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Number Sense
Number sense Maths lessons are used within EYFS.
We have noticed that using Number Sense with EYFS has increased
our children’s knowledge and provided them with a deeper
understanding of number.
It has provided our children with a solid foundation of number
from which we can build within KS1.
HEARTS Academy Trust Policy
The principal focus of mathematics teaching in Key Stage 1 is to
ensure that pupils develop confidence and mental fluency with
whole numbers, counting and place value. This will involve working
with numerals, words and the four operations, including using
practical resources.
At this stage, pupils should develop their ability to recognise,
describe, draw, compare and sort different shapes and use the
related vocabulary. Teaching should also involve using a range of
measures to describe and compare different quantities such as
length, mass, capacity/volume, time and money.
HEARTS Academy Trust Policy
Children will be taught mathematical knowledge, skills and understanding through:
Direct instruction following a clear, small step progression, building gradually on previous learning and providing appropriate challenge for all.
Using relevant real-life examples and mathematical models and images to develop secure conceptual understanding.
Practical activity, exploration and discussion.
Using mathematical ideas in practical activities then recording these using objects, pictures, diagrams, words, numerals and symbols.
Quality questioning and supported discussion to probe understanding and remedy their misconceptions. They will be supported in making their thinking clear to themselves as well as others when discussing mathematics.
Using mental images of numbers and their relationships to support the development of mental calculation strategies.
Explicit teaching of problem solving skills including a wide range of increasingly complex problems.
Measuring in a practical context and drawing inferences from data in practical activities.
Exploring using a variety of resources and materials, including ICT.
Practising our number bonds
Number bonds and number facts are an integral part of mental mathematics.
The quicker children can SEE the number and recall basic facts, the more secure
they’ll be in their calculations.
By having a clear understanding of their number facts, children can understand that
it’s ok to pull numbers about and use our facts.
By having a clear understanding of these number bond facts, as the children develop their
place value knowledge and start using 2 digit numbers, these facts will help with their
quick mental calculations
6 + 3 = 9
26 + 3 = 29
(They will us their number facts for 6 + 3 = 9), so can apply this first before adding on the
2 tens)
AdditionHow we add in KS1
Use of ‘concrete’ objects (dienes, multilink, counters)
(Children can physically see the objects increasing and can count the objects)
Use of a ten frame
(A good visual aid which enables children to ‘see’ the numbers, which also helps bridge through 10)
Use of a numberline
(Children start on the largest number, then count on the smaller number, to arrive at a total)
Mental strategies
(Using number facts – doubles and number bonds)
Expanded method (A beginning into column method)
(A broken down column method which enables children to develop and improve their place value knowledge)
Place value
(Using resources such as tens and ones boards – adding dienes so children can physically see how numbers change from ones to tens)
Column method (End of Year 2)
(Showing their understanding of addition, including place value of number)
NumberlineTen Frame
Numberbonds to 10
Column Method
Expanded Method
14 + 12 = . 10 + 10 = 204 + 2 = 620 + 6 = 26
SubtractionHow we subtract in KS1
Use of ‘concrete’ objects (dienes, multilink, counters)
(Children can physically see the objects decreasing and can count the objects)
Use of a tens frame
(A good visual aid which enables children to ‘see’ the numbers, which also helps bridge through 10)
Use of a numberline
(Children start at the first number given, then count back the take away number, to arrive at a
total)
Mental strategies
(Using number facts – number bonds and halving)
Expanded method (A beginning into column method)
(A broken down column method which enables children to develop and improve their place value
knowledge)
Place value
(Using resources such as a tens and ones board – subtracting dienes so children can see how numbers
decrease)
Column method (End of Year 2)
(Showing their understanding of addition, including place value of number)
NumberlineTen Frame
Column Method
Expanded Method
26 - 12 = . 20 - 10 = 106 - 2 = 410 + 4 = 14
Flip 2 over, or take 2 off
Multiplication
How we multiply in KS1
Arrays
(Neatly drawn Xs in columns & rows to show the question given)
Numberline
(Children jump in groups down the numberline, to arrive at a total)
Times Table knowledge (2, 3, 5 and 10 by end of KS1)
(Children to use their learnt times table knowledge within multiplication)
Mental strategies
(Learnt number facts – Doubles)
Numberline
Arrays
Times Table Knowledge4 x 3 =
X X X XX X X XX X X X
4 x 3 =
Division
How we divide in KS1
Grouping
(Children use circles to share the number out between the division number)
Times Table knowledge (2, 3, 5 and 10 by end of KS1)
(Children to use their learnt times table knowledge within division)
Mental strategies
(Learnt number facts – halving)
GroupingTimes Table Knowledge
½ of 2 = 1½ of 4 = 2 ½ of 6 = 3½ of 8 = 4½ of 10 = 5
Halving Facts
Other Topics
Number & Place value TimeMoney Ordering Numbers Sequencing ShapeSpace Measure FractionsPosition & Direction Data Handling
https://www.ictgames.com/ https://www.arcademics.com/
Fun and useful websites
http://www.ictgames.com/save_the_whale_v4.html http://www.iboard.co.uk/iwb/Alien-Pairs-to-10-733
http://www.topmarks.co.uk/Flash.aspx?f=Buy2itemsv4
Fun and useful websites
If you have any further questions regarding
Maths, please contact your child’s class
teacher, or the Hilltop Maths Lead, Mr Rix
Thank You
