A number line, place-value chart or set of counters can make a written number easier to understand. The important point is to use the same pictures, equipment and words as school. A different method may add confusion.

Set it up

Ask the teacher which numbers are causing difficulty and request a copy or photograph of the support used in lessons. This might be a marked number line, place-value chart, hundred square or part-whole model. Keep it beside the homework rather than bringing it out only after an error.

Use the support to show meaning

Choose one question. Ask the child to find or build the number on the agreed support before calculating.

For example, if the question uses 43, locate 43 on the number line, make four tens and three ones with objects, or place the digits in a tens-and-ones chart. Ask:

• What does the 4 represent?

• What does the 3 represent?

• Is 43 nearer to 40 or 50?

• What would one more ten make?

Use coins, blocks or small objects only when they clarify the same idea. The aim is not to create a second lesson at home.

Reduce help gradually

At first, point to the relevant part of the guide and work through one example together. Next, ask the child to choose where to look. Keep the support available until the child can explain and check the number reliably; removing it too early can hide rather than solve the difficulty.

Speak to school if the child often swaps digits round, mixes up tens and ones, or cannot connect the written number with an amount despite using the agreed support.

A useful free resource

National Numeracy’s Family Maths Toolkit contains practical activities that connect maths with everyday life. You need to give an email address to get them. Choose an activity that matches what school is currently teaching rather than trying to cover several skills at once.

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to families.