KS1 Math’s Workshop January 2019

Aims Inform parents of strategies used in addition, subtraction, multiplication, division and fractions within the classroom Look at some examples of SAT’s questions

Where we are with Maths Preparing children to move from the concrete to pictoral representation to abstract Practising daily mental maths Reinforcing number bonds, eg 2 + 8 = 10 and patterns, eg 12 + 8 = 20 and 20 + 80 = 100 Encouraging children to work out answers by using pictorial representations

SATs Paper 1: Mental Arithmetic – No equipment allowed!

Reasoning and Problem Solving

Reasoning and Problem Solving

Strategies Addition – To help add numbers together reiterate the rules: The numbers can be swapped around (commutative) 45 + 76 is the same as 76 + 45 The answer (the whole) is always the biggest number When adding, always draw it to work it out and check

Count on from the biggest number, eg 5 + 34 Count on from the biggest number, eg 5 + 34. Tap your head with the biggest number then using fingers count on the 1s If adding 2, 2 digit numbers, eg: 23 + 54, draw the sticks of tens and ones underneath and carefully add them together

Missing Numbers in Addition 34 + ? = 40 Count on from 34 to 40. Draw 3 tens and 4 ones; count on until you get to 40. What have you drawn?

Strategies Subtraction - Rules Remember that you cannot swap the numbers around: 23 – 7 is not the same as 7 – 23. Know that the first number is biggest number in the whole number sentence: 23 – 7 = 16 The answer is always smaller than the first number.

Where a number does not bridge a multiple of 10; eg 19 – 5 draw your sticks of tens and ones, then cross out 5. Where a number does bridge a multiple of 10, eg; 23 – 9 draw your sticks of tens and ones and exchange a stick of tens for ones

Missing Numbers in Subtraction 90 - ? = 40 Draw sticks of tens and ones. Draw a circle around the what the answer is (40). How many left?

Column Addition / Subtraction We have began early using column addition this year only in Year 2 when children have a secure understanding of place value. Column addition / subtraction is an abstract

Multiplication When multiplication and divinding always put the number sentence into context. We often use plates and sweets; eg 4 x 5 = Put into context: I have four plates with 5 sweets on each plate. How many altogether?

Division 25 ÷ 5 = Put into context: I have 25 sweets and share them between 5 children. How many sweets each?

Fractions We often link fractions to pizzas, eg. ⅓ of 21 =

How can you help? Support your child with homework using the strategies used in class. Play times tables games. Play mental maths games including counting in different amounts, forwards and backwards. Encourage opportunities for telling the time. Encourage opportunities for counting coins and money e.g. finding amounts or calculating change when shopping. Look for numbers on street signs, car registrations and anywhere else. Look for examples of 2D and 3D shapes around the home. Identify, weigh or measure quantities and amounts in the kitchen or in recipes. Play games involving numbers or logic, such as dominoes, card games, draughts or chess.