MATHS WORKSHOP

TUESDAY 19TH NOVEMBER

Year 1 and Year 2

AIMS

• To provide a clearer understanding of how maths is taught at Pheasey and how you can help your child’s mathematical learning.

• To ensure that our children become fluent in the fundamentals of maths, are able to reason mathematically and are tooled to solve problems.

EXAMPLES OF SOME OF THE THINGS YOUR CHILD WILL BE LEARNING IN YEAR 1

Count at least 50 everyday objects.

Count forwards and backwards in ones, starting from a small number.

Know by heart all pairs of numbers that make 10, e.g. 3 + 7, 8 + 2.

Add and subtract two numbers under 10.

Given a number from 10 to 20, say the number that is 1 more, 1 less, 10 more and 10 less.

Count forwards and backwards in tens (zero, ten, twenty, thirty…)

Read and write numbers to at least 20.

Put the numbers 0 to 20 in order.

Use the words first, second, third….

Use the words add, sum, total, take away, subtract, difference between…. In practical situations.

Name and describe simple flat shapes and solid shapes, e.g. it’s got three corners.

Compare two objects or containers, and say which is longer or shorter, or heavier or lighter, or which holds more.

EXAMPLES OF SOME OF THE THINGS YOUR CHILD WILL BE LEARNING IN YEAR 2

Count to at least 100, and read and write numbers to 100.

Given any six numbers up to 100, put them in order.

Recognise odd and even numbers.

Tell the time to the half and quarter hour.

Count forwards and backwards in ones or tens from any two-digit number, e.g. twenty-six, thirty-six, forty-six.

Add and subtract numbers under 20 in their heads.

Know pairs of ‘tens’ numbers that make 100, e.g. 30 + 70.

Measure or weigh using metres, centimetres, kilograms or litres.

Use a ruler to draw and measure lines to the nearest centimetre.

Name and describe common 2D and 3D shapes.

Solve simple number problems, and explain how to work them out.

Double and halve small numbers, e.g. double 9 is 18 and half of 18 is 9.

Know by heart the 2 and 10 times table.

Find the total value of a handful of coins to £1.

OUR AIM IS FOR PHEASEY PARK FARM CHILDREN TO :

Become fluent in the fundamentals of mathematics.

Become efficient in their choice of methods. Have a solid procedural understanding of

maths. Have a deep conceptual understanding of

maths. Be able to reason mathematically. Solve problems by applying their

mathematical knowledge correctly.

COUNTING

Counting is the basis to learning and understanding the number system.

MOST children in Key Stage 1 are able to confidently count forwards, in steps of one, two (even numbers) and tens.

But do these children have a conceptual understanding of counting, the numbers system and place value in order to solve problems efficiently?

‘Young children who have mastered counting still may not be able to solve problems………it seems that children need some time to make connection between the results of counting and number size: they don’t realise that numbers are ordered so each is worth one more than the previous number’

(Giffard 2008)

Children will have developed a solid and a possible reliance on counting through the Foundation Stage.

ARITHMETIC PROFICIENCY Calculation

Addition Subtraction Multiplication Division

8

Mental and Written Methods

ADDITION

In KS1 children start to develop an understanding of efficiency.

From a reliance of counting they move to calculating.

- count all method - count on method - count on from biggest number - one more than - one less than

ADDITION

Level 1 - To be able to record calculations using pictures

Level 1 - To be able to use bead strings to illustrate addition.

8 + 2 = 10 

ADDITION Level 2 - To be able to use a drawn number line to count on in

ones.12 + 5 = 17 +1 +1 +1 +1 +1

12---------------- 17

Level 2 - To be able to use a drawn number line to count on in tens.15 + 30 = 45 + 10 + 10 + 10     15 25 35 45

ADDITION Level 3 - To be able to partition a number through a multiple

of ten. + 4 +3 ----------------------- 16 20 23

Level 3 - To be able to add near multiples of ten by adding in tens and then adjusting.

45 + 19 = 45 + 20 = 65 65 – 1 = 64

SUBTRACTION

Level 1 - To be able to record calculations using pictures.

Level 1 - To be able to use bead strings to illustrate subtraction.

6 - 2 = 4

SUBTRACTION

Level 2 - To be able to use a drawn number line to count back in ones. 18 – 5 = 13 -1 -1 -1 -1 -1

13 18Level 2 - To be able to use a drawn number line to count back in tens.45 – 30 = 15 - 10 - 10 - 10

15 25 35 45

SUBTRACTION

Level 3 - To be able to subtract near multiples of 10 by taking away in tens and adjusting.

45 – 19 = 45 – 20 = 25 25 + 1 = 26Level 3 - To be able to subtract 9 and 11 by subtracting 10 and adjusting by 1.67 - 9 =67 - 10 = 5757 + 1 = 58

MULTIPLICATION

Level 1 - To be able to count in 2’s, 5’s and 10’s.

  Level 1 - To be able to place objects in equal

groups.

Level 1 - To be able to recall doubles and corresponding halves to at least 10. 

Double 4 is 8 Half of 8 is 4

MULTIPLICATION Level 2 - To be able to understand multiplication as an array.

Level 2 - To be able to represent problems involving multiplication using pictures and symbols.  There are 3 marbles in 1 bag. How many are there in 4 bags?

Level 2 - To be able to understand multiplication as repeated addition. 3 x 4 = 3 + 3 + 3 + 3 or 4 + 4 + 4 = 12

MULTIPLICATION Level 3 - To be able to multiply numbers by 10 and 100. X 10 ÷ 10 94 x 10 = 940 94 x 100 =9400 94 x 1000 = 94000

Level 3 - To be able to derive multiplication facts for the 3, 4, 5 and 6 times tables and the related division facts.

Level 3 - To be able to partition numbers to simplify multiplication. 13 x 3 =

10 x 3 = 30 3 x 3 = 9 30 + 9 = 39

10Th

Th H T U

      9 4

    9 4 0

  9 4 0 0

9 4 0 0 0

DIVISION

Level 1 - To be able to count in 2’s, 5’s and 10’s.

  Level 1 - To be able to share items into equal

groups.

12 shared equally into 4Groups.

DIVISION

Level 2 - To be able to understand the concept of division and sharing and grouping.

Level 2 - To be able to represent problems using pictures and symbols.

 6 sweets are shared between 2 people how many do they each get?

DIVISION

Level 3 - To be able to understand division as repeated addition with remainders.

13 ÷ 3 = 1 2 3 4 5 6 7 8 9 10 11 12 13

To be able to use the compact division method (bus stop method) with the support of arrays.

INVESTIGATION MATHS – PROBLEM SOLVING

‘PROBLEM-SOLVING APPROACHES OFFER CHILDREN THE ‘BUZZ’ OF WORKING THINGS OUT FOR THEMSELVES, OF MAKING SENSE OF SITUATIONS…..’ THOMPSON, I (2010)

Homework will be sent weekly to enhance your child’s learning further.

Methods we use in school may be different to those which you used at school.

Children will be using manipulatives in a progressional way throughout Key Stage 1 to support their learning and build a conceptual understanding.

MATHEMATICAL LANGUAGE CAN BE CONFUSING!

Take-Away

Volume

Units / Ones

Pheasey Park Farm children will be using the same mathematical language each year to build up their knowledge NOT confuse their knowledge.

MAKING CONNECTIONSAdapted from Haylock and Cockburn

(2008)

Symbols

Concrete Experiences

PicturesLanguage

5

Children will be able to access a range of resources throughout the school to support their conceptual learning. Resources are differentiated to ensure children don’t become dependent on one.

MATHS AT HOME

Any extra help can only benefit your child! Important to ask your child about their learning at

school – ask them what their Maths target is in their book.

Times table learning – perseverance from all! Time! A watch may be a good thing for Santa to

think about. Board games. Real – Life OpportunitiesComplete a height chart, ask them to create a monthly schedule, read time tables, let them pay, estimate shopping bill together, bake a cake – measure ingredients, time the baking / cooling ……

MATHS ACTIVITY BOOKLET•Each term you will have a new Activity Booklet.

•Level Books are available to purchase from the office.

•Practical ideas to do with your children.

•Maths can be built into everyday life without any ‘hard work’ – E.g. How long have you been sitting here? Double the time or x2 – will the answer be the same?

MATHS WEBSITES

•http://www.bbc.co.uk

•http://nrich.maths.org

•http://primarymathsgames.net

•http://www.coolmath.com/parents/

THANK YOU …..HAPPY COUNTING!

Feedback – Parents View.