Welcome to Key Stage 1 Numeracy Workshop

Aims of this afternoon: To work through some Numeracy strategies we use in school To share ideas about how you could help your children at home

Throughout the school we try to ensure that Children’s recall of number facts becomes more accurate and faster Children are more aware of the strategies they use to calculate They use vocabulary correctly They are more confident about maths Maths is more fun

Key Stage 1 End of Year Objectives

By the end of Y1 most children should be able to : Count reliably at least 20 objects Count on and back in ones from any small number, and in tens from and back to zero Read, write and order numbers from 0 to at least 20; understand and use the vocabulary of comparing and ordering these numbers Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number Understand the operation of addition, and of subtraction (as ‘take away’ or ‘difference’), and use the related vocabulary Know by heart all pairs of numbers with a total of 10 Use mental strategies to solve simple problems using counting, addition, subtraction, doubling and halving, explaining methods and reasoning orally Compare two lengths, masses or capacities by direct comparison Suggest suitable standard or uniform non-standard units and measuring equipment to estimate, then measure, a length, mass or capacity Use everyday language to describe features of familiar 3-D and 2-D shapes

By the end of Y2 most children should be able to : Count to at least 100, and read and write numbers to 100 Put any six numbers up to 100 in order Recognise odd and even numbers Count forwards and backwards in ones or tens from any two-digit number Add and subtract numbers under 20 in their heads Know pairs of ‘tens’ numbers that make 100, e.g. 30 + 70 Double and halve small numbers (0 – 20) Know by heart the 2x, 5x and 10x tables Find the total value of a handful of coins to £2 Solve simple number problems, and explain how to work them out

What is Maths like in Key Stage 1?

My answer is 12, what number did I start with? I think of a number and double it. My answer is 12, what number did I start with? 6 Wow! That was quick, how did you work that out?

The aim is to develop children’s mental maths strategies and then develop written methods that derive from and support mental methods. We also aim for children to be able to explain and understand how they worked something out.

We encourage children to do mathematics in their heads. If the numbers are too large use pencil and paper to avoid losing track. Children need to learn quick and efficient methods (including appropriate written methods)

We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use a written method? Do I need a calculator?

Developing Maths Skills in Year 1 and Year 2

Counting Songs Practical activities Number lines Number tracks Hundred squares

The Hundred Square We use the 100 square for many activities in Maths. odd and even numbers spotting patterns counting forwards and backwards in ones and tens addition and subtraction 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Place value Partitioning H T U 1 5 8 100 50 8

Number bonds 30 + 70 = 100 40 + 60 = 100 10 + 90 = 100 3 + 7 = 10 4 + 6 = 10 1 + 9 = 10 3 + 17 = 20 14 + 6 = 20 1 + 19 = 20

Addition 5+2 = 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 61+7 = 68

Addition 27 + 12 = 39 +2 37 +10 27 37 + 26 = 63 +3 47 +10 57 +10 60 +3 37

Addition 76 + 47 = 86 +10 96 +10 106 +10 116 +10 123 +7 76 116 76 + 40 123 + 7

We use these calculation methods to solve real life problems. I have £27 in one bank account and £16 in another. How much is this altogether?

Subtraction 27 - 12 = 16 -1 17 -10 27 15 -1 95 - 32 = 63 -1 64 -1 65 -10 75 -10 85 -10 95

Subtraction Jake has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = 43 -4 19 23 -10 33 -10 19 conkers

Subtraction – another method to find the difference Sam has saved 20p, Reena has 15p. How much more money does Sam have than Reena? 20 – 15 = 16 +1 17 +1 19 +1 20 +1 18 +1 15 5p more

Multiplication and Division in Key Stage 1

Multiplication is introduced as repeated addition, so that when children progress to learning the multiplication tables, they have some understanding of what they mean.

Multiplication - Arrays 3+3+3+3= 3x4 = 12 4+4+4=4x3=12

Multiplication – Number Line 5 x 4 = 5+5+5+5= 10 +5 15 +5 20 +5 5 +5 5 x 4 =20

Division – Sharing or Grouping Division is introduced as the concept of sharing or grouping objects. Children should then begin see the direct link between multiplication and division.

James had 12 coins and he put them into piles of 4 coins James had 12 coins and he put them into piles of 4 coins. How many piles of coins were there?

Times Table Challenges Children in Year Two will soon be starting their Times Table Challenges starting with the 2x table. Once they are able to recite the table in order, they will be asked to answer quick fire questions out of sequence. Once they are able to do this successfully, they will progress on to the next table.

How can you help? Make sure maths is fun! Think about ways of making maths practical Talk about how you do maths Ask your child to explain how they worked something out Give praise and encouragement and be positive Make sure maths is fun!

We hope this has been useful! Thank you! We hope this has been useful!