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Many children often struggle to add/subtract/count up/down with decimals. For example, if the previous thousandth was 0.009 , they would say the next thousandth is 0.0010.

Claire

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I have year 1/2 and some really struggle with writing teen numbers correctly.  Not helped by the fact that a) we say it the wrong way around in English and b) the words are so similar to the tens number.  But it becomes a barrier to them understanding the tens and ones / units columns, which then leads to operation issues further down the line.

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I have year 1/2 and some really struggle with writing teen numbers correctly.  Not helped by the fact that a) we say it the wrong way around in English and b) the words are so similar to the tens number.  But it becomes a barrier to them understanding the tens and ones / units columns, which then leads to operation issues further down the line.

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(Fay)

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Partitioning for multiplication grid method

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Partitioning for multiplication grid method

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Some of the children struggle to partition two digit numbers correctly to then use a multiplication grid (Y3)

Emma

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When using the formal method of addition and subtraction, some children misplace/misidentify the value of the digits, as a result the sum is incorrect.

On occasions, they also do not exchange correctly.

Billy

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My classes have traditionally been secure with PV, but some of them have previously gotten confused when it's applied to real life quantities such as money, weight, volume or measurement.
(Josh)

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I have a few children in the class that write 2-digit numbers incorrectly. They will write 01 but mean 10 or write 81 and mean 18. I've modelled using manipulatives that the position of the numbers is important. (Francesca)

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There are quite a few children in my class who are not understanding the greater than and less than symbols. I've retaught comparing numbers this week. Got the children to make the numbers practically. Have posters of the symbols up on my board and on the maths display that I refer to and signpost the children to use. I have also put the symbols on their tables. The children can tell me which number is greater or less than but struggle to write the symbol and know which to use. (Francesca)

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Some of my children are struggling when adding hundredths and tenths. For example when adding 0.19 to 0.13 I can get answers like 0.212 rather than 0.32. (Ruth)

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There are quite a few children in my class who just don't seem to understand how to 'carry' a 1 in their written methods. No matter how many times I show them they keep forgetting! Here's an example of an error a child made this week: