Suckley SchoolMaths Workshop

Thursday 25th February

AimsExplain how we teach calculation across the

Early Years (EY) and Key Stage 1 (KS1).

Illustrate progression and development of skills used in each year group.

Explore resources and strategies used in the classroom.

Share with you some ideas of how you can help your child with their Numeracy at home.

Reception Objectives

Numbers: 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.

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Numeracy through play and practical experiences

Before we can embark on any kind of formal calculating there are vital practical processes the children need to experience.

Role play- shops, maths market Work stations- child initiated Outdoor play- sand, water, games, coins Rhymes and songs Stories Games

Mental Maths in Reception

• Counting in ones, forward and back, from 1 to 20, and later from 0 to 100. • Learning and practising number bonds to 20 • Counting objects or events (e.g. hand-claps, jumps) • Saying or singing number rhymes or counting songs • Rehearsing concepts and skills which have already been introduced or taught (e.g. 1 more/less, perhaps using fingers, or counting on/back) • Practising recall of simple number facts (e.g. that 4 can be split into 3 + 1, 2 + 2, and 4 + 0) • Introducing and using new mathematical vocabulary (e.g. tell me something that is thicker than this book, count the corners of this cube with me...)

Maths Resources…

Numicon Numicon is a multi-sensory approach, built on a proven pedagogy that raises achievement across all ability levels. In the early years and KS1 numicon is invaluable at supporting number recognition, place value, number bonds and simple calculation.

Mental Maths In Key Stage 1

• Counting in ones, twos, fives and tens. Counting forward and back, from 1 to 20, and later from 0 to 100. There is extensive use of number lines and 1 to 100 number square.

• Counting objects or events (e.g. hand-claps, jumps) Counting groups of objects. • Extending their mathematical vocabulary (in Year 1 sometimes with stories) • Rehearsing concepts and skills which have already been introduced or taught (e.g. more than/less than, add and takeaway, sharing and groups of) • Practising recall of number facts (e.g. number bonds to 10, (then 20), multiples of 10 number bonds to 100, 2 x, 5 x and 10 x times table, number facts for numbers up to 20)

• Rehearsing the order of the days of the week and months of the year. • Beginning to learn the names of 2D and 3D shapes.

Most children will leave each year group with the following skills:

Reception

Count to 20.

Count reliably at least 20 objects. Use ‘more’ and ‘less’ to compare two numbers.

Estimate number of objects and check by counting.

Recognise written numerals 1 to 20.

Say one more/less (to 20).

Add two small groups of objects (to 20).

Year 1

Count at least 30 objects reliably.

Count on and back in 1s, 2s, 5s and 10s.

Double to 20. Read, write & order numbers from 0 to at least 20.

Say what is one more & one less (0 to 30).

Add & subtract two numbers under 20.

Know & use bonds to 20 (and subtraction facts).

Tell time to o’clock and half past.

Year 2

Count to at least 100.

Explain value of digits (to 3 digits).

Read, write & order numbers up to 100.

Count on and back in ones & tens from any number under 100.

Know & use all bonds to 20.

Know all number pairs to 100 using multiples of 10.

Double all numbers up to 10 and halve all even numbers up to

20.

Know by heart x2, x5 and x10.

Tell time to half & quarter hour.

Strategies used at school

• We all think differently and maths is no exception. We arm the children with a variety of methods of calculating and then encourage them to explore what works best for them.

•We place great emphasis on mental calculation strategies and we aim for the children to be able to understand and use their mental calculation strategies in order to progress towards written methods, firstly informal, then more formal as their knowledge and understanding develops.

• Children are not introduced to formal calculations in Y2. Writing in a prescribed way is not necessary but talking and explaining is encouraged.

• Children are always encouraged to make a sensible estimate whenever carrying out a calculation, so they are able to consider whether their final answer is reasonable.

Changes To Traditional Calculation Methods

• Before they learn to set out calculations in columns, the aim is for all children to be able to add and subtract mentally (i.e. without any aids) any pair of two digit numbers.

•We delay traditional 'vertical' layouts for more difficult calculations, such as those involving several two digit numbers or three or four digit numbers. We frequently use both open and labelled number lines and hundred squares to aid children with their mental addition and subtraction.

• CHILDREN DO NOT USE FORMAL WRITTEN METHODS UNTIL AFTER YEAR 2, PLEASE DO NOT TEACH THEM COLUMN ADDITION OR SUBTRACTION AS THIS CAUSES CONFUSION IN CLASS.

31 + 26 =

Partitioning

31 + 26 = (30 + 20 ) + (6 + 1) = 50 7

= 57

Resources…

Addition Using the Empty Number Line

15 + 8 = 23

47 + 25 = 72

28+17 35+57

Subtraction Using the Empty Number Line

42 – 25 =

43-17 81-32

Multiplication Children are taught about ‘lots of’ or ‘sets of’ and see the

link between multiplication and repeated addition.

Division Generally, children will use the inverse of their multiplication tables to work out division problems mentally, at this stage. They will also be taught how to separate a group of objects into sets, to learn the notion of division as ‘sharing’.

Ideas for KS1 parents at home• Counting games (e.g. Snakes & Ladders, Ludo and any dice games)

• Recognising numbers when out and about (e.g. house numbers, bus numbers, car number plates, aisle numbers in supermarkets etc.) • *Using real money* • Counting when out and about (e.g. counting steps, cars and colours, carrots in a bag in supermarkets etc.) • Recognising shapes (e.g. buildings, windows, food packaging etc.) • Helping in the kitchen (e.g. weighing ingredients, time duration, counting out numbers of sausages/fish fingers/potatoes etc.) • Foam bath numbers/magnetic fridge numbers • Posters in bedrooms (e.g. 1-100 square, multiplication square). Put these at children's eye level- next to their bed is perfect! •Number songs and rhymes• Timed warnings (e.g. count down from 10-0 for small tasks such as putting on their shoes) • 'I'm thinking of a number' type games. • Using mathematical vocabulary, eg: How many more do I need?, Is your bag heavier than Tom's?, etc

On-line Resources There are so many good resources on the web.

Investigate and save your favourites!