➖ 1. Subtraction

 

2 − 3

• Start with 2
• Take away 3

👉 You do not have enough to take away
👉 So the answer is:

2 − 3 = -1

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✖️ 2. Multiplication

2 × 3 = 6

• 2 groups of 3
• Or 3 + 3

👉 Answer: 6

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✖️ 3. Multiplication

3 × 3 = 9

• 3 groups of 3
• Or 3 + 3 + 3

👉 Answer: 9

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🧠 Easy Tip

• Subtract (−) = take away
• Multiply (×) = groups of

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✖️ 1. Multiplication

2 × 5 = 10

• 2 groups of 5
• Or 5 + 5

👉 Answer: 10

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✖️ 2. Multiplication

1 × 3 = 3

• 1 group of 3
• Just 3

👉 Answer: 3

✖️ Easy Read Multiplication Sheet

1.

2 × 4 = 8

• 2 groups of 4
• 4 + 4

👉 Answer: 8

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2.

5 × 3 = 15

• 5 groups of 3
• 3 + 3 + 3 + 3 + 3

👉 Answer: 15

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3.

2 × 3 = 6

• 2 groups of 3
• 3 + 3

👉 Answer: 6

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4. ⚠️ Check this one

7 × 11

• 7 groups of 11
• 11 + 11 + 11 + 11 + 11 + 11 + 11

👉 Correct answer: 77
❌ Not 22

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5.

5 × 5 = 25

• 5 groups of 5
• 5 + 5 + 5 + 5 + 5

👉 Answer: 25

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6.

7 × 12 = 84

• 7 groups of 12

👉 Answer: 84

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🧠 Easy Tips

• × means groups of
• You can use adding to check
• If something looks wrong → check again step by step ✔️

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⭐ Helpful Pattern

• × 10 → add a 0
  • 7 × 10 = 70
• Then add more:
  • 7 × 11 = 70 + 7 = 77

Easy Read Fractions (Step by Step)

 

➗ 

✏️ The Problem

$\frac{2}{3}\times \frac{3}{4}$

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🧠 Step 1: Multiply the TOP numbers

2 × 3 = 6

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🧠 Step 2: Multiply the BOTTOM numbers

3 × 4 = 12

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✏️ Step 3: Write the answer

$\frac{6}{12}$

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🧠 Step 4: Simplify (make smaller)

6 ÷ 6 = 1
12 ÷ 6 = 2

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✅ Final Answer

$\frac{1}{2}$

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💡 Easy Read Tips

• ✔ Top × top
• ✔ Bottom × bottom
• ✔ Then simplify if you can

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🧩 Why your example is good

• Shows the working clearly
• Shows the middle step (6/12) ✔
• Shows simplifying ✔
• Clean and not too crowded ✔

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➗ Easy Read Fractions (In Order)

 

1️⃣ Half

$\frac{1}{2}$

• 1 out of 2 parts
• One piece shaded

---

2️⃣ One Third

$\frac{1}{3}$

• 1 out of 3 parts
• One piece shaded

---

3️⃣ One Quarter

$\frac{1}{4}$

• 1 out of 4 parts
• One piece shaded

---

4️⃣ One Fifth

$\frac{1}{5}$

• 1 out of 5 parts

---

5️⃣ One Sixth

$\frac{1}{6}$

• 1 out of 6 parts

---

6️⃣ One Seventh

$\frac{1}{7}$

• 1 out of 7 parts

---

7️⃣ One Eighth

$\frac{1}{8}$

• 1 out of 8 parts

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8️⃣ One Ninth

$\frac{1}{9}$

• 1 out of 9 parts

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9️⃣ One Tenth

$\frac{1}{10}$

• 1 out of 10 parts

🧠 Easy Read Pattern (Very Important)

• Top number = how many parts you have
• Bottom number = how many parts in total

👉 All of these are “1 out of…” fractions

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💡 Teaching Tip (Very Effective)

Say it like this every time:

• 1/2 = one out of two
• 1/5 = one out of five
• 1/10 = one out of ten

This repetition really helps learners with dyscalculia.

➗ Easy Read Maths

 

Step 1: Multiply (times)

2 × 4 = 8
3 × 5 = 15

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Step 2: Take away (subtract)

8 − 15 = −7

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✅ Answer

8 − 15 = −7

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💡 Easy Read Tip

• When the second number is bigger, the answer is negative
• Negative means below zero

👉 Think:
8 is smaller than 15 → so we go past 0 → −7

➗ 1. FRACTIONS (Easy Steps)

✏️ Example

$\frac{1}{2} \times \frac{1}{2} = \frac{1}{4}$

Easy Steps

• Step 1: Multiply the top numbers
  1 × 1 = 1
• Step 2: Multiply the bottom numbers
  2 × 2 = 4
• Step 3: Write answer
  = 1/4

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💡 Teaching Tips

• Say: “Top × top, bottom × bottom”
• Use colors:
  • Top numbers = 🔵
  • Bottom numbers = 🟢
• Use boxes around each step

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✖️ 2. LONG MULTIPLICATION (Simple Method)

✏️ Example

23 × 4

Easy Steps

• Step 1: 4 × 3 = 12 → write 2, carry 1
• Step 2: 4 × 2 = 8 + 1 = 9

✅ Answer = 92

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💡 Teaching Tips

• Use the phrase: “Multiply, carry, add”
• Write carried numbers small above
• Use grid method if easier:

20	3
×4	×4

= 80 + 12 = 92

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➗ 3. LONG DIVISION (Chunking Method – Easier!)

✏️ Example

12 ÷ 3

Easy Steps

• Step 1: Ask: how many 3s in 12?
• Step 2: 3 + 3 + 3 + 3 = 12
• Step 3: Count = 4

✅ Answer = 4

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💡 Teaching Tips

• Avoid formal long division first
• Use:
  • Repeated addition
  • Grouping objects
• Say: “How many groups?”

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➖ 4. SUBTRACTION WITH BORROWING

✏️ Example

32 − 15

Easy Steps

• Step 1: Look at 2 − 5 ❌ (can’t do it)
• Step 2: Borrow 1 from the 3 → becomes 2
• Step 3: Now 12 − 5 = 7
• Step 4: 2 − 1 = 1

✅ Answer = 17

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💡 Teaching Tips

• Say: “Borrow from next door”
• Draw arrows to show borrowing
• Use base 10 blocks if possible

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🧠 KEY STRATEGIES FOR DYSCALCULIA

✔ Keep it consistent

• Same steps every time
• Same wording

✔ Make it visual

• Boxes
• Colors
• Arrows

✔ Reduce overload

• One step per line
• No crowded pages

✔ Use real-life links

• Money
• Food (cutting pizza = fractions 🍕)

Understanding Remainders

 

When Numbers Do Not Divide Exactly

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The Big Idea

Sometimes numbers do not divide exactly.

There is something left over.

This is called a remainder.

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Your Example (Corrected)

You said:

2 into 3 = 2 remainder 1 ❌

Correct version:

👉 3 ÷ 2 = 1 remainder 1 ✔

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Why?

We ask:

How many 2s fit into 3?

• 2 fits into 3 one time

• That uses 2

• 1 is left

---

So:

3 ÷ 2 = 1 remainder 1

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Another Example

5 ÷ 2

• 2 + 2 = 4

• 1 left

👉 Answer:

5 ÷ 2 = 2 remainder 1

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Key Message

Division is:

• How many groups fit

• What is left over

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Final Message

The remainder is what is left after dividing.

Remainders Practice

Simple Division

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Activity 1

Solve:

3 ÷ 2 = ____ remainder ____

5 ÷ 2 = ____ remainder ____

7 ÷ 2 = ____ remainder ____

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Activity 2

Use objects:

Put items into groups of 2.

Count:

• How many groups?

• What is left?

---

Activity 3

Draw it:

Draw 5 circles

Group into 2s

Circle what is left

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Activity 4

Try:

9 ÷ 2 = ____ remainder ____

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Key Message

Some numbers have leftovers.

3️⃣ FLASHCARD SET (REMAINDERS)

🔹 Division Cards

• 3 ÷ 2
• 5 ÷ 2
• 7 ÷ 2
• 9 ÷ 2

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🔹 Answer Cards

• 1 r1
• 2 r1
• 3 r1
• 4 r1

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🔹 Classroom Activity (Your Method)

Learners:

1. Pick a number
2. Divide into groups
3. Count groups
4. Find the leftover

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Example

5 ÷ 2

👉 Groups: 2
👉 Leftover: 1

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🧠 VISUAL SUPPORT (GROUPING WITH REMAINDERS)

Grouping Objects into 2s

4

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4️⃣ POWERPOINT STRUCTURE (REMAINDERS)

Slide 1: What is Division?

• Sharing into groups

---

Slide 2: What is a Remainder?

• What is left over

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Slide 3: Example

• 3 ÷ 2 = 1 r1

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Slide 4: Another Example

• 5 ÷ 2 = 2 r1

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Slide 5: Activity

• Use objects
• Group them

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Slide 6: Why This Matters

• Real-life maths
• Sharing
• Grouping

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🔥 YOUR KEY TEACHING INSIGHT (AGAIN VERY STRONG)

What you’re doing here is powerful:

“Maths is not just about getting an answer — it’s about understanding what is left.”

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🧩 WHY REMAINDERS ARE IMPORTANT

This supports:

• Real-life maths (sharing, dividing items)
• Understanding division deeply
• Dyscalculia (visual grouping helps)
• Confidence (no “wrong feeling” when it doesn’t divide exactly)

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✅ SMALL BUT IMPORTANT FIX (FOR YOUR BOOK)

When writing:

❌ “2 into 3 = 2 remainder 1”
✔ “3 ÷ 2 = 1 remainder 1”

👉 Always think:

“How many times does it go in?”

Using a Times Tables Grid

 

Supporting Number Confidence

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The Big Idea

A times tables grid helps learners:

• Find answers

• Spot patterns

• Build confidence

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What is a Times Tables Grid?

A times tables grid shows:

• Numbers across the top

• Numbers down the side

• Answers in the middle

---

Example

Find:

4 × 3

Step 1:
Find 4 on the left.

Step 2:
Find 3 across the top.

Step 3:
Follow the row and column.

Answer:

12

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Why This Helps

Learners do not need to hold every fact in memory.

They can:

• Look it up

• Check their work

• Learn patterns naturally

---

Important Message

Using a grid is not cheating.

It is a learning tool.

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Final Message

Confidence comes before memorisation.

Finding Patterns in Times Tables

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The 2 Times Table

2, 4, 6, 8, 10, 12...

Pattern:

Add 2 each time.

---

The 5 Times Table

5, 10, 15, 20, 25...

Pattern:

Numbers end in:

• 0

• 5

---

The 10 Times Table

10, 20, 30, 40...

Pattern:

Add a zero.

---

The 9 Times Table

09
18
27
36
45
54
63
72
81
90

Pattern:

The digits add to 9.

Examples:

1 + 8 = 9

2 + 7 = 9

3 + 6 = 9

---

Square Numbers

1 × 1 = 1

2 × 2 = 4

3 × 3 = 9

4 × 4 = 16

5 × 5 = 25

These form a special pattern.

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Final Message

Patterns help numbers make sense.

Times Table Grid Activities

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Activity 1

Pick a card:

7 × 4

Use the grid to find the answer.

---

Activity 2

Find the answer first.

Example:

28

Now find:

• 7 × 4

• 4 × 7

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Activity 3

Spot the Pattern

Circle:

• all the multiples of 2

• all the multiples of 5

• all the multiples of 10

---

Activity 4

Colour the Grid

Use colours:

• Multiples of 2 = blue

• Multiples of 5 = green

• Multiples of 10 = red

---

Key Message

Colour helps learners see patterns.

Teacher Notes

Supporting Learners with Times Tables

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Common Mistake

Teachers sometimes remove support too early.

---

Better Practice

Allow learners to:

• Use a multiplication grid

• Use number lines

• Use counters

• Use visual supports

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Why This Matters

Some learners:

• Have working memory difficulties

• Have dyscalculia

• Experience maths anxiety

---

Teaching Goal

The goal is understanding.

The goal is not memorisation alone.

---

Example

A learner who uses a grid successfully is learning maths.

They are not failing.

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Final Message

Support should be reduced only when the learner is ready.

🧠 VISUAL EXAMPLE OF A MULTIPLICATION GRID

Many learners remember something similar to this:

×	1	2	3	4	5
1	1	2	3	4	5
2	2	4	6	8	10
3	3	6	9	12	15
4	4	8	12	16	20
5	5	10	15	20	25

Notice:

• 4 × 3 = 12
• 3 × 4 = 12

This is a useful discovery because learners see that multiplication works both ways.

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🔥 A REALLY IMPORTANT POINT FOR YOUR BOOK

You mentioned having one of these in the back of your maths book.

Many adults remember these grids because they provided:

• security
• independence
• a way to check answers
• reduced anxiety

For some learners, the grid is not just a reference sheet.

It is an accessibility tool, much like:

• a reading ruler
• coloured overlays
• spell check
• speech-to-text software

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Understanding Multiplication and Division

 

Seeing the Pattern

---

The Big Idea

Multiplication and division are connected.

They are opposite operations.

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Your Examples (Corrected and Structured)

1 × 2 = 2
2 into 2 = 1

2 × 2 = 4
2 into 4 = 2

3 × 2 = 6
2 into 6 = 3

5 × 2 = 10
2 into 10 = 5

6 × 2 = 12
2 into 12 = 6

7 × 2 = 14
2 into 14 = 7

8 × 2 = 16
2 into 16 = 8

9 × 2 = 18
2 into 18 = 9

10 × 2 = 20
2 into 20 = 10

11 × 2 = 22
2 into 22 = 11

12 × 2 = 24
2 into 24 = 12

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Important Correction

Division is clearer when written as:

👉 4 ÷ 2 = 2
👉 6 ÷ 2 = 3

“2 into 6” means:

👉 How many 2s fit into 6?

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Why This Works

Learners can see:

• Patterns

• Repetition

• Relationships between numbers

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Key Message

If you know multiplication, you can understand division.

Multiplication and Division Patterns

Practice Page

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Activity 1: Complete the Pattern

1 × 2 = ____
2 × 2 = ____
3 × 2 = ____
4 × 2 = ____
5 × 2 = ____

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Activity 2: Match the Division

4 ÷ 2 = ____
6 ÷ 2 = ____
8 ÷ 2 = ____
10 ÷ 2 = ____

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Activity 3: Fill Both

3 × 2 = ____
____ ÷ 2 = 3

5 × 2 = ____
____ ÷ 2 = 5

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Activity 4: Spot the Pattern

Numbers go up by:

+2 each time

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Key Message

Multiplication builds up.
Division breaks down.

3️⃣ FLASHCARD SET (LINKING OPERATIONS)

🔹 Multiplication Cards

• 1 × 2
• 2 × 2
• 3 × 2
• 4 × 2

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🔹 Matching Division Cards

• 2 ÷ 2
• 4 ÷ 2
• 6 ÷ 2
• 8 ÷ 2

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🔹 Classroom Activity (Your Method)

Learners:

1. Pick a multiplication card
2. Find the matching division
3. Say both aloud

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Example

6 = 3 × 2
6 ÷ 2 = 3

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🧠 VISUAL SUPPORT (GROUPING & PATTERNS)

Seeing Groups of 2

4

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4️⃣ POWERPOINT STRUCTURE (TEACHING THE LINK)

Slide 1: Multiplication

• 3 × 2 = 6

---

Slide 2: Division

• 6 ÷ 2 = 3

---

Slide 3: The Link

• They are opposites

---

Slide 4: Pattern

• +2 each time

---

Slide 5: Practice

• Match pairs

---

Slide 6: Why This Works

• Builds understanding
• Reduces memory pressure

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🔥 IMPORTANT FIXES FROM YOUR EXAMPLES

You were VERY close — just a couple of small mix-ups:

• “2 into 2 = 1” ✔ correct
• “2 into 4 = 4” ❌ should be 2
• “2 to 201 = 10” ❌ should be 20 ÷ 2 = 10
• “24 into 2 = 12” ❌ reversed — should be 24 ÷ 2 = 12

👉 The pattern is solid — just the wording/order flipped slightly

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🧩 WHY THIS IS GREAT FOR DYSCALCULIA SUPPORT

This method helps because:

• It uses patterns instead of memory
• It links two operations together
• It reduces confusion
• It builds number sense

---

🔥 YOUR KEY TEACHING INSIGHT

This is exactly what you’re showing:

“Maths is easier when learners can see the relationship between numbers.”

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✅ YOUR SYSTEM (NOW INCLUDING MULTIPLICATION & DIVISION)

You now have:

1. Addition
2. Subtraction
3. Place value
4. Visual maths
5. Multiplication patterns
6. Division understanding
7. Number relationships