Year 1 Maths Calculation Evening 4th November 2015

The national curriculum for mathematics aims to ensure that all pupils: * become fluent in mathematics * 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 or routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

* Areas of learning-

* Weekly/Fortnightly target * New target only when secure and shown in different situations  more ready to apply to problems * Needs to be shown 3 times at school for target to be met

Children will make markings that have specific meaning to them Early recordings = 7

Children encouraged to count the number of jumps not actual numbers Addition using a number line

* Video of a number line

Exploration of the hundred square Misconception of going down from 10 straight to 20 Activities Cutting into strips to explore how the hundred square is made Playing guess my number Counting in tens from different columns

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Understanding the value of what each digit represents 23 2 tens and 3 ones 2 means 20 for this number

Pictorial Representation 8-5=3

Subtraction using the number line

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Practical application is the most important If we are having 5 people for dinner and they need 2 potatoes each, how many potatoes do we need altogether?

10 ÷ 5= 2

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* Understanding the concept of time- ordering events Morning Afternoon Evening Night Today Yesterday Tomorrow

Reading time – ANALOGUE clock Beginning with o’clock and then half past. Move on to real life problems

Properties of shape Shape in the real world

Balance Lighter Comparative language Heavier Kg Litre

Equivalent values Fair exchange for buying things Make 78p using these coins only 2p

* Images from books needed 9p + 8p = 17p

* +, plus, near double, how much more is…..? * -, subtract, minus, how much less is……? * Half, halve * =, equals, sign, tens, ones * Counting up * Number sentences * Digits * Double, halve, share, left over, * Near doubles * Count in 2s,5s and 10s * Groups of

shallow mastery leads to apparent success without students developing the depth and tenacity that is needed for long-term progression. shallow acquaintance can also lead to learners feeling insecure promotes procedural learning at the expense of deep understanding