1. M ATHS W ORKSHOP MONDAY 2 ND N OVEMBER Nursery, Reception and Key Stage 1 Pheasey Park Farm Primary School and Children’s Centre

2. AIMS To give support and suggestions about how children’s progress in mathematical learning can be furthered at home. To have a greater understanding of how maths is taught in school. To strengthen links between school and home in order to help children progress further.

3. F OUNDATION S TAGE Learning will take place through practical experiences either teacher or child led. Rich learning conversations will connect these experiences to secure children’s progress. Examples  Say one, two, three, four… to thirty.  Count up to 20 objects.  Recognise the written numbers 1, 2, 3, 4… to 10.  Use words such as more, less, greater, smaller, heavier, lighter to compare things.  Find 1 more or 1 less than any number from 1 to 20.  Add two small groups of objects (total 10 or less).  Count how many are left when some objects are taken away.  Make simple patterns and talk about them.  Name shapes such as a circle, square, triangle, rectangle, cube, cone and sphere.  Use words such as over, under, above, below, on, in, next to, beside to describe where things are.

4. S OME EXAMPLES OF ‘ MATHS ’ THAT YOUR CHILD WILL EXPERIENCE AND LEARN IN Y EAR 1 * From a given a number, identify one more and one less * Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least * Read and write numbers from 1 to 20 in numerals and words * To say what is 10 more or 10 less of any given number up to 30 * Solve one-step problems that involve addition and subtraction, using concrete objects, pictorial representations and missing number problems such as 7 = – 9. Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. * Recognise and know the value of different denominations of coins and notes * Sequence events in chronological order using language [for example, before and after) * After, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

5. E XAMPLES OF SOME OF THE THINGS YOUR CHILD WILL BE LEARNING IN Y EAR 2 Read, write and count numbers to 100. Put any six given numbers up to 100 and put them in order. Recognise odd and even numbers. Tell the time to the half and quarter hour. Count forwards and backwards in ones or tens from any two- digit number, e.g. twenty-six, thirty-six, forty-six. Add and subtract numbers under 20 mentally. Know pairs of ‘tens’ numbers that make 100, e.g. 30 + 70. Use metres, centimetres, kilograms or litres correctly. Use a ruler to draw and measure lines to the nearest centimetre. Name and describe common 2D and 3D shapes. Solve simple number problems, and explain how to work them out. Double and halve small numbers, e.g. double 9 is 18 and half of 18 is 9. Know by heart the 2 and 10 times table. Find the total value of a handful of coins to £1. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value

6. T HE MAIN FOCUS OF MATHEMATICS TEACHING IN KEY STAGE 1 To ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. Children should be able to work with numerals, words, the four operations and a range of practical resources – e.g. measuring tools. Children should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.

7. C OUNTING Counting is the basis to learning and understanding the number system. Children start counting in a continuous string. Counting helps children realise that numbers are ordered so each is worth one more than the previous number’ Counting objects helps to give a one-one correspondence through touch counting and gives a cardinal understanding - last number counted equals the value of objects. Counting backwards is as equally important for calculation. Teen numbers make it tricky! Base Ten System is in use. Develops a place value understanding.

8. N EW M ATHS CURRICULUM CHILDREN DEVELOPING AN ‘ REASONING, FLUENCY AND PROBLEM SOLVING SKILLS ’ Calculation Addition Subtraction Multiplication Division 8 The school website has the calculation policy and the progression grid clearly showing how each area of calculation is taught across school.

9. C ALCULATION High importance of developing secure counting skills in Foundation Stage - count all method - count on method - count on from biggest number - one more than - one less than In KS1 children start to develop an understanding of efficiency. From a reliance on counting they move towards calculating.

10. I NVESTIGATION M ATHS A T H OME ‘ PROBLEM-SOLVING APPROACHES OFFER CHILDREN THE ‘BUZZ’ OF WORKING THINGS OUT FOR THEMSELVES, OF MAKING SENSE OF SITUATIONS…..’ T HOMPSON, I (2010) Real – life contexts Practical, messy and quality time Makes Maths meaningful Ideas – measuring child’s height weekly, investigate how many cups of water fill a bucket, how many leaves collected will cover the paper, ordering leaf size, have a tea party with their teddies – how many cups? What shall we do if we have one less teddy at the party? What if twice as many teddies come? What if only half or ¼ of teddies turn up?

11. M ATHS CAN BE CONFUSING ! Largest and smallest number? 2 24 9 13

12. M ATHEMATICAL L ANGUAGE CAN BE CONFUSING ! Take-Away Volume More is always recognised – Do you want more? Use mathematical language correctly when ‘doing’ Maths, it helps your child make connections and deepen their learning experience. At Pheasey we aim for children to make connections in maths by using a wide variety of resources to support them in lessons, by providing open-ended tasks, using effective questioning and providing scaffolding support.

13. M AKING C ONNECTIONS Adapted from Haylock and Cockburn (2008) Symbols Concrete Experiences Pictures Language 5

14. M ATHS AT HOME – F OUNDATION S TAGE Any extra help can only benefit your child! Important to ask your child about their learning at school. Use correct mathematical language. Nursery Rhymes and Songs. Extra games at home can support children's learning at school. Important to use the same methods at home as at school so not to confuse your child.

15. M ATHS AT HOME – KS1 Any extra help can only benefit your child! Important to ask your child about their learning at school – ask them what their Maths target is in their book. Times table learning – perseverance from all! Time! A watch may be a good thing for Santa to think about. Board games. Real – Life Opportunities Complete a height chart, ask them to create a monthly schedule, read time tables, let them pay, estimate shopping bill together, bake a cake – measure ingredients, time the baking / cooling ……

16. M ATHS A CTIVITY BOOKLET Each term you will have a new Activity Booklet. Practical ideas to do with your children. Counting activities can take place ANY time ANY where!

17. M ATHS W EBSITES http://www.bbc.co.uk http://nrich.maths.org http://primarymathsgames.net http://www.coolmath.com/parents/