that 8 + 7 = 8 + (2 +5) = 10+ 5 = 15. Here means the same ‘equals’ ‘is as’. Both sides balance. Suggested Written Recording WHILST THE MAIN EMPHASIS IN THIS NUMBER PROGRESSION IS ON USING MENTAL STRATEGIES TO SOLVE NUMERICAL PROBLEMS, IT IS IMPORTANT THAT WE REALISE THAT WRITTEN RECORDING IS AN IMPORTANT PART OF NUMERACY. The following points are important when considering what, when and where pupils should be recording: Number lines are a good way for children to show their Mathematics is an Pupils should show their thinking / solution on the activity of the mind! 6 + 7 = 6 + 6 + 1= 12 + 1 = 13 ‘thinking’. number line AFTER the problem has been mentally Written calculations can be calculated. used by pupils to reduce the 43 + 35 = 40 + 30 + 3 + 5 mental load, to communicate their ideas to others and to provide a window into a child’s thinking. Not all recording needs to be Subtraction on an number line’ starts Be careful not to value ‘empty ‘neat’ kept but they should be at the right hand side of the line. and recording ‘ordered’ acknowledged as being very It is important that children are proficient at over higher order valuable as they help to using a wide range of recording methods. mathematical ideas or reinforce the very important These should be modelled by the teacher to informal jottings that make links that children make support the child’s mathematical thinking. sense to the child. between oral, mental and The Strategy written work. A simple copy Pupils have an of or main ideas understanding of the value ‘jottings’ could be transferred into a of each digit and split them maths jotter if necessary. before adding the tens TU + TU possibly moving into HTU + TU or together and then the ones, HTU+HTU Informal and then recombine to get Example of vertical expanded method There is the danger when As children develop written the answer. adding most significant digit first recording on squared paper mathematically it is recording that children focus too important they record and should heavily on the digits and not use mathematical take the number as a whole, it is vocabulary, terminology and place recommended that children symbolism. regularly. do not use squared paper at this level.
that 8 + 7 = 8 + (2 +5) = 10+ 5 = 15. Here ‘equals’ means ‘is the same as’. Both sides balance. Suggested Written Recording WHILST THE MAIN EMPHASIS IN THIS NUMBER PROGRESSION IS ON USING MENTAL STRATEGIES TO SOLVE NUMERICAL PROBLEMS, IT IS IMPORTANT THAT WE REALISE THAT WRITTEN RECORDING IS AN IMPORTANT PART OF NUMERACY. The following points are important when considering what, when and where pupils should be recording: Number lines are a good way for children to show their ‘thinking’. Pupils should show their thinking / solution on the number line AFTER the problem has been mentally calculated. 43 + 35 = 40 + 30 + 3 + 5 Mathematics is an activity of the mind! Written calculations can be used by pupils to reduce the mental load, to communicate their ideas to others and to provide a window into a child’s thinking. 6 + 7 = 6 + 6 + 1= 12 + 1 = 13 Not all recording needs to be kept but they should be acknowledged as being very valuable as they help to reinforce the very important links that children make between oral, mental and written work. A simple copy of ‘jottings’ or main ideas could be transferred into a maths jotter if necessary. Subtraction on an ‘empty number line’ starts at the right hand side of the line. It is important that children are proficient at using a wide range of recording methods. These should be modelled by the teacher to support the child’s mathematical thinking. Be careful not to value ‘neat’ and ‘ordered’ recording over higher order mathematical ideas or informal jottings that make sense to the child. The Strategy Pupils have an understanding of the value of each digit and split them before adding the tens together and then the ones, and then recombine to get the answer. There is the danger when recording on squared paper that children focus too heavily on the digits and not the number as a whole, it is recommended that children do not use squared paper at this level. As children develop mathematically it is important they record and use mathematical vocabulary, terminology and symbolism. TU + TU possibly moving into HTU + TU or HTU+HTU Example of vertical expanded method adding most significant digit first Informal written recording should take place regularly.