1. Buckland Primary School
Welcome to our KS1 parent workshop for maths

2. Our Aims
To build your understanding of how to support your child’s maths at home.
To understand what being ‘fluent’ in number means.
To give you strategies for helping your child to derive, learn and know number facts .

3. Putting into context
From September 2014 teachers have been following a new National Curriculum which has 3 main aims: The national curriculum for mathematics aims to ensure that all pupils:  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

4. Year group requirements
Reception
Year 1
Year 2
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.
Represent and use number bonds and related subtraction facts within 20
Add and subtract one-digit and two-digit numbers to 20
Recognise and represent ½ of object, shape or quantity
Solve problems involving multiplication and division
Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
Recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity
children have opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and

5. The Connections Model Symbols Pictures/images Number lines
Numerals
Calculation signs
Symbols
Pictures/images
Number lines
Place value cards
Hundred squares
Numicon
Drawing their own representations
Language
Processing instructions
Interpreting word problems
Explaining their thinking
Using mathematical , academic and everyday language.
Concrete experiences
Real or physical materials
Small worlds
Money
Cubes
Counters
Fingers
Children need all
4 experiences
in order to build connections

6. Having a sense of number
Nominal
Numbers that name
Cardinal
Numbers that tell us how many. eg 6 eggs in a
box
Ordinal
Numbers to tell us positions eg 1st, 2nd, 3rd
Measurement
Numbers that tell us age, price, weight
So where do we start -counting There are 4 children in class 3 who are 5

7. Counting Count everything, everywhere, forwards and backwards.
Counting is a child’s first experience of number and maths.
Learning to count can support understanding of the number system.
It’s one tool for building up calculation strategies.
Counting backwards is no more difficult than counting forwards.
Our maths lessons all begin with counting.
Count everything, everywhere, forwards
and backwards.
Think pair share- Since you got up this morning what could you have counted, when could you have counted, where?
Ordinal - Play game – ordering as a team. Who is 1st, 10th, 22nd? What comes before after?
With your children racing cars or dolls – what order are they in?
Cardinal – create a set using dienes. Importance of seeing and creating to understand what the number actually looks like

8. Tricky Numbers Teen numbers 13, 14, 15… Ty numbers 20, 30 ,40
- children sometimes say 20 is 12 or
‘twenteen’
Listen carefully to how your child
says the end of the number.
Explain being a queen/teen ager /bean and tea number
Have a go at what’s my mistake? Use the puppet/ doll/
Spot my counting mistake game.

9. Breaking the Chain
Children can often say the number sequence from beginning to end, but ‘breaking the chain’ is more difficult.
…..6, 7, 8, 9….
…..13, 14, 15, 16….
……6, 5, 4, 3…..
Why do children need to be able to do this? –helps with counting on strategy
Pick different numbers
to start counting from.
Go HIGH

10. Recognise, Read, Write Numbers
Where can children read numbers in your home?
Where can children read numbers outside?
Where can children read numbers in other places?
Writing numbers-when, why and
where do you write numbers?
Make it real or purposeful, fun and artistic.
Make a set of 0-10 cards
reDo you have a variety of clocks-digital and analogue
Their toys, Page numbers in books, Newspapers, junk mail, takeaway menus
Road signs / door numbers / car number plates/ shop posters/ prices/
Encourage reading and writing
of numbers. Allow them to try first.

11. Subitising – maximum as a human is 7.
There are 10 stars.
Graphic representation – developing ‘Number talk’, seeing there are different ways to make the same number.
Through this children are moving from counting to calculating.

12. From Counting to Calculation
Vocabulary related to calculation – are your children using different mathematical words for each operation

13. What do you notice about these two numbers ?
Noticing numbers
What do you notice about these two numbers ?
2 tens and 3 units tens and 5 units
16 and more than 60 and 5 less than 70
Double odd number
4 less than lots of 13
Close to one quarter of it is halfway between 60 and 70
It is divisible by it is 35 less than 100
Is 2/5 of 65
Encourage your child to notice things about numbers.
e.g. Which number is before it /after it?
How many more would you need to have 10?
Is it greater than your age or less?

14. Activities that encourage children to notice numbers
Odd One 0ut
Which number is the odd one out ?
Why?
Same / Different
What’s the same about these numbers?
How are these numbers different?

15. Calculation Strategies
5 + 6 =
30-16=
80-11=
56+99=
How can what you notice about
these numbers help
you calculate the answers?
Activity – At your tables discuss how you would solve one of these calculations
Share ideas – to be fluent in number you might notice 5 and 6 are near double 5. ½ of 15 is 30 so is is close to 10 so

16. Number Facts
Quick mental recall of key number facts are important for helping children make connections with all 4 operations (add/subtract, multiply/divide).
1:1 correspondence
Doubles and near doubles
Number facts to 5/10/20 and beyond
Adjusting (+/- 9 or 11)
Partitioning (tens and units) – using a 100 square efficiently to jump in tens and units
Bridging up or down to 10
Know the inverse fact
Play the game – growing numbers, throw not grow, ‘Bunny ears’

17. Doubles Toys Fingers Money Bingo
Connect add the same again and x2 with double
Toys
Fingers
Money
Bingo
Multiple meanings –double chin double breasted double bed bus-add the same number agaIN OR 2 LOTS OF THE SAME
Easiest facts to remember. Show me fingers-show me one , show me double one .
Meaning add the same number again

18. 2 4 6 8 10 12 14 16 18 20 Bingo Choose 5 numbers and write them down.
Switch to gordons itp

19. Fractions If I know double 3 equals 6 I also know half of 6 equals 3
Use the words: half, quarters, thirds, equal, fair when sharing food, toys, lengths, or time.
Many chn think half means 2 piles-need to know 2 equal shares.

20. Near Doubles
5 + 6 =
How could this
help with
11 – 6 =

21. Make 5 or 10 or 20
In pairs
Use the Numicon to make 10 in as many ways as you can.
Have you been systematic?
Number bonds / number facts / number pairs In school variety of ways used to embed these facts:
objects, Numicon, beads , numberlines and games.
Encourage children to see that a number can be partitioned to make other numbers
Play pairs games, include
in role play, card games

22. Bridging up or down to 10
17+8=
32-7= -5 -2 25

23. Make any number to 20 or beyond Any one for 21 or 11 or 13? Pairs.
Use one set of 0-10 cards and an extra 10.
Careful with representations on cards.
Make your own set of number cards to 20-use stickers or pictures to represent the numbers
Dice games
Snake / tortoise Game

24. Inverse Operations If I know 7 +3 makes 10, what is 10-7=
If you know 1 fact, there are usually 3 facts you can have for free.

25. Subtraction is not just taking away
Shopping real or role play.
Help your child to understand the meaning of change.
Compare amounts or sizes.
How many more / less sweets do you have than me?
How much heavier/lighter is the flour than the butter?
How much taller or shorter is Spiderman than Barbie?
How much further did your car go than mine?
Play Race to Zero or Take 3 dice.

26. Robber maths or mind the gap?
43 – 13 = – 69 =
The number you need to subtract is small enough to ‘pick up and take away’
The gap between the 2 numbers is smaller so it is more efficient to find the difference (probably by counting on)

27. Multiplication

28. Models for multiplication
Lots of the ‘same thing’
Bead Bar
Number Line 3 6 9 12
Talk through the different models of multiplication outlined on this and the next slide, emphasising the importance of the bead bar in linking the cardinal and ordinal images of number.
Fingers
“3”
“6”
“9”
“12” 28

29. 5 x 4 = Count in steps of 2, 3, 5 and 10. Chant /sing
Represent the fact
with objects or pictures
This is 4 groups of 5
Most teachers would interpret it as 5 groups of, or lots of 5
The teacher in the later video teaches it as 4 groups of 5.
The two key structures for multiplication are multiple addition and scaling.
The model emphasised in most schools is multiple addition, at the expense of scaling
In the Netherlands their primary model is scaling and the children have a much greater sense of multiplication as a proportional operation and are more successful with fractions
Recognise multiplication is commutative
5 x 4 is the same as 4 x 5

30. Division

31. Grouping and Sharing 12 divided by 3 = 4
Grouping – we know how many are in each group but not how many groups
there will be. The answer is the number of groups.
Sharing – we know how many groups there are but not how many are in
each group. The answer is the number in each group.
Use the language of division in every day life. E.g.10 cakes divided by 5 equals 2 each
10 socks sorted in pairs makes 5 pairs.

32. Repeated Subtraction 24 divided by 4 = 24 – 4 – 4 – 4 – 4 – 4 - 4
24 divided into groups of 4
24 divided into jumps of 4

33. Q & A

34. Thank you for coming. Sharon Genovesi Did I meet the aims?
To build your understanding of how to support your child’s maths at home.
To understand what being ‘fluent’ in number means.
To give you strategies for helping your child to derive, learn and know number facts .
Please take a moment to complete our workshop feedback form.
This will help us to improve our provision for you in the future.
Sharon Genovesi