Maths Information Evening Maths Information Evening 99thth November 2016 November 2016

What is progress in Maths? What is progress in Maths? At all levels learning maths is about solving problems

using key processes such as: Looking for patterns and relationships between

numbers. Making sense of and checking information. Communicating and presenting maths using words and

diagrams (symbols and pictures). Reasoning and developing mathematical arguments. Calculating Comparing Manipulating, organising and interpreting information. Reasoning

Maths in Key Stage 1Maths in Key Stage 1In Year 1 Autumn term I – taught

twice a week with provision activities available

Year 1 – till Summer term – taught 5 times a week

Year 2 – taught 5 times a weekTaught across the curriculum where

possible

General Number SkillsGeneral Number Skills1:1 CorrespondenceNumber formationMaths vocabularyPlace value

Place ValuePlace Value Children have to be really comfortable

with their understanding of the value of number to be able to apply it.

The position (place) of a digit in a number determines its value. Hence the term place value.

Maths ResourcesMaths ResourcesBead StringsTens and onesNumber squaresCubes/counters

Exhibition of a NumberExhibition of a Number

Can you make an exhibition of the number 12 using as much of the

equipment as you can?Can you show it in different jumps?

As a fraction of a number?Using measurements or money?

What numbers are being shown here?What numbers are being shown here?

Addition - Year 1Addition - Year 1

Using pictures of objects – cubes, counters

Using number lines to add one-digit to a two-digit number to 20

Bead strings.Number bonds to 10 and 20.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Addition - Year 2Addition - Year 2When children are confident with using

empty number lines, they will use their knowledge of tens and ones to add

Two digit numbers and ones: 34 + 5Two digit numbers and tens: 34 + 40 2 two-digit numbers: 34 + 23

Ones can then be done in one jump or by bridging to the next ten.

Blank Number LinesBlank Number LinesDraw yourself a blank number line. Can you find the answer to this calculation by adding the tens and ones?

48 + 36 = ?

Can you add the tens in one jump and ones in one jump?Remember to show how you’re adding in each jump and write the numbers underneath!

Addition – Year 2Addition – Year 2Count on from the largest number,

irrespective of the order of the calculation. Estimating calculations:

49 + 52 = ?

What estimation could I make here?

“I know that 49 and 52 are both close to 50 so the answer should be somewhere

near 100.”

Addition – Year 2Addition – Year 2Children will begin to use informal pencil and

paper methods (jottings) to support, record and explain partial mental methods building on existing mental strategies.

Partitioning – tens and ones 

35 + 52 = ?(t) 30 + 50 = 80(o) 5 + 2 = 7(r) 80 + 7 = 87

Choosing an Appropriate Choosing an Appropriate StrategyStrategy

Can you choose the most appropriate strategy to find the answer to these calculations?

53 + 24 =

37 + 56 =

Subtraction – Year 1Subtraction – Year 1Bead strings, counters and cubesUsing pictorial representationsFinding the difference

Subtract a one-digit number from a teen number.

7654321

321

Subtraction – Year 1Subtraction – Year 1Using a number line to ‘count back’ or

subtract e.g. 6-3=3- Start from the biggest number- Count backwards as we’re taking away- Show the value of each jumpMissing numbers

Subtraction – Year 2Subtraction – Year 2Using understanding of tens and ones

to subtract:- Two digit number and ones- Two digit number and tens- 2 two digit numbersSubtracting the tens in one jump and

the ones in one jumpBridging through the ten

Your go!Your go!Find the answer to this on a blank number line. Can you subtract the tens and ones in one jump?74 – 53 = ?

Find the answer to this subtraction by bridging to the nearest ten.73 – 59 = ?

Subtraction – Year 2Subtraction – Year 2Partitioning:This is trickier to show children when subtracting as there will be some situations where the children need to take away too many ones.

77 – 42 = (t) 70 – 40 = 30(o) 7 – 2 = 5 (r) 30 + 5 = 35

If there are more ones in the second number then you only partition that number (or use a number line!) 77– 49 = (t) 77 – 40 = 37(o) 37 – 9 = 28

Because we have separated the tens and ones we must recombine them by ADDING!

Multiplication – Year 1Multiplication – Year 1Using objects and pictures to make

lots of or groups:

Using bead strings to show lots of or groups of:

3 x 5 = 15

Multiplication – Year 1Multiplication – Year 1

We use lots of different words to show multiplication – it’s important to not just call

them the ‘Times Tables’.

Multiplication – Year 1Multiplication – Year 1Children should be able to model a multiplication

calculation using an array, with support.

3 x 5 = 15

5 x 3 = 15We often do this using edible objects!

Multiplication - Year 2Multiplication - Year 2Repeated addition:3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 3 x 5 = 15

Using arrays to solve multiplication problems.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+5 +5 +5

+5 +5 +5

Multiplication - Stage 2 - Multiplication - Stage 2 - CommutativityCommutativity

Children should know that 3 x 5 has the same answer as 5 x 3. This can also be shown on the number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+5 +5 +5

+3 +3 +3 +3 +3

Which multiplication sums does this array show? Can you show the repeated addition for it? Can you show the commutativity on a blank number line?

Does it also show divisions?

Division – Year 1Division – Year 1Introducing division is practical, using equipment to demonstrate and letting children experience sharing through play.6 sweets shared between 2 people, how many do they each get?

Division – Year 2Division – Year 2 Grouping or repeated subtraction:There are 6 sweets. How many people can get 2 sweets each?

Using arrays to solve division problems.Repeated subtraction on a number line: 12 ÷ 3 = 4

0 1 2 3 4 5 6 7 8 9 10 11 12

-3 -3 -3 -3

Division - Year 2Division - Year 2Repeated subtraction to divide using an empty

number line:24 ÷ 4 = 6

Using multiplication and counting in ‘lots of’:

30 ÷ 5 = ? How many 5’s are in 30?

0 4 8 12 16 20 24

-4 -4 -4 -4 -4 -4

Using and ApplyingUsing and ApplyingAfter they have learnt a calculation skill, we give the children opportunities to use and apply their knowledge. This is a great chance to get the children to talk about the strategies they are using and check that they are applying the most appropriate strategy – although as long as it works for them it can be any strategy!

Word ProblemsWord ProblemsA word problem gives the children a question. They have to look at the words and numbers used in the word problem to decide which calculation they need to write.We would also encourage them to use pictorial representations to find the answers.

One-Step ProblemsThere are 5 lily pads in the pond. They each

have 3 frogs on. How many frogs are there altogether?

5 x 3 = 15

Two Step Problems

Matt has 25 bags of plain crisps and 31 packets of flavoured crisps. There are 52 children in the class and they have one packet each. How many packets are left?

• What are the steps needed to solve this problem? • What calculations will you need to write?• What methods would you use to solve these problems? • Would a pictorial representation be the best method?

Problem SolvingProblem SolvingSolving a problem is more open-ended. There’s usually more than one answer.

Problem solving helps children to:ThinkApplyCommunicateReason

Problem SolvingProblem SolvingThere are a few problems on each table.Have a go at finding as many solutions as you can with your group.Feel free to move around to the other tables to look at theirs!

Helping Your Child At HomeDon’t!• Push a skill, especially if a child is becoming confused or is feeling pressured. It always pays to talk to the teacher if you feel your child is not understanding something, rather than confuse them further by teaching them in a different way.

• Force workbooks on your child. They will do plenty of writing in their maths books at school. At home, you have the opportunity to help them memorise their number facts and perform mathematical calculations in their heads.

• Stress written sums laid out as you used to do them! Nowadays it is the development of what we call ‘numerical fluency’ that counts. Children need to be comfortable with numbers, to understand how they work and to be confident in doing mental calculations.

• Just give them bigger numbers to work with. Consider the ways that you could challenge themto deepen their understanding of that concept.

Helping Your Child At HomeDo!• ‘Little and often’! Counting sultanas as you eat them or stairs when going up to a first floor flat is a much better way of rehearsing counting than sitting over a workbook. • Give LOTS of praise. Resist the temptation to say, ‘but’ or to point out mistakes every time. Children need encouragement and positive reinforcement to be confident, and a confident child makes a better learner. • Play games! Dice, dominoes, track games and cards all make excellent excuses for using and applying our number skills. And at the same time your child is learning the important skills of losing with grace and winning with style! • Remember that your focussed attention is a far more important and pleasurable commodity for any child than any amount of TV or video game activity. Every child wants to be doing things one-on-one with someone they love and trust.