A number line, place-value chart, conversion table or worked example can help a young person keep the size and structure of numbers in view. Ask the maths teacher which guide is used in lessons and keep the same version available during homework. Work through the first question together with the guide, then let them try the next while you watch.

Use the guide before calculating

Start by identifying the type of number involved: whole number, decimal, fraction, percentage, negative number or measure. Use the school guide to locate or represent it, then make a rough estimate.

For example, before calculating three items at £4.85 each, round each one to £5. The total should be close to £15. The exact calculation can then be checked against that expectation.

For a negative-number question, place both numbers on the school number line before deciding which is greater. For a decimal, use the place-value chart to identify tenths and hundredths.

Keep calculator use meaningful

If a calculator is permitted, it can protect access to wider maths. It should be paired with:

• an estimate before calculating;

• careful entry of the values;

• a check that the answer has the expected size and sign;

• units where the problem requires them.

Do not introduce a new shortcut or a different way of showing numbers without checking that it matches school. If the guide does not help, or the same number misunderstanding repeatedly blocks homework, send the teacher one clear example and ask what should be practised next.