1. Welcome to our KS1 Maths Workshop
add plus
more than and
count on
greater than
minus take away less than count back
fewer than
March 2017

2. I’m only five but I’ve gone right off the idea of maths!
Mental before written
We need to first develop a sense of number.
The importance of a basic understanding of number, and how numbers ‘work’, cannot be stressed enough!
I’m only five but I’ve gone right off the idea of maths!

3. Explaining our mental thoughts
Children then need to develop pencil and paper methods to support, record and explain calculations. Explanation using clear and precise mathematical vocabulary is a key skill.

4. Main changes to the Maths Curriculum
Year 1
Counting & writing numerals to 100
Write numbers in words up to 20
Know and use number bonds and related
subtraction facts within 20
Recognise, find and name a half as one of 2 equal parts of object, shape or quantity and a quarter as one of 4 equal parts of object shape or quantity
Use vocabulary such as : equal, more than, less than, fewer, greater than, most, least

5. Changes to Year 2 Adding two 2 digit numbers *
Adding three 1 digit numbers *
Measure temperatures in degrees C
Tell time to nearest 5 minutes
Recognise, find, name and write fractions 1/3 , ¼, 2/4 and ¾ on a length, shape, set of objects or quantity

6. What do we teach in KS1 Maths?
Addition and subtraction to 100
Basic multiplication ( 2,5,10)
Place value ( ones, tens and hundreds)
Number bonds to 10 and 20 ( ie 7+3=10, 5+3= =10 , 18+2= 20, = 17)
Basic division ( 2)
Fractions ( ½ , ¼, 1/3 )
Time ( o’clock, half past, quarter to, quarter past, 5 minutes to )
Measurement ( weight, length, capacity)
Money ( everyday money- calculating change)
Problem solving
Shape and space
Today we will focus on the red highlighted examples

7. Some resources we use Number line 100 Number square Counters
Place value cards
and rods
Unifix or
Multilink cubes

8. The importance of using pictures
Simple counting –
e.g. How many apples ?
Then simple addition - horizontal
and
= 8

9. Subtraction with pictures= 2

10. Using a Number Line Adding 5 + 3 = 8
Step 1- start on the bigger number and count on in jumps. The important point here is to count the jumps along the line NOT the numbers.
Subtracting 18- 4=
Step 1- start on the bigger number and count back in jumps.
Children also need to understand the ‘difference’
is the number of steps or jumps along the line.

11. Simple Addition Adding is always written horizontally at Key Stage 1
5 + 4 = = =
Writing it vertically (column method)
starts in Year 3 –
e.g
+34

12. Place Value Place value is so important to help children progress
Children need to understand that 17 is not the same as 71 – the position of the digits denote their ‘place value’
We use place value cards in
combination with 100 squares to
recognise values of numbers.
For example is made up of
Hundreds, Tens and Units(now called Ones)
So when we ‘partition’
the number we mean show: H T O 2 4 5
thousands hundreds tens units

13. Place Value rods
We use rods to represent hundreds, tens and units
Each time
you collect
10 ones
you
exchange
them for
a tens
rod
At home you could use, straws, pencils, buttons etc. to the same effect

14. Understanding the 100 square2 3 4 5 6 7 8 9 10 10 20 30 40 50 60 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
To help children understand the structure of
a 100 square and see it as a rearranged number
Line: instead of 1 – 100 in a long number line.

15. 100 square Using a 100 square Count along and back is done in 1s
Counting down and up is in 10s
Questions to ask children –
what number is 10 more than 7 or 27 or 56…
Start at 9 and add on 2 tens – where do you land
children should count down from 9 to 19 to 29 not count in 1s

16. Adding 2 digit numbers – - (adding the TENS first, then the ONES, then adding BOTH
= 58
-Step 1: partition numbers into tens and units
e.g. (tens ) (units 5 + 3)
Step 2: add up the Tens ( = 50)
Step 3: add up the Ones ( 5+3 = 8)
Step 4: add both (50 + 8= 58)
Your turn –
Add using this method : =
= 70
= 9
= 79

17. Adding 2 2digit numbers 3 4 + 45 Another shorter method which
can also be used
= 79
If adding two 2 digit numbers crossing ten
= or =

18. Your turn now !
Have a go at some of these – using the methods shown not your own way
Use the grouping method for these i.e. tens firsts
then the ones.
= =
Can you use the rods to help with these :
= =

19. Addition and Subtraction a with number square
Adding 10 go down 1
Subtracting 10 up 1
Adding 1go right 1
Subtracting 1 go left 1
So:
Start at 54 , go down 1 10 to 64
then jump along two squares to add the 2 to get
answer 66

20. Addition and Subtraction a with number square
Adding 9 :
25 + 9= 34
Step 1: find 25 on number square
Step 2: simplify the equation ( add 10 -1).
To add 10 simple go down one on the number
Grid then then take 1 to make 9 ( go left 1 space)
Down 1 left 1
Subtracting 9:
25 -9= 16
Step 1: find 25 on the number grid
Step 2: simplify the equation ( take 10 +1)
Step 3: to take ten go up 1 then take 1 by going
Right 1.
Up 1 right 1

21. Using a 100 square for patterns
Colour in the
even numbers to recognize
odd and even
Hiding numbers on a number square
Questions
What comes next?
What number is 2 less than hidden
number?
Ten more/ ten less ?
What number is 4 tens more?

22. 3 x 5 = 15 Multiplication in ks1
First recognize that multiplication is repeated addition
No. of lots how many per group total
x = 15
Is the same as 3 lots of 5 or = 15
Use pictorial cues to represent a x sum.
Encourage them to write the sum:
= 15

23. Good practice in Maths today!
All children need to learn maths in a real life context.
As well as knowing 7x7=49. Children need to be able to do the following:
There are 7 fields, each field has 7 sheep in them. How many sheep are there in total?
Children need to be able to explain how they have calculated something using a method that suits them. If they can’t explain it, they don’t fully understand it.
Two points are clear about what mathematical skills children need in life. Educationalists say that children today need to learn 2 key skills. The ability to calculate mentally and the ability to estimate.
Mental calculation skills are vital. Just have a think how often you use mental maths in your own lives.
Shopping- working out change. Working out how many packets of biscuits or crisps you need to buy for a children’s birthday party.
Working out how long it is before you need to leave to pick up children from school.
Working out how many days left to do all your Christmas shopping?
A lot of maths in life is done in your head.
But within that I hope that you’re also estimating. When working out how long you have until you need to come to school, you round to the nearest hour or half hour.
So in school, we encourage children to estimate. If they are faced with a problem. I have 18 sweets in 1 bag and 33 in another bag. How many in total? Children in maths lessons today would be encouraged to round to the nearest 10 in their head and work out 20 add 30 to approximate an answer.
Alongside the ability to estimate, Educationalists today also say that children need to develop other key skills in maths.
Childrern need to learn maths in a context. Therefore in school we aren’t just giving children lists of sums to complete. We are asking them to really think. Research shows that many children who can tell you what 7 x 7 = 49 cannot answer a question in a real life context. E.g. There are 7 fields, each has 7 sheep in them. How many sheep are there altoghether.
Children need to be able to explain. What they are doing.
You may well say well what about the written calculations. Well these are still taught, but there is a balance.
Research shows that teaching children written procedures at too early a stage in their mathematical development can have an adverse effect upon their ability to operate mentally.
In line with many other countries, mental calculation skills are being taught and focussed upon, and the introduction of written methods are delayed until children are ready. At St Luke’s we certainly would expect children by the time they leave school to know, understand and use a written strategy for more complex maths calculations but emphasis early on is placed on mental calculations.
If we look at the next slide, this will hopefully illustrate the point in hand.

24. Practical maths
Making maths practical by using real materials. Try some of these at home with your child.
Using notes & coins
Using measuring cups
Buttons/sweets for counting

25. Games to help improve number understanding
Snakes & Ladders – good for counting on and back, adding, subtraction, predicting where going to land.
Dominoes – great for recognising patterns – the array( how spots arranged on dominoes & dice)
Adding both sides
Finding a domino which adds to ?
Number bonds
Problem Solving e.g. (give whole set minus 1 domino – find which one is missing)

26. More Games Dice - - throw 2 dice, add, take away,
double/half the total
- throw 3 dice – how many 2 digit numbers can you make
Cards - snap, 21, using them to
add what they have been dealt
What can you do at home – help your child learn their number bonds – they are so useful to aid quick mental calculations = 9 – will help them work out =19
26+3 =29

27. Children love games to engage their learning. Try some of these sites.
Online games
Children love games to engage their learning. Try some of these sites.
Mathszone.co.uk
BBC maths games
BBC Digger & The gang
Maths dictionary for kids.com

28. Key Instant Recall Facts KIRFS
To help develop children’s fluency in mathematics, we encourage children to learn- Key Instant Recall Facts
which are sent home each term We expect children to practise their KIRFs regularly each week with your help of course.
These KIRFs are aligned with the new curriculum. They are intended to be challenging and are designed to support the development of the mental skills that underpin much of the maths work in schools

30. Remember what is important in maths!
A focus on mental calculations.
Drawing pictures, objects, number lines to help.
To use maths in a real life context.
To ask children to explain how they have calculated something using a method that suits them.
Teach children written calculations, but only when children are ready.

31. Thank you for coming to our
Your turn now!!
Please have a look at the variety of resources we use, have a go with them and feel free to ask any questions about how we use them.
Thank you for coming to our
Maths Workshop