How to help your child
in Maths
This booklet describes the stages your child will work
through and gives you suggestions of how you can help
teach them addition, subtraction, multiplication and
division.
Stages of Development
Nursery
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To recognise numbers to 10.
To count objects from a larger group to 10.
To begin to understand addition as grouping and counting them all to produce a final
answer.
To understand that take away is leaving us with a fewer number (less.)
They spot numbers of personal significance in the environment and show an interest in
solving simple number problems.
Stage 1 (Reception):
 To represent their work with objects or pictures and discuss it.
 They recognise and use simple patterns.
 Count, order, add and subtract numbers when solving problems involving up to 20 objects
including knowing number bonds to 10.
 Read and write the numbers to 20.
 Know 2-D and 3-D shapes names: pupils use everyday language to describe properties
and positions.
 They measure and order objects using direct comparison, and order events.
 They can sort objects and classify them.
Stage 2 (Year 1/2):
 They can explain why an answer is correct.
 Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts
to 20.
 They begin to understand the place value of each digit in a number and use this to order
numbers up to 100.
 They choose the appropriate operation when solving addition and subtraction problems.
 They use the knowledge that subtraction is the inverse of addition.
 They use mental calculation strategies to solve number problems involving money and
measures.
 They understand angle as a measurement of turn, and recognise right angles in turns.
 They begin to use everyday non-standard and standard units to measure length and mass.
 When they have gathered information, they record results in simple lists, tables and block
graphs, in order to communicate their findings.
Stage 3 (Year 2/3):
 Use simple fractions that are several parts of a whole and recognise when two simple
fractions are equivalent
 Begin to use decimal notation in contexts such as money
 Derive associated division facts from known multiplication facts
 Add and subtract two-digit numbers mentally
 Add and subtract three digit numbers using written method
 Multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number
answers and remainders
 Use mental recall of addition and subtraction facts to 20 in solving problems involving larger
numbers
 Solve whole number problems including those involving multiplication or division that may
give rise to remainders
Practical Methods
Addition and subtraction
Stage 1: “I can use a number track or line to add. I can add and subtract 1 and 10 to a number
up to 20. I know my number bonds to 10”
Hop up the track or a number line to add: e.g. 10 + 2 is
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20
They are starting to record their answers using the symbols + and =.
Number bonds to 10 mean knowing the different ways to make 10. We play games like using
spots on a ladybird: each side add together to make 10. They need to learn these off by heart, so
knowing that 6+4=10 can also give you 4+6=10 really helps.
Stage 2/3: “I can partition numbers into tens and units and use this to add. I can start to add in my
head using the knowledge I already have. I can add with money and measures.”
Children begin to see how knowing 2+7= 9 then 22+7= 29 or 20+70=90. They are secure with
numbers up to 100 so can read, write and add with them. If they can not solve a problem in their
heads, they can get a 100 square or begin to draw a number line and use this to help e.g. 72 + 12
can be worked out by
_____________________________
72
82
84
Multiplication
Stage 1/2: “I can count in 2s, 10s and 5s. I can group things into 2s, 10s and 5s.”
Children do not realise they are multiplying numbers at this level but they learn how we can group
objects to help solve problems and count quicker. They need to see how each group needs to be
the same. We teach them the x sign from Year 1.
We teach counting in 2s using stories like Noah’s Ark and counting pairs of socks or gloves. We
teach counting in 10s using fingers or toes or finger holes on gloves. We teach to count in 5s
using our hands. You can help at home with things like: we need a knife and fork for every person
in the table, let’s count in 2s to see if we have enough?
2
4
6
8
10
Stage 2: “I know the term multiplication. I can draw a multiplication in an array. I know my 3 and
4 times tables.”
We move on from simply grouping objects to drawing what a multiplication looks like e.g. 4 x 5 is
“4 lots of 5 or 4 groups of 5” so they would draw:
However, 5 x 4 is “5 lots of or groups of 4” so they would draw:
Moving on from this stage, pupils draw arrays to show the difference between 4 x 5 and 5 x 4 but
that they have the same answer.
Times tables need to be understood through this method but also rote learnt. Pupils in KS1 need
to know their 2s, 5s and 10s and begin to know their 3s and 4s.
Division
Stage 1: “I can share out objects equally between people.”
Children take an amount of objects and physically share out objects so that each person has the
same amount. This can be worked on at home through checking if you have enough for everyone
e.g. sharing out sweets for party bags. They can divide by two through knowing their
doubles/halves for example half of 8 is 4 because they know 4+4=8.
Stage 2: “I can use grouping to help me divide. I can use repeated subtraction to solve problems
like 15 divided by 3.”
Children are given problems like: “There are 18 people who each need to go to the park in a mini
bus. Each mini bus holds 6 people. How many mini buses do they need?” They would take 18
objects and group them into 6s and then count how many groups they have to find the answer:
3 mini buses.
When we group we draw rings around the objects. When we share, we physically move the
objects to share them out one at a time.
If the problem was 18 divided by 6 they could also do repeated subtraction:
______________________________
0
6
12
18
Leaving an answer of 3.
Resources
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Numicon
100 square
Times tables grid
Counting objects (e.g. sets of buttons, shells, anything you collect of varying sizes)
Bead string
Basic abacus
Cubes to count and build with
Websites
You may want to use to help practise key number and calculation skills as well as daily games in
the home and singing number songs (You tube have many of these e.g. the days of the week
song: https://www.youtube.com/watch?v=spi77By9-iA and number bonds to 10:
https://www.youtube.com/watch?v=jJFbJxXYaLw )
Early Years
http://www.topmarks.co.uk/maths-games/3-5-years/counting
http://www.topmarks.co.uk/maths-games/3-5-years/ordering-and-sequencing
http://www.crickweb.co.uk/Early-Years.html
http://www.primaryinteractive.co.uk/early.htm
http://www.bbc.co.uk/learning/schoolradio/subjects/mathematics
KS1
http://www.topmarks.co.uk/maths-games/5-7-years/counting
http://www.topmarks.co.uk/maths-games/5-7-years/addition-and-subtraction
http://www.topmarks.co.uk/maths-games/5-7-years/times-tables
http://www.topmarks.co.uk/maths-games/5-7-years/multiplication-and-division
http://www.crickweb.co.uk/ks1numeracy.html
http://www.primaryhomeworkhelp.co.uk/maths/
http://www.primarygames.co.uk/pg2/splat/splatsq100.html
http://www.bbc.co.uk/bitesize/ks1/maths/