Buckland Primary School

Welcome to our KS1 parent

workshop for maths

Our Aims

*To build your understanding of how to support your child’s maths at home.

* To understand what being ‘fluent’ in number means.

*To give you strategies for helping your child to derive, learn and know number facts .

Putting into context

From September 2014 teachers have been following a new National Curriculum which has 3 main aims:

The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Year group requirementsReception Year 1 Year 2

Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing.

Represent and use number bonds and related subtraction facts within 20

Add and subtract one-digit and two-digit numbers to 20

Recognise and represent ½ of object, shape or quantity

Solve problems involving multiplication and division

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.

Recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity

Symbols

Concrete experiencesReal or physical materials

Small worlds

Money

Cubes

Counters

Fingers

Numerals

Calculation signs

The Connections Model

LanguageProcessing instructions

Interpreting word problems

Explaining their thinking

Using mathematical , academic and everyday language.

Pictures/images

Number lines

Place value cards

Hundred squares

Numicon

Drawing their own representationsChildren need all

4 experiences in order to build connections

•Nominal Numbers that name

•Cardinal Numbers that tell us how many. eg 6 eggs in a box

•Ordinal Numbers to tell us positions eg 1st, 2nd, 3rd

•Measurement Numbers that tell us age, price, weight

Having a sense of number

•Counting is a child’s first experience of number and maths.• Learning to count can support understanding of the

number system.• It’s one tool for building up calculation strategies.•Counting backwards is no more difficult than counting

forwards.•Our maths lessons all begin with counting.

Counting

Count everything, everywhere, forwards and backwards.

Teen numbers 13, 14, 15…Ty numbers 20, 30 ,40 - children sometimes say 20 is 12 or ‘twenteen’

Tricky Numbers

Spot my counting mistake game.

Listen carefully to how your child says the end of the number.

•Children can often say the number sequence from beginning to end, but ‘breaking the chain’ is more difficult.…..6, 7, 8, 9….…..13, 14, 15, 16….……6, 5, 4, 3…..

Breaking the Chain

Pick different numbers to start counting from.Go HIGH

Recognise, Read, Write Numbers

Where can children read numbers in your home? Where can children read numbers outside?Where can children read numbers in other places?

Writing numbers-when, why and where do you write numbers? Make it real or purposeful, fun and artistic.Make a set of 0-10 cards

Encourage reading and writing of numbers. Allow them to try first.

From Counting to Calculation

What do you notice about these two numbers ?

26 652 tens and 3 units 6 tens and 5 units16 and 10 5 more than 60 and 5 less than 70Double 13 odd number4 less than 30 5 lots of 13Close to one quarter of 100 it is halfway between 60 and 70 It is divisible by 2 it is 35 less than 100Is 2/5 of 65

Encourage your child to notice things about numbers.e.g. Which number is before it /after it? How many more would you need to have 10?Is it greater than your age or less?

Noticing numbers

Activities that encourage children to notice numbers

Odd One 0utWhich number is the odd one out ? 7 3 6 9Why?

Same / Different

What’s the same about these numbers? 13 31

How are these numbers different?

Calculation Strategies

• 5 + 6 =• 30-16=• 80-11=• 56+99=

How can what you notice about these numbers help you calculate the answers?

Number Facts

*Quick mental recall of key number facts are important for helping children make connections with all 4 operations (add/subtract, multiply/divide).

*1:1 correspondence

*Doubles and near doubles

*Number facts to 5/10/20 and beyond

*Adjusting (+/- 9 or 11)

*Partitioning (tens and units) – using a 100 square efficiently to jump in tens and units

*Bridging up or down to 10

*Know the inverse fact

*Toys

*Fingers

*Money

*Bingo

Doubles

Connect add the same again and x2 with double

BingoChoose 5 numbers and write them down.

2 4 6 8 1012 14 16 18 20

Fractions

If I know double 3 equals 6 I also know half of 6 equals 3

Use the words: half, quarters, thirds, equal, fair when sharing food, toys, lengths, or time.

Near Doubles

5 + 6 =

How could this help with 11 – 6 =

Make 5 or 10 or 20

Play pairs games, include in role play, card games

In pairsUse the Numicon to make 10 in as many ways as you can.

Have you been systematic?

Bridging up or down to 1017+8=

+3 +5

17 20 25

32-7=

30 32

25-5 -2

Make any number to 20 or beyond

Any one for 21 or 11 or 13?

Pairs. Use one set of 0-10 cards and an extra 10.

Snake / tortoise Game Dice games

Inverse Operations

If I know 7 +3 makes 10, what is 10-7=

If you know 1 fact, there are usually 3 facts you can have for free.

Subtraction is not just taking away

Shopping real or role play.Help your child to understand the meaning of

change. Compare amounts or sizes.How many more / less sweets do you have than me?How much heavier/lighter is the flour than the butter?How much taller or shorter is Spiderman than Barbie?How much further did your car go than mine?

Play Race to Zero or Take 3 dice.

*43 – 13 = 74 – 69 =

The number you need to subtract is small enough to ‘pick up

and take away’

The gap between the 2 numbers is smaller so it is more efficient to find the difference (probably by counting

on)

Robber maths or mind the gap?

Multiplication

Models for multiplication

Bead Bar

Number Line

Fingers“6” “9” “12”“3”

0 3 6 9 12

28

Lots of the ‘same thing’

5 x 4 =

Recognise multiplication is commutative5 x 4 is the same as 4 x 5

Count in steps of 2, 3, 5 and 10.Chant /sing

Represent the fact with objects or pictures

Division

Grouping and Sharing

12 divided by 3 = 4

Grouping – we know how many are in each group but not how many groups there will be. The answer is the number of groups.

Sharing – we know how many groups there are but not how many are in each group. The answer is the number in each group.

Use the language of division in every day life. E.g.10 cakes divided by 5 equals 2 each10 socks sorted in pairs makes 5 pairs.

Repeated Subtraction

24 divided by 4 =

24 – 4 – 4 – 4 – 4 – 4 - 4

Q & A

Thank you for coming.

Sharon Genovesi

Please take a moment to complete our workshop

feedback form.This will help us to

improve our provision for you in the future.

Did I meet the aims?To build your understanding of how to support your child’s maths at home.To understand what being ‘fluent’ in number means.To give you strategies for helping your child to derive, learn and know number facts .