. Once a multiplication fact has been found it can be
represented in a number of ways.
e.g.
3 x 4 = 12
Can also be recorded as 4 x 3 = 12
Or
12 ÷ 4 = 3
12 ÷ 4 = 3
These links enable the children to quickly build up a bank of mental number facts which
can be drawn on in a range of situations.