1. Maths Workshop for Parents
Year 1
Miss Bhatt Miss Inniss
Miss Bowyer

2. Agenda – Today we will be looking at
The aims of the curriculum
What it looks like in the classroom
Year 1 expectations
The process of teaching maths skills
How we teach maths
The different methods, skills and strategies
How we challenge the children to deepen their learning.
How you can help at home.

3. The aims of the maths curriculum
To strengthen the foundation of learning.
To allow more room for speaking and listening.
Children be able to apply their knowledge of skills in a range of ways.
To deepen their knowledge and understanding by looking at the equation or problem in a different way rather than with a bigger number.
Numbers – to recognise the numerals, the words and understand the value of them.
To become familiar with the number system and explore patterns.

4. What does this look like in the classroom?
Class rules and routines
Counting how many children are present each day
Subtracting the absent children from the normal class size
Knowing the size of the class
Knowing the times of activities
Working in twos or threes
Ordinal numbers- 1st/2nd/3rd person or time
What time of day it is? Morning, afternoon, lunchtime, playtime. Using a visual timetable to show this.

5. Number rhymes and songs
Singing of number songs and use of practical objects as well as parts of the body to accompany the songs.
Useful youtube links for helping at home:

6. Year 1
Year One
By the end of Year One all children should be able to confidently:
Count on and back in ones to and from 100 and from any single-digit or 2-digit number.
Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, Continue to just over 100.
Locate any number on a grid or a beaded line
Know number bonds to 10, e.g , 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing.
Begin to be aware of unit patterns, e.g.
2 + 4 = = 11
= = 21
= 26 etc = 31 etc.
Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
Add small numbers by counting on and subtract small numbers by counting back
Recognise doubles to double 6 and find related halves (half even numbers ≤12).
Recognise the difference between 2-D and 3-D shapes; identify and describe common 2-D and 3-D shapes.
Recognise and compare objects according to height or length, weight or capacity, using appropriate mathematical language. E.g. the tree is taller than the bush, the bag is heavier than the shoes, the teapot holds more than the jug.
Tell the time to the half hour on analogue and digital clocks.
Sort items into lists or tables.

7. We teach maths using a 3 part process.
Concrete – to ensure the children are able to use objects and counters to support their learning.
Pictorial – to be able to draw pictures to represent the objects.
Abstract – number lines, number sentences and so on.
We are using ‘White Rose Maths’ to support the children’s learning.

8. Concrete objects - Accuracy Early maths
It is essential for your child to be able count accurately. In order to count accurately a child needs to count out or take a specified number of things from a larger collection of objects showing reliable 1:1 correspondence by touching each object in turn.

9. How do we do it? Resources Numberlines Number Fans Counters
Number squares
Base 10
Place Value Cards
Cubes

10. Question
What do you see here? 67
What’s it made up of?

11. Place value- It’s essential! How do we do it?
To have a deep understanding of number and calculation, children need to know that a number is made up of digits with different values. 34 is not 3,4 It is 30 and 4 Children are introduced to this partitioning in year 1 ( all 2 digit numbers are made up of 10 and a number of ones/units) and continue with bigger numbers in year 2 (HTO) Being able to partition opens the door to all four number operations.

12. Addition How do we do it?
We start off very visual FS2/Y1 Children should all know for rapid recall number bonds to 10 and the rest will follow: 8+2 =10 you know 18+2 =20 When they know the value of a 10 and a unit they can quickly and easy add 20, 30 or 21, 31 etc

13. Single Digit Addition (Y1)
2 + 3 =
At a party, I eat 2 cakes and my friend eats 3. How many cakes did we eat altogether?
Children could draw a picture to help them work out the answer

14. Single Digit Addition (Year 1)
8 + 4 = 8 people are on the bus. 4 more get on. How many people are on the bus now? The pictorial approach.
Children could draw dots or lines, which is quicker than drawing a picture.
 
or I I I I I I I I I I I I

15. Count on from the first number – a child finding counts on from the first number: ‘four, five, six, seven, eight’.
Children would then be encouraged to keep the largest number, even if it is not first in the sum, and then count on using their fingers.

16. Numberlines for addition and Subtraction
Adding = 8
Step 1 start on the biggest number and count on in jumps.
Subtracting 18- 4=
Step 1: start on the biggest number and count back in jumps.

17. Number squares for addition and subtraction
Adding 12
54 +12= 66
Step 1 :Partition the number
( one 10, two ones) 10 & 2
Step 2: add on the 10 ( down 1)
Step 3: add on the ones( right 2)
Adding 10 go down 1
Subtracting 10 up 1
Adding 1 go right 1
Subtracting 1 go left 1

18. Numberline development
As the chidren get older we ask them to partition numbers to help them jump on the number line. So = 17+12(10+2)
What is this number sentence?

19. Types of questions and problems to extend learning.

21. What can you do? Make maths part of everyday life
Use the language of maths.
Use the 3 part process – Concrete, pictorial and abstract.
Deepen your child’s learning by asking questions like;
How did you..? Prove it true or false...
What did you need to..? Explain it…
* Encourage your child to use the correct vocabulary.

22. Number formation We use Nelson handwriting to form each numeral:
You can practice by:
Air write numbers
Writing on whiteboards
Using paint and chalk
Writing in a tray of glitter

23. My Maths Your child will get a log on and password for ‘My Maths’.
It is similar to Abacus and Mathletics.