KS1 Maths Information Evening

Aims of tonight… Show you how we teach the mathematical strands of ‘number’ and ‘using and applying’ Demonstrate how children need to apply their number skills to a range of contexts

Practical Addition (using objects and pictures) 3 + 2 = 5

Addition (using a number line)

Addition (using a number square) 32 + 6 = 38 34 + 26 = 60 “Start at 32 and add on 6 more jumps” “Start at 34 jump down 10, 20 and across 21, 22, 23, 24, 25, 26”

Addition (using an ‘empty’ number line)

Addition (using partitioning and recombining) 32 + 25 = 57 30 + 20 = 50 2 + 5 = 7 50 + 7 = 57

Addition *Apply what you know with a challenge!* Use these four dominoes to make a square that has the same number of dots on each side…

Practical Subtraction (using objects and pictures) 5 – 3 = 2 4 – 3 = 1 8 – 2 = 6

Subtraction (Find the difference) The difference between 5 and 3 is 2 The difference between 3 and 6 is 3

Subtraction (using a number line) 14 – 5 = 9

Subtraction (using a number square) 29 - 5 = 24 76 – 24 = 52 “Start at 29 and jump back 5” “Start at 76 jump up 10, 20 and back 21, 22, 23, 24 ”

Subtraction (using an ‘empty’ number line)

Subtraction *Apply what you know within a game*

Multiplication (repeated addition) 5 + 5 + 5 + 5 = 20 2 + 2 + 2 = 6

Multiplication (drawing and using arrays) 3 + 3 + 3 = 9 3 “lots of” 3 = 9 3 x 3 = 9 5 + 5 + 5 = 15 3 “lots of” 5 = 15 3 x 5 = 15

Multiplication (mental recall) Once the children can count confidently in 2s, 5s and 10s and we begin teaching multiplication, we can show how they are the same… If children can count 2, 4, 6, 8, 10, 12… then they can work out 6 x 2! Start by using the phrase… what is 6 ‘lots of’ 2? Move on to… What is 6 ‘times’ 2?

Multiplication *Apply what you know & try this problem*

Division (as sharing) Share 12 cookies between 4 people… 12 ÷ 4 = 3

Division (repeated subtraction) 50 ÷ 5 = 50 – 5 -5 -5 -5 -5 -5 -5 -5 -5 -5 How many jumps?

Division (as grouping) Put 12 people into 6 groups… 12 ÷ 6 = 2

Division *Apply what you know through word problems* Anna has 50 pencils. She puts 5 pencils in each party bag. How many bags does she put pencils in? Use jottings or a number line to work out these word problems There are 35 children. They get into teams of 5. How many teams are there altogether? There were 20 footballers. They were put into teams of 4. How many teams were there all together? There are 32 children in the class. The teacher put them in groups of 8. How many groups were there? There were 30 cows in the field. The farmer puts 6 in each barn. How many barns will the farmer need?

Can you sort the cards so that they follow round in a loop? All four operations! *Challenge time!* Can you sort the cards so that they follow round in a loop?

Summary We teach the children the different mathematical strategies and allow them time to practice these. We use the interactive whiteboards and laptops to vary the approach. Once confident with a strategy we then ask them to apply it through problem solving activities and games. Applying the skill to different contexts is the bit the children find most difficult.

Not just number! Other maths areas…. 2D and 3D shape Patterns Symmetry Time Length Weight Capacity Position & Direction Angles Data handling

Useful websites www.ictgames.com http://www.bbc.co.uk/schools/teachers/keystage1/topics/numeracy.shtml http://www.bbc.co.uk/bitesize/ks1/maths/ http://www.crickweb.co.uk/ks1numeracy.html http://www.happypuzzle.co.uk/maths-games-ks1.aspx …and don’t forget purple mash

Caution….. Please don’t spend all your time in front of a computer monitor! Maths should be fun, interesting and relevant to our children’s lives– it’s all around us…..