West Exe School
Support your child in KS3 maths
Supporting Maths
This booklet is aimed at supporting your child in maths at KS3 in Secondary
School. It will offer you advice on how to support your child’s learning and
how to boost their confidence in order to enable them to make excellent
progress in maths.
Any structure that has poor foundations will either crumble or will not allow
future growth. Maths is no different! The basics have to be in place. Your child
will need to have a solid understanding of number and need to be proficient
at using their mental maths skills for calculations.
Mental Maths
Mental computation is the most common form of computation used in
everyday life. It is used for quick calculations and estimations. Mental
computation refers to the process of working out and obtaining exact or
approximate answers mentally. When calculating mentally, students select
from a range of strategies, depending on the numbers used. As they develop
their repertoire of strategies, students select those that are more efficient and
effective for them.
Providing a pupil arrives at the correct answer, there is no wrong strategy.
However, teachers will encourage pupils to select the most efficient method.
Once your child becomes more confident with their mental maths, they will
start to look for the most efficient strategy to employ.
Why does my child need to be good at Mental Maths?
As your child progresses through Secondary School, the maths’ problems they
will attempt to solve will become more complex. They need to be focussed on
thinking about which formula to use and which strategy to apply – they do not
want to be slowed down by the basics. Ultimately, they will be taking their
GCSE examination – any time lost by having to spend a disproportionate
amount of time thinking about the basics is time that they could be using to
complete the paper or to check questions for any errors.
A child who is confident at mental maths will also have the confidence to
tackle harder problems.
Praise and Encouragement will boost your child’s esteem allowing their
confidence to grow.
How do I develop my child’s Mental Maths Skills?
Practise, Practise and more Practise! There is no easy route for any child to
become confident and proficient at mental maths. The more they practise,
the more they will retain and with an increase in confidence will come an
increase in their desire to learn.
Practise
‘But I’m no good at Maths!’ How can I help?
Please do not pass your ‘Fear of Maths’ or ‘Dislike of the Subject’ onto your
child. No matter what your ability or your level of love for the subject, you can
support your child. A by-product of supporting your child’s development will
be an improvement in your mental maths. Two for the price of one!
Encourage your child and give them plenty of support with their learning.
Encourage your child to be neat. Why?
• It saves time since things don't get lost on the page.
• It leads to self-discipline and planning.
• It leads to greater self-confidence and pride.
In Maths neatness makes a huge difference. If your child does not lay work
out neatly, there is every chance that mistakes will be made. Encourage them
to present their homework neatly and to take pride in all of their work.
High Standard of Presentation
What’s the point of Maths?
I’m never going to use it in Real Life!
Please impress upon your child the importance of maths – they might not
realise the importance of the subject just yet… but it will support their
learning in other subjects and is an extremely useful tool to have as an adult.
+ The government have insisted that all pupils
must achieve a C grade or better in their
Maths GCSE by the time they finish secondary
school. If not, they must continue to study the
subject in post-16 education until they get
this qualification.
The government has made it the law that young people who do not achieve a
C at GCSE by the age of 16 must study for a further two years. Whether at
college, in a work placement, on an apprenticeship or in the military, students
without a grade C at Mathematics will study for an additional two years. In
the 2013/14 academic year, Exeter College had over 200 Year 12 students
sitting their first year of this extended Maths education. Don’t be one of
them.
Employers want to see grade C for Mathematics and English. If you don’t have
it, they will likely not call you to interview. Some employers may ask you to
complete an “equivalence test”, which is essentially a test comprised of C
Grade GCSE questions.
On average, young people who have studied Mathematics to A Level standard
earn more in their first three years of employment.
Whether you agree or disagree with the above statement – it’s happening.
Please encourage your child to give 100% effort in maths throughout KS3 and
KS4.
Calculator or Not?
Too many pupils rush to pick up a calculator too soon – this is usually a
combination of a lack of confidence and laziness.
Encourage your child to:
•
•
•
•
Calculate it in their head…
Can they calculate it in their head using visualisation techniques?
Do they need to make a few jottings?
Can they use a written method?
Now, if it’s appropriate… Use a calculator.
Finally… Check the answer. Before starting any maths calculation, your child
should have estimated the answer. If the answer is way off the estimation,
they might have made a mistake.
Encourage your child to estimate the answer before starting.
Your child needs to know…
Multiplication Tables
It is so important that your child knows their times tables. Once they are
thoroughly learnt – they will become embedded and stay with him/her for
life. Your child needs to know his/her multiplication tables inside out/upside
down and back to front! They should be able to instantly recall any times table
question.
There is no set order for learning them although a suggested order is:
X10, X5, X2, X4, X3, X6, X8, X9 and X7.
There is no hard and fast method of learning the tables. Many methods of
learning them have been promoted in the past – often depending upon the
‘educational/political’ fashion at the time.
Methods include:
Learning them by rote
Writing them down
Listening to them
Using interactive games
Using worksheets
Being tested
Remember your child only needs to memorise 55 facts to know all of the
tables! (If we discount knowing the 1x and 10x tables as they should be
straightforward) – they only need to memorise 36 facts.
Encourage your child to reverse the times tables – 6 x 7 will give the same
answer as 7 x 6.
36 facts and your child can learn the X tables!
(I bet they know 36 facts about players on FIFA 14 or similar!)
Once they know their tables – they can then apply their knowledge and solve
an infinite number of multiplication problems.
Knowing 4 X 6 = 24 allows your child to calculate:
4 X 60 =240
4 X 600 = 2400
4 X 6000 = 24000
4 X 60000 = 240000
All from knowing their X tables.
From Multiplication to Division.
Once your child becomes proficient and confident at the Times Tables,
division becomes an easier operation as they can use their times table
knowledge.
So… 72 ÷ 8 is now rephrased as ‘How many 8s in 72?’
Suddenly, with more knowledge and fresh confidence, maths is looking a lot
easier!
Number Work
Look for ‘friendly numbers’. Friendly numbers are numbers that we can ‘lean
on or take a rest’ whilst carrying out calculations. For example: If you wanted
to add 93, 77 and 39. (Take the 7 away from 77 and add it to 93 making 100
– a nice friendly and easy to recall number. Take the 30 away from 39 and add
it to the 70, making another friendly 100. Finally add together 100, 100 and
the remaining 9 making 209)
Your child should be confident at partitioning numbers (Splitting numbers into
their place value i.e. thousands, hundreds, tens, units)
Partitioning gives children a different way of visualising maths problems and
helps them work out large sums in their head. This will enable them to carry
out more work mentally.
Adding
There are lots of different ways to add numbers – encourage your child to try
different methods and select the appropriate method depending upon the
numbers involved. Some examples are shown below, using smaller numbers –
methods are the same for larger numbers although if your child needs to, they
can use the ‘pencil and paper method’.
Count from a number upwards
Example: 6 + 3
Start with the larger
number.
Jump Strategy
You can also count by 2s or 10s, or make any "jumps" you want to help you to
solve a calculation.
Example: 4 + 12
Think "4 ... 14, 15, 16"
Encourage your child to use a number line – in their head or by writing it
down
Partitioning
In this example – splitting the numbers into tens and units
75 + 48
= 70 + 5 + 40 + 8
= 70 + 40 + 5 + 8
= 110 + 13= 123
Use the same method for HTU + HTU
364 + 123
= 300 + 60 + 4 + 100 + 20 + 3
= 300 +100 + 60 + 20 + 4 + 3
= 400 + 80 + 7
= 487
Do the tens last
Break big numbers into Tens and Units, add the Units, then add on the Tens.
Example: 14 + 5
Break the "14" into Tens
and Units:
10 + 4
Add the Units: 4 + 5 = 9
Now add the Tens: 10 + 9
= 19
Think "4 plus 5 is 9, plus
10 is 19"
Compensation Method
"Compensation" is where you round up a number (to make adding easier) and
then take away the extra after you have added.
Example 19 + 16
It is easier to do 20 + 16 = 36
Then take away the extra 1 (that made 19 into 20) to get: 35
Example 395 + 126
It is easier to do 400 + 126 = 526
Then take away the extra 5 (that made 395 into 400) to get: 521
Subtraction
There are several ways to carry out subtraction. Your child should decide on
which method to use after looking at the numbers involved.
Using a Number Line
84 -56 =? (Start from 56 and count on to 84)
Counting On
84 -56 =28
Counting Back
84 -56 =? (Partition 56 into 50 +6 – or use numbers you are confident with)
84 -56 =28
Standard Written Method
483 - 221
483
- 221
262
Remember to use numbers from the next column if necessary. (Known as
‘borrowing’ although they are never given back!) It’s very important for your
child to present his/her work neatly to avoid mistakes being made.
High Standard of Presentation
Division
Try the division in your head – remember to use your multiplication skills.
If the numbers are too difficult to divide in your head, use a written method –
either long division or short division.
Long Division
Try 474 ÷ 6:
• 6 doesn't go into 4,
so put 0
• 6 into 47 goes 7
times
• 7 x 6 = 42.
Take 42 away from 47
to get the remainder
of 5.
• Bring down the
next digit, the 4
• 6 into 54 goes 9 times
with no remainder
As there are no more digits to bring down, the division is finished.
The answer to 474 ÷ 6 is 79 (with no remainder).
Short Division
With short division – do not carry out any subtraction – move any remainder
to the next digit.
Short Division compared to Long Division
In short division, you do more computation mentally than in long division but
again it’s a case of which method your child is happy and confident to use.
Practise lots of division with your child.
Multiplication
Larger numbers will require a written method.
Children usually use the ‘Traditional Method’ or ‘The Grid Method’
Traditional Method
This is where we multiply by the units and the tens separately, and then add
the two rows together.
To calculate 158 × 67:
First, multiply by 7 (units):
158
x 67
1106
Then add a zero on the right-hand side of the next row. This is because we
want to multiply by 60 (6 tens), which is the same as multiplying by 10 and by
6.
Now multiply by 6:
158
x 67
1106
9480
Now add your two rows together, and write your answer.
158
x 67
1106
+ 9480
10586
The answer is 10586.
Grid Method
This is where the numbers are partitioned. To calculate 158 × 67:
158 is partitioned into 100, 50 and 8.
67 is partitioned into 60 and 7.
We arrange these in a grid and multiply each part by the others.
158 x 67
100
50
8
60
6000
3000
480
7
700
350
56
When this has all been done, you have to write out all the answers and add
them together:
6000
3000
480
700
350
+ 56
10586
The answer is 10586.
Practise lots of multiplication with your child.
Doubling and Halving
Practise doubling and halving numbers with your child. Start with single figure
numbers, moving on to double and triple digit numbers.
Once again, with renewed confidence your child will start to use his/her
strategies to double/half larger numbers.
From Double 8 = 16, this leads to understanding Double 80 = 160 and Double
800 = 1600.
When doubling numbers that are not ‘friendly numbers’ – use the skill of
partitioning and either hold the numbers in your head or jot them down.
Double 857 becomes:
Double 800 = 1600
Double 50 = 100 Double 7 = 14
Adding them up – Double 857 = 1714
Doubling is also useful when combined with your child’s knowledge of the
times table. If presented with 8 x 14 – they will know that it is the same as 8 x
7 x 2…….. (8 x 7) Doubled 56 doubled = 112
Practise lots of Doubling and Halving with your child.
Vocabulary
Support your child by ensuring they know the ‘language of maths’
Addition
add more than
increase
Subtraction
take away less than
Multiplication
times multiply
Division
share
divide
and
decrease
the product of
sum
together total plus
difference between
fewer minus
lots of
divisible by
When you are working with your child – ensure you use different
words when asking questions.
Out and About
Lots of opportunities present themselves for your child to practise and
develop their maths skills whilst not being in school. Use these times to
support their maths learning without them realising!
It is key to keep your child’s maths skills
going over the long summer break. 5 – 6
weeks without using maths is a long gap!
Cooking
Measuring
Reading Scales
Ratio
Weight
Time
All 4 number operations
Shopping
Money (best value, which option saves you money?)
Percentages (through discount and offers)
Finance (budgeting)
All 4 number operations
At Home
TV Guides (lots of practise with time)
DIY Work (measuring)
Time (analogue and digital)
Look for opportunities to support your child’s maths
How can I support my child?
It is utterly vital that your child’s Mathematics education becomes a threeway process (if it is not already this way!) The three people involved in each
student’s education should be:
The student
The classroom teacher
You, the parent or carer
Studies have shown that students whose parents play an active role in their
education perform better across the board1.
You can support your child in a number of ways:
Be available for them when they do their homework
We don’t mean that you should be doing their homework for them, but if
your child
is disappearing up to their room as soon as they come home from school, how
can you be sure that they are not experiencing difficulty, or even avoiding
homework altogether?
Encourage your child to do their homework as part of a daily routine. It
doesn’t have to be the minute they walk in the door, but it should be at a time
and in a place where you will be, so that you can encourage and support
them. But what happens if you get stuck too? You can figure out the answer
together! Working through a problem with someone else fortifies learning.
Please see our online suggestions which can guide you both through the
learning process.
1
’Parental Involvement Strongly Impacts Student Achievement’, Study from the
University of New Hampshire, 2008
Have the correct resources available
A lack of adequate equipment hinders the learning of students on many
levels. Whilst you cannot be expected to pack your child’s bag for them every
night, you can make sure that they have access to Mathematical equipment at
home. Keep the following available for homework time:
A pen
A pencil
A ruler
A compass
A protractor
A Scientific calculator (even if it’s on a phone or tablet, but please
note that in school an actual calculator will be required)
Use the Internet
There are a number of excellent web resources available to support
Mathematics education, some of which are free to use and others that West
Exe subscribes to so that your child will have unhindered access. Try exploring
some of these sites with your child (and for login information, just ask a
member of the Mathematics team):
http://www.mymaths.co.uk
http://www.mangahigh.com
http://www.samlearning.com
http://www.bbc.co.uk/bitesize
There is also a vast array of home study and revision guides available. Pop into
your local branch of WHSmith or Waterstones to browse from an excellent
selection.
What support is available from West Exe for me and for my child?
Your child’s Maths teacher will always be more than happy to help with any
problems or difficulties both inside and outside of timetabled lesson time, all
that students need to do is ask – we don’t bite!
Many teachers also offer regular after school revision sessions in the run-up
to exams. The times and dates of these sessions are widely advertised; please
do encourage your child to attend.
Attending subject evenings is also a vital part of the process, as this is often
the only time in the year where the student, teacher and parent/carer can all
get together and discuss progress or any potential issues. Sadly, these
meetings are very short due to the number of parents that we need to see, so
please do feel free to keep in touch with your child’s Mathematics teacher via
email. We are always happy to hear from parents!
Accessing Online Resources
MyMaths
http://www.mymaths.co.uk
Login: exe
Password:
Secondary logins are provided on an individual basis by the class teacher,
although are only required for completion of online homework tasks.
SAM Learning
http://www.samlearning.com
Centre ID: EX2WE
Login: 120902AF
Password:
Note: Login and password is the date of birth and initials of the student
Homework tasks can be assigned through SAM Learning. There are also a
number of revision exercises that can be accessed freely.
Manga High
http://www.mangahigh.com/myschool/wetc
Login: <Provided by class teacher>
Password: <Provided by class teacher>
Manga High requires individual logins to be provided by class teachers,
however once accessed, Manga High provides a wide selection of revision
activities and in-depth curriculum-based games.
Supporting your Child’s Maths
Lots of praise
Plenty of encouragement
Support them with their homework
Encourage them to present their work neatly
Encourage your child to practise their times tables
Use practical activities to support their learning
Speak to them about any worries they have
Talk to their Maths Teacher
Keep practicing over the summer holidays
Lots of practise!!
West Exe School
Hatherleigh Road
Exeter
Devon, EX2 9JU
Tel: 01392 660100
Email: [email protected]