Welcome

Number The building blocks

Show me 5 using your hands. A little game! Show me 5 using your hands. Now I want you to imagine that a is 1, b is 2, 3 is c and so on. Show me h. Show me e + c. Show me j - d.

a 1 b 2 c 3 d 4 e 5 f 6 g 7 h 8 i 9 j 10 Let’s try again. Show me d. Show me f + b Show me i - c Using resources supports children’s understanding of what can be a difficult subject and should always be encouraged.

Counting

Composition of number – Understanding what a number is 8 Symbol Ordinal – its place after 7 and before 9 Cardinal – quantity – eightness of eight “eight” name

Composition of number: different representations Children and adults will visualise numbers in different ways. Subitising – knowing how many objects there are by looking and not counting. Knowing how a number is made will support children’s mathematical understanding as they go through school.

Class activity 6

Describing How does this 6 look different from that 6? How did you make 6 with two hands? Reasoning How do you know these are the same number? What is the same and what is different about these sixes? Opening out What different patterns can you make with 6 counters? Can you see any numbers hidden inside this pattern of 6? Recording Can you draw or record your patterns? Can you put something on the paper to show how many there are?

Classroom display

Firm foundations Counting and singing songs Using resources Letting children see and experience numbers in different ways Being positive about maths Making numbers fun

Miss Smith needs 30 apples for her class.   Miss Smith needs 30 apples for her class. There are 5 apples in each bag. How many bags of apples does Miss Smith need altogether?

250 000 people visited a theme park in one year. Circle the number that is closest to 250 261 246 255 209 275 250 000 people visited a theme park in one year. 15% of the people visited in April and 40% of the people visited in August. How many people visited the park in the rest of the year?

Cheddar cheese costs £7.50 for 1kg. Marie buys 200 grams of cheddar cheese. How much does she pay? Here is a recipe for raspberry ice cream. This recipe is for 8 people. Josie makes enough raspberry ice cream for 20 people. How much cream does she use?

T Reading scales How many eggs? Temperature of the oven Measuring ingredients T Reading clocks Timing duration T Ratio – will there be enough for everybody?

Is there a sale/discount? How much money do I have? How much is it? T T Pay with coins. Estimate altogether? How much money do I need to save? T How long will I have to save for? T How much change will I get?

T What time does it leave? What time does it arrive? How much? Is there a quicker train? T What time do I need to arrive at the station?

T How many of us is there? How many should each person get? How many do we have?

Questioning

Estimate Time Percentage Counting Ratio Measure Aspects of maths Ratio Measure

Any Questions?