Improving Mental Mathematics in Schools

Dave RoweRob PerkesTom Garner

Aims of Session:To familiarise ourselves with key mental calculation strategies that should be

taught throughout the school;

To develop an understanding of progression in mental calculation across the school;

To learn how mental recall can be developed to facilitate mental calculation;

To identify opportunities for and the importance of developing visualisation;

To understand how to teach and not just test times tables.

Why is mental calculation so important?

Activity 1:Discuss on your tables and be prepared to feedback.

What does working mentally in mathematics mean?

What skills and attitudes do children need to be able to work mentally?

What opportunities do children need in order to develop these skills?

Mental calculation is all about patterns and relationships between numbers. Children need to be able to learn how to solve problems by

recognising which strategies and known facts to apply.

How and where does mental calculation start?

OFSTED – Understanding the score

Too often pupils are expected to remember the methods, rules and facts without grasping the underpinning concepts, making connections with earlier learning and making sense of mathematics so they can use it

independently.

FS Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

Activity 2 – part 2:Working with a partner have a go at filling in the grid. Which of the mental calculation methods you have thought of do you think go where?

Activity 2 – part 1:On your own have a go at writing down as many different mental calculation methods as you can.

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Progression in mental calculation

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Number bonds to 10. Extend to 20.Halving.Doubling.Identify near doubles.Counting in steps (1, 2, 5 & 10) backwards and forwards).Addition facts (number to 10) – early partitioning.Partitioning (tens and units).Addition (up to 10+10).Subtraction (up to 10).Partition into 5 and a bit when adding 6, 7, 8 or 9.Bridge through 10/20 when adding a single digit number.Add 9 to a single digit number by adding 10 and subtracting 1.Add more than 2 numbers.Put largest number first to add.

Times tables (2, 5 & 10).

Doubling/halving – multiples of 5/10.

Counting in steps of 3 and 4 (backwards and forwards).

Counting through hundreds numbers.

Partitioning 2-digit numbers (tens and units).

Partition into 5 and a bit when adding 6, 7, 8 or 9.

Extend addition and subtraction to 100.

Bridge through a multiple of 10 when adding a single digit number.

Identify subtraction facts corresponding to addition calculations (inverse).

Add/Subtract 9 and 11 by adding/ subtracting 10 and adjusting by 1.

Add/Subtract 19 and 21 by adding/ subtracting 20 and adjusting by 1.

Multiplying by 10.

Recall pairs of multiples of 10 that total 100.

Round numbers to nearest 10.

Times tables (3, 4 & 6).

Identify near doubles using doubles already known (e.g. 80 + 81).

Counting through hundreds and thousand numbers.

Flexible Partitioning: Choose and use appropriate strategies for a mental calculation (5 and a bit, pairs, add 10 and adjust, largest number first).

Bridge through a multiple of 10 and adjust.

Use patterns of similar calculations.

Complements to 100 any pairs of 2-digit numbers.

Multiplying by 10 and 100.

Inverse operations (derive division facts from multiplication facts).

Multiplication – understanding it can be done in any order.

Division – related to multiplication.

Count up to find small differences.

Rounding (to nearest 10/100).

Use known number facts and place value to add/subtract mentally.

Times tables (7, 8 & 9).

Doubles: all whole numbers to 50, multiples of 10 to 500, multiples of 100 to 5,000 and corresponding halves.Identify near doubles using known doubles (e.g. 150 + 160).Counting through thousand numbers (count on and back in steps of 1, 10 and 100).Flexible partitioning.Multiplication.Division.Add or subtract to the nearest multiple of 10 and adjust.Pairs of multiples of 50 with a total of 1,000.Rounding (to nearest 100).Use known number facts and place value to add/subtract mentally including any pair of 2-digit whole numbers.

Extend tables to 11 and above – use of partitioning, e.g. 13 x 8 = (10 x 8) + (3 x 8).Use doubling and halving (partition numbers first).Identify near doubles (e.g. 1.5 + 1.6).Counting through tens of thousands.HTU partitioning.Use closely related facts (e.g. partitioning to multiply).Add or subtract to the nearest multiple of 10 or 100 and then adjust.Add several numbers (4 or 5 single digit numbers).Find differences by counting up through the next multiple of 10, 100 or 1,000.

Calculations to 1 d.p.

Equivalent calculations.

Use factors.

Use known number facts and place value to multiple and divide mentally

Use closely related facts for multiplication, e.g. 49 x 51 – multiply by 50 and adjust.Approximation (e.g. 6.1 x 7.8).

Prime numbers.

Square numbers of multiples of 10 to 100.

Doubles of 2-digit numbers, including decimals and corresponding halves.

Doubles of multiples of 10 to 1,000 and multiples of 100 to 10,000 and corresponding halves.Counting in decimals.Use closely related facts (e.g. partitioning to multiply).

Add or subtract to the nearest multiple of 10 ,100 or 1,000 and then adjust.Calculation to 2 d.p.

Fractions/ Percentage/Decimal equivalence.

Use factors.

Use known number facts and place value to add, subtract, multiple and divide mentally (including with decimals).

Progression in mental calculation

Models and Images

‘Teaching Children to Calculate Mentally’ publication.

Activity 3:Have a look through the booklet. What is its main focus? What do you notice?

Teaching children to calculate mentally

•Addition and subtraction p4-7

•Multiplication and division p8-11

•Addition and subtraction strategies p26-50

•Multiplication and division strategies p51-71

Ensuring mental and oral opportunities are planned across a range of mathematics:

The 7 strands within the framework:- Using and applying mathematics;- Counting and understanding number;- Knowing and using number facts;- Calculating;- Understanding shape;- Measuring;- Handling Data.

Transum

The 6 Rs of Oral and Mental Work:

RehearseRecall

RefreshRefineRead

Reason

Rehearse

To practise and consolidate existing skills, usually mental calculation skills, set in a context to involve children in problem-solving through the use and application

of these skills, use of vocabulary and language of number, properties of

shapes or describing and reasoning.

Recall

To secure knowledge of facts, usually number facts, build up speed and accuracy, recall quickly names and

properties of shape, units of measure or types of charts, graphs to

represent data.

Refresh

To draw on and revisit previous learning; to assess, review and strengthen

children’s previously acquired knowledge and skills relevant to later learning;

return to aspects of mathematics with which the children have had difficulty;

draw out key points from learning.

Refine

To sharpen methods and procedures; explain strategies and solutions; extend

ideas and develop and deepen the children’s knowledge; reinforce their

understanding of key concepts, build on earlier learning so that strategies and

techniques become more efficient and precise.

Read

To use mathematical vocabulary and interpret images, diagrams and symbols correctly; read number sentences and provide equivalents, describe and explain diagrams and features involving scales, tables or graphs; identify

shapes from a list of their properties, read and interpret word problems and puzzles; create

their own problems and lines of enquiry.

Reason

To use and apply acquired knowledge, skills and understanding; make informed

choices and decisions, predict and hypothesise; use deductive reasoning to eliminate or conclude, provide examples

that satisfy a condition always, sometimes or never and say why.

The Six Rs of Oral and Mental Work

Activity 4:Working with a partner, think of a mental oral starter for each of the six Rs.(The starter can be for any year group).

Six Rs Learning Focus Possible activities

RehearseTo practise and consolidate existing skills, usually mental calculation skills, set in a context to involve children in problem-solving through the use and application of these skills, use of vocabulary and language of number, properties of shapes or describing and reasoning.

Interpret words such as more, less, sum, altogether, difference, subtract; find missing numbers or missing angles on a straight line; say the number of days in four weeks or the number of 5p coins that make up 35p; describe part-revealed shapes, hidden solids; describe patterns or relationships; explain decisions or why something meets criteria.

RecallTo secure knowledge of facts, usually number facts, build up speed and accuracy, recall quickly names and properties of shape, units of measure or types of charts, graphs to represent data.

Count on and back in steps of constant size; recite the 6-times table and derive associated division facts; name a shape with five sides or a solid with five flat faces; list properties of cuboids; state units of time and their relationships.

RefreshTo draw on and revisit previous learning; to assess, review and strengthen children’s previously acquired knowledge and skills relevant to later learning; return to aspects of mathematics with which the children have had difficulty; draw out key points from learning.

Refresh multiplication facts or properties of shapes and associated vocabulary; find factor pairs for given multiples; return to earlier work on identifying fractional parts of given shapes; locate shapes in a grid as preparation for lesson on co-ordinates; refer to general cases and identify new cases.

RefineTo sharpen methods and procedures; explain strategies and solutions; extend ideas and develop and deepen the children’s knowledge; reinforce their understanding of key concepts, build on earlier learning so that strategies and techniques become more efficient and precise.

Find differences between two two-digit numbers, extend to three-digit numbers to develop skill; find 10% of quantities, then 5% and 20% by halving and doubling; use audible and quiet counting techniques to extend skills; give co-ordinates of shapes in different orientations to home concept; review informal calculation strategies.

ReadTo use mathematical vocabulary and interpret images, diagrams and symbols correctly; read number sentences and provide equivalents, describe and explain diagrams and features involving scales, tables or graphs; identify shapes from a list of their properties, read and interpret word problems and puzzles; create their own problems and lines of enquiry.

Tell a story using an interactive bar chart, alter the chart for children to retell the story; start with a number sentence (eg 2 + 11 = 13) children generate and read equivalent statements for 13; read values on scales with different intervals; read information about a shape and eliminate possible shapes; set number sentences in given contexts; read others’ results and offer new questions and ideas for enquiry.

ReasonTo use and apply acquired knowledge, skills and understanding; make informed choices and decisions, predict and hypothesise; use deductive reasoning to eliminate or conclude, provide examples that satisfy a condition always, sometimes or never and say why.

Sort shapes into groups and given reasons for selection; discuss why alternative methods of calculation work and when to use them; decide what calculation to do in a problem and explain the choice; deduce a solid from a 2-D picture; use fractions to express proportions; draw conclusions from given statements to solve puzzles.

The Six Rs of Oral and

Mental Work

Mathematical Language

What language should be used in each year group?

Is there a progression in the use of mathematical language?

Mathematical Language

Mathematical Vocabulary booklets.

Note: This was produced for the original NNS. Due to the fact that some objectives moved year groups in the 2006 Renewed

Framework some vocabulary may need to be introduced in earlier year groups.

Developing Mathematical Language

ATM - Fourbidden Cards.

Fourbidden is a mathematical card game topromote the use of mathematical languagedevised by Phil Dodd and published by ATM.There are now two packs of Fourbidden cards, thelatest designed with KS3 students in mind. Thereare 52 cards in each set, on each card a familiarmathematical term is printed on the left, with fourrelated words shown on the right hand side of thecard. There is a good explanation on different waysof using the pack.

Break

Tea, coffee, fruit and biscuits available at the back of the hall.

How mental recall can be developed to facilitate mental calculation.

There is a heavy reliance on known facts.

Conclusion:

If children haven’t learnt the facts in thefirst place they can’t:

a) Recall them;b) Use them to help them calculate;c) Develop those facts further (i.e. for larger numbers).

Foundation Stones

Activity 5:Look at the progression document again. Choose two year 6 objectives and identify earlier objectives from previous year groups that would need to be embedded for each objective to be understood.

How would you solve it?(calculation sorting)

Don’t solve the calculation…

…identify the most appropriate strategy.

Activity 6:With a partner, work through the calculations on the yellow sheet in the middle of your table.

DO NOT SOLVE THEM!

For each one identify the most appropriate strategy that should be used to solve it.

How would you solve it?(calculation sorting)

There is no right or wrong answer.

The point is…About stopping and thinking;

Making things easy for yourself;Using known facts to solve the problem

(by doing as little maths as possible!)

How would you solve it?(calculation sorting)

How would you solve it?(calculation sorting)

•Should be introduced from year 3

•Should be used to develop lateral thinking about strategies

•Should develop and build on . previously learned strategies.

Mental Maths Practise Tests

Use weekly:

• As a teaching opportunity to discuss strategies;• To cover and practise a whole range of Maths;• To practise rapid recall of facts/information;• For speed.

Mental Maths Practise Tests

The most important part is NOT the testing or the mark achieved,

but the discussion that follows the test.

Children need regular timed practise to speed up their recall.

• Times Tables (and division) Clubs

• Mathletics/Education City/RM Maths

Other Strategies

Pace is very important.

Any recall of facts should be rapid.

Mental Oral Starters

Chris Moyles’ Quiz Night

http://www.sheffieldmaths.co.uk/Chris%20Moyles%20Starters.html

Visualisation?

Activity 7:Skim read the article ‘Thinking Through, and By, Visualising.

What is

We rely on visualising when we solve problems. Sometimes we create an image of the situation that is

being discussed in order to make sense of it; sometimes we need to visualise a model that can represent the

situation mathematically before we can begin to develop it, and sometimes we visualise to see 'what will

happen if ...?'. But are there other ways in which we visualise when solving mathematical problems and if so how can we encourage, value and develop visualising in

our classrooms?

Children need to have had the opportunity to hold, turn, examine and work with objects before they

can visualise them.

•Which column would number 12 be in?

•Find me 2 numbers that add up to 10.

•Give me a number that will appear in the middle column.

•What can you tell me about the numbers in each column?

•Find the sum of the first row. Is it a multiple of 3?

•Are there any other rows and columns with multiples of 3?

•Look at the first column. If extended, would 73 be included?

•Give me 2 numbers between 50 and 60 tat would appear in the final column.

•Will there be a multiple of 100 in the middle column?

Prog

ress

ion

Year

6 -

- - -

- - -

- - -

- - Y

ear

1

Shape VisualisationBegin by visualising a square:

With one fold make it into a rectangle. Describe the properties of the rectangle.

Make it into a smaller square.

Make it into a triangle. What kind of triangle have you made?

How do you know? How do you know it is not an equilateral triangle?

Fold it back into a square. Make it into a pentagon. Can you visualise one fold to make a pentagon with one line of symmetry?

How do you know this is a line of symmetry?

Try using a post-it note to scaffold.

Shape VisualisationImagine a pyramid.Walk around the pyramid. What can you see?

Imagine you can fly and fly above it.What can you see now?

Imagine you can lift it up with a magic spell. Spin it around, invert it and then put it back down again. What can you see now?

Now talk to the person next to you and talk about the similarities and differences between your two pyramids.

Number visualisation

•Imagine the number five hundred and thirty two drawn in the air in front of you.•Which digit is in the middle? Which is on the left? Which is on the right?•Replace the middle digit with a four. What number can you see now?•Swap over the middle digit with the one on the left. What number can you seen now?•Remove the middle digit and push the two together so that they are next to each other. What number can you see now?

Conclusion:Visualisation is important in all areas of Maths.

It is important for working out properties of shapes, positions of shapes or objects that have been reflected, rotated or translated and nets of

3D shapes.

It is also important for measuring.

Conclusion:

It is also extremely important for calculating.

If you can imagine, partition and recombine in your mind’s eye, you are more likely to be able to flexibly use and adapt known

facts to assist in mental calculation.

Conclusion:Visualisation can be supported with practical

equipment.

Use of a broad range of vocabulary is vital.

Some more ideas for visualisation activities are provided in booklets for you.

Other activities are available on the internet via a Google search (Nrich is a good website).

How to teach and not just test times tables.

Times tables are extremely important.Here are a few reasons why:

Mental calculation of areas of shapes

Mental Division (use of inverse operation)

Use of known facts for other calculations

Mental multiplication of 2-digit by 1-digit numbers

Use of the grid method (as a written calculation)

Progression in Mental Multiplication

Addition facts (known facts)

Number bonds to 10, then 20….

Complements to 100 (multiples of 10 first)

Multiplication as repeated addition

Times tables

Extend knowledge of times tables (e.g. 16 x 5)

Times Tables Progression

2, 10 then 5

3 and 4

6

7, 8 then 9

Beyond 10 x 10

Times Tables Progression

2, 10 then 5

3 and 4

6

7, 8 then 9

Beyond 10 x 10

Begin in year 1Consolidate in year 2

Begin 3s in year 2Consolidate in year 3

Learn 4s in year 3Progress on to 6s

Learn remaining facts from these tables in year 4

From year 5 onwards

Progression in teaching tables

Counting forwards and backwards in steps

As above, but ‘skipping around’ and introducing missing numbers.

Chanting, e.g. 2, 4, 6, 8…

Reciting times tables

Continued

Progression in teaching tables

Year 3: Inverse operation should be introduced

Counting, chanting, etc. should be ongoing through Key Stage 2.

Refer to models and images sheets.

Counting stick

http://www.topmarks.co.uk/flash.aspx?f=countingstickv4

Teaching ideas

Counting hoop Pendulum

Good to link in with time and counting around a clock face

Teaching ideas

Arrays are important for the understanding of multiplication as well as division.

Can be used from year one upwards.

5 x 3 = 15 3 x 5 = 1515 ÷ 5 = 3 15 ÷ 3 = 5

Teaching ideas

Year 3: Inverse operation should be introduced

Fact families for multiplication and division(derive division facts from known multiples)

3 x 2 = 6 2 x 3 = 6 6 ÷ 3 = 2 6 ÷ 2 = 3

Teaching ideas

Counting stick challenge

Count along the top in 3s

Count along the bottom in 4s

SIMULTANEOUSLY.

Let’s have a go!

Teaching ideas

Counting with a twist

Group A count in steps of 0.1Group B count in steps of 0.3Group C count in steps of 0.5

Teaching ideas

A B C

Stack ‘em up games

Multiplicationand Division

http://www.fairhaven.ik.org/p_Printable_Maths_Games.ikml

Teaching ideas

3 21 1524 Three

Times TableStack ‘em

up

279 6

30 12 18

Key Messages• Mental maths is wider than just mental calculation and is not just a times tables test.

• Use of jottings and practical resources are acceptable ways of supporting mental calculation.

• Children need daily and fun whole class, guided and/or independent opportunities to practice and apply their mental maths skills and improve their confidence and efficiency.

• Opportunities to develop mental maths should include developing reasoning and communication.

All resources used today and links to websites referred to can

be accessed via our website:

http://www.fairhaven.ik.org/p_CPD_-_Mental_Maths.ikml

Please note – This is a ‘hidden’ page on our website and is not linked to from any other

page.

Before you leave…

We would be grateful if you could complete an evaluation sheet.

Thank you.

Improving Mental Mathematics in Schools

This course will be repeated in the Autumn term.

Please ask for details.Bookings now being taken.