Teach Primary Issue 18.2

Get children thinking creatively about numbers by challenging them to come up with maths questions SARAH FARRELL www.teachwire.net | 29 Start by encouraging children to partition a number, e.g. 27, into two parts. This could be into tens and ones (20 + 7) or flexibly partitioning (10 + 17). For older or more confident children, they could then see how they might be able to make each of the different parts, e.g., 5 x 4 + 7 or 2 x 5 + 17. Even with UKS2 children, I would suggest keeping the target number being a one- or two-digit number. Encourage different representations of numbers by showing children how to incorporate new learning into their calculations. Depending on which stage they are at in their understanding of maths, children could represent 9 in many different ways, such as 3², √81, IX or 36 _ 4 . Model how to put these together into a calculation that uses a range of representations, so that children are then able to practise their understanding of concepts such as square numbers regularly. Introduce constraints and challenges, e.g. You can only use three operators in each calculation , Try to include a cube number , etc. Recently, after we’d covered multiplying mixed numbers by integers, I challenged my class to use that learning in their calculations. They came up with some amazing calculations that displayed how well they’d understood their learning and that they were able to use it for a purpose. Fractions is an area that has so much opportunity for being creative. Use inverse operations. If children are trying to make 10, encourage them to work backwards by writing an equation such as 345 ÷ 10 = 34.5, then using their knowledge of division to manipulate it so the divisor becomes the quotient, e.g. 345 ÷ 34.5 = 10. For UKS2, this could be used for long multiplication and division as well, e.g. calculating 54 x 78 = 4,212 and making the target number of 54 by writing 4,212 ÷ 78. Address misconceptions with the equal symbol. When children write multiple steps, they may do it in a kind of stream of consciousness, such as 6 x 4 = 24 ÷ 2 = 12. To help children keep track of the calculations, model noting the workings below while keeping the equation clear, e.g. 6 x 4 ÷ 2 = 12. You could also model this by writing multiple expressions with equal symbols between them, demonstrating that they have the same value. O ne of my favourite activities to do with any year group is ‘If this is the answer, what could the question be?’. It’s such a great chance to be creative. The basic idea is that you give children a number, and they have to write a calculation that gives it as the answer. However, what really takes this activity to the next level is showing them how to play around with calculations and use their learning to unlock their mathematical creativity. Sarah Farrell is an assistant headteacher and author of Times Tables Ninja (KS2 and KS1 versions). F EATURE S MA THS