Year 1 Maths Parents WorkshopCanford Heath First School

January 2012

Aims:• To help you understand the progression in

teaching maths and the process that lead up to the formal methods

• To show the informal methods used• To share some of the games and resources

used, including those on the internet• To share the vocabulary used• To suggest ways you can help your children

Progression in MathsReception and Year 1• Very practical and mental• Lots of counting, songs and games• Based in play, especially in Reception• Reception is based on numbers 1 – 10 and

understanding the concept of these (can go beyond this)

• Year 1 – working with numbers to 20, moving on to 100

Resources: objects, number lines, fish cards (T/U), games, 100 squares, computers

- Practical, mental, more written but using informal jottings and methods (NOT the ‘old fashioned’ methods we all remember)

- Continuation of addition and subtraction, introduction of more formal multiplication and division

Resources: 100 squares, place value (arrow) cards, number lines, blank number lines, objects, computers, number fans

Years 2 and 3

Areas of Maths

• Shape and space• Measures• Data Handling• Numbers and calculating• Using and applying including investigations

Shape and space• Naming and describing 2d shapes (flat)• Corners – sides – curved – straight

• Naming and describing 3d shapes (solid)• Vertices – edges – faces – curved – straight • Models, patterns and pictures

Olivia - cube

Olivia - cuboid

Olivia - sphere

Olivia - cylinder

•Estimate, measure and compare – capacity, length and weight

•Non-standard units of measures and standard units

•Money – naming coins

•Telling time – hour/half past (can go beyond this if ready)

•Months/seasons/days of the week

Measures

Data Handling and measures

• Pictograms• Block graphs• Tally charts• Tables• Interpreting data

Team name Frequency

Manchester Utd  

Arsenal  

Liverpool 

 

Chelsea  

Tottenham Hotspur

 

Which team is the most popular?

Which team was the least popular?

How many people supported Liverpool?

How many people are in the class altogether?

How many more people supported Arsenal than Chelsea?

How many people supported both Liverpool and Arsenal?

Pictogram

= 1 person

Number facts• Counting on and back in 1s, 2s, 5s and 10s – starting

on different numbers• Number bonds to 10 then 20• 10 more and less – from any number• 1 more and less – from any number• Quick fire addition/subtraction facts to 5 then 10• Doubling and halving numbers to 10 then 20• Odd and even numbers

Doubling song

Addition• Objects/fingers/head• Number line• Hundred square • Using number facts – doubles and bonds• Partitioning 2 digit numbers – 1s and 10s• Understanding place value – 53 is 50 and 3• 53 has 5 lots of 10 and 3 units/ones• Understand plus, altogether, add, more than

Elin Video

31 + 24 =55

0 1 2 3 4 5 6 7 8

4 + 3 = 7To add – start on the largest number and count on + 4

+ 20

Subtraction• Counting backwards• Using objects• One less using number lines/ mentally• 10 less using 100 squares/ mentally• Counting back on a number line/hundred square• Knowing subtraction facts by heart• Partitioning – 1s and 10s• Understanding difference between numbers ‘number difference’ • Understand – minus, subtract, take away, less than

Multiplication/ repeated addition

• Counting in groups - 2s, 5s and 10s• Arrays – rows of 2, 5, 10• Using vocabulary - ‘groups of’ ‘multiplied by’• Leading to learning times tables – 5s and 10s• Knowing doubles – same as x2• Hops on a number line in groups• Use of apparatus

5 x 2 = 10

2 + 2 + 2 + 2 + 2 = 10

0 0 0 0 0

0 0 0 0 0

5

2

0 2 4 6 8 10

+2 +2 +2 +2 +2

0 0

0 0

0 0

0 0

0 0

5

2

Division/ sharing • Knowing simple halves of numbers to 20

(dividing by 2)• Sharing• Grouping• Understand - ‘divide by’ ‘share equally’

Using and applying • Applying skills across all areas of learning• Word problems• Real life experiences and problems• A range of contexts – measures, money• Explaining and describing thinking

Using and applying their knowledge and skills is so important

Today Percy has more problems. He has 2 fields and 10 lettuce plants. He wants to know how many plants he can put in one field and how many in the other. Model drawing the plants in the fields on the board and writing a number sentence to go with the drawing. What do we notice about the number sentence? It equals 10 so we need to use our number bonds to 10 to help Percy solve his problem. Ask the children to give you some field/lettuce combinations and draw them on the board. Tell the children that Percy has now got 20 lettuce plants- how many can go in each field? Demonstrate how the children will find the answers between 2- using two pots each and 10 or 20 counters/cubes.

How you can help…

• Mental maths practise especially number bonds, simple addition/subtraction facts, 10 more and less, doubles and halves

• Board games and games involving dice and numbers e.g. snakes and ladders, cards, dominoes

• Shopping - prices, weights, shape hunting, comparing sizes • Cooking - involving weighing and measuring• Money - costs, coin recognition, giving change• Ask them to show you how to do calculations, get them to explain the

method.• Counting• Educational internet games• Telling the time/ months/ days of the week

Make it fun!