Maths Workshop for Year 1 Parents and Carers 2 March 2015 Mrs Claire Searle – Maths Leader

Counting in 1s,start at 43 and count on.

Count back from 87 until you get to 45.

Count on from 90. How far can you go?

37

What number is this? Does it come before or after 73?

• Write fifty-two in numerals. • Count from 48 to 66.

• Count in 2s from 10.

• Count back in 10s from 120.

• What multiple of 5 comes after 25?

• •

What is one more than 24?

One less than 30?

• 10 friends say they are coming to your party. On the day, 1 is ill. How many friends come to your party?

• Put a circle around the number that is 1 more than 26.

17 25 62 28 36 27

Use the language of: equal to, more than, less than (fewer), most, least • Know ‘more than’ means ‘bigger than’ • Know ‘equal to’ means ‘the same as’ • Know ‘less than’ means ‘smaller than’ • Know ‘most’ means ‘biggest’ • Know ‘least’ means ‘smallest’ • Use the language to compare amounts • Use language of ‘less than’ • Use language of ‘more than’ • Use language of ‘equal to’ • Know the language of comparison • Recognise the language of comparison in numerical questions • Recognise the language of comparison in written word problems

Identify and represent numbers using concrete objects and pictorial representations including the number line.

• Put out pencils for 7 children.

• Show me 17 on a bead string.

Matching activity: match the numerals, words and amounts.

Once your child is confident with this, you could take some out of the set and ask them to find which cards a matching number/amount.

don’t

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    read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9.

      Steps Children need to recognise +, - and = signs Know that the + sign means add, altogether, total, more than, put together know the – sign means take away, subtract, difference between, less than know the = sign means the same as, equal to know + means the answer will be bigger know – means the answer will be smaller

        Steps continued read the + sign in a question read the – sign in a question read the = sign in a question recognise the vocabulary for addition in a written question recognise the vocabulary for subtraction in a written question write the correct sign + for an addition question write the correct sign – for a subtraction question recognise the = sign in any position in a question

Your turn!

8p 5p 9p 4p 7p What would a child need to know in order to work this out?

What do children need to know to be able to work this out?

You could show objects and ask your child to say, or write, a sum to match the objects.

Represent and use number bonds and related subtraction facts within 20

What are number bonds? Pairs of numbers that add together to make another number. eg 5 + 2 = 7 Number bonds for 10 are extremely important, but children need to know bonds for all numbers up to 20.

Your turn! Write down all the number bonds for 10. How many are there?

Represent and use number bonds and related subtraction facts within 20 Ways of representing number bonds

Represent and use number bonds and related subtraction facts within 20 15 + 3 = 18 3 + 15 = 18 18 – 15 = 3 18 – 3 = 15

Your turn! What other addition and subtraction facts can you write for 18?

Ping pong game

Choose which set of number bonds you want to practise. Eg number bonds for 10.

I say 3, you say the number that goes with it to make 10.

So I say 3, you say 7. I say 8, you say 2.

I say ping, you say pong. Etc.

You can play this with any bonds your child needs to practise, or use it to practise times tables.

Represent and use number bonds and related subtraction facts within 20

     What do children need to know?

Signs for ‘ add ’ and ‘ subtract ’ 1-digit number means ‘ones’, 2-digit number means ‘tens and ones’ (or units) Know that ‘add’ means put groups together Know that the answer will be bigger than the numbers in the question read a number sentence adding a one digit and another one digit number, for example: 3 + 5 = 8 or 4 + 3 +1 = 8

    read a number sentence adding two digit and one digit numbers eg 12 + 4 = 16 know how to count on from the larger number know that when I have finished counting on, the last number is the answer know how to add 0 to a one, then a two digit number, for example: 8 + 0 = 8, 0 + 7 = 7

Strategies for adding

Use objects. Count first set, continue counting second set.

Use fingers.

Put larger number in your head, smaller number on your fingers and count on from larger number.

Use Base 10 materials Draw 2 or more groups of objects, then count them.

Use a number track. Start on first number and count on the second number .

9 = 6 = ?

Use a number line – start on first number and count on the second number..

Draw empty number line and put in the jumps.

Your turn! Draw an empty number line and show the addition for 14 + 5.

Draw empty number line and bridge through 10 (or multiple of 10) Children need to be able to partition (split) numbers into number bonds for 10.

Here, 6 is partitioned into the number that goes with 7 to make 10 (3), and the 3 left over.

Partition numbers into tens and ones, and add the tens, then the ones.

24 + 12 = 20 + 4 + 10 + 2 = 20 + 10 + 4 + 2 = 30 + 6 = 36 Your turn! 36 + 23

=30 + 6 + 20 + 3 = 30 + 20 + 6 + 3 = 50 + 9 = 59

Subtracting – what children need to know • know that subtract means to take a group of objects from a larger group • read a number sentence subtracting a one digit number from another one digit number, for example: 8 - 3 = 5 • read a number sentence subtracting a one digit number from a two digit number, for example: 16 – 3 = 13 • know how to count backwards from the larger number • know that when I have finished counting backwards, the last number is the answer • know how to subtract 0 from a one, then a two digit number, for example: 9 – 0 = 9

Strategies for subtracting Very similar to those for adding.

Number in head eg 15 – 6. Put 15 in head, 6 on fingers and count back. Number for last finger is the answer.

Using objects – only need 1 set. So 15 – 6, need 15 objects, and then move 6 away. Count those left.

Same if drawing pictures. 15 biscuits, 6 get eaten. Draw 15 biscuits and cross out 6.

Counting on number track or number line – start on 15 and jump back 6.

Draw empty number line – start on 15 and go backwards .

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =  - 9

I think of a number. I add 5 to my number. The answer is 12. What was my number? Children find this sort of problem tricky!

It might help to set it out like this: ? + 5 = 12 or 12 = 5 + ?

So to find the missing number, they need to take 5 away from 12. Knowing number bonds for 12 will help!

Multiplication and Division

In Year 1 ...

Through grouping and sharing small quantities, pupils begin to understand multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.

They make connections between arrays, number patterns and counting in twos, fives and tens.

For example: I can set out chairs in the hall in rows of ten, and when there are five rows I can say how many chairs there are altogether and how I know. I can show and explain how I know there are six eggs in a box without counting in ones .

In Year 1 ...

Children practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers).

I can show and explain how to cut a piece of ribbon for the big bear that is twice as long as the ribbon for the small bear and how many grapes to give the big bear if he has twice as many as the small bear.

         X repeated addition eg 5 x 3 is the same as (equals) 3 + 3 + 3 + 3 + 3 times lots of groups of multiplied by multiply times tables double

         ÷ Repeated subtraction eg 20 ÷5 = 20 – 5 – 5 – 5 - 5 Divide Divided by Share Share equally Groups Lots Halve

 These are examples of arrays found in the environment. What multiplications do they show?

Draw arrays to show these multiplications: 2 x 6 6 x 5 3 x 10

2 + 2 + 2 + 2 + 2 = 10 5 groups of 2 or 5 x 2 = 10 2 multiplied by 5 or 5 multiplied by 2 5 pairs 5 hops of 2 5 + 5 + 5 + 5 + 5 + 5 = 30 6 groups of 5 or 6 x 5 = 30 5 multiplied by 6 or 6 multiplied by 5 6 groups of 5 6 hops of 5

You can use any objects to represent the cakes, but ask a child to do this practically first – using concrete objects helps make the connection between real objects and the symbols we use in maths.

Keep taking out groups of the same number.

How many groups are there? Any left over that won’t make another group of the same number are the remainder.

Fractions in Year 1

In Year 1...

Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

Fraction strips Make ½ Children need to understand what a whole is, and that half is one of 2 equal parts.

Make ¼ Can use to start to understand equivalence.

Practically, children need to experience splitting things in half, eg apples, oranges, bars of chocolate, pizza, packet of sweets etc. They also need to combine the 2 halves again to make a whole.

They can be shown how to split the halves again so there are 4 equal parts – quarters.

Children also need to handle sets of objects and split them into 2 and then 4 equal groups.

They need to know that for a shape to be split into fractions, such as halves and quarters, the parts must be equal.

They need to be able to colour in sections of shapes to show both halves and quarters.

 http://www.bbc.co.uk/bitesize/ks1/maths/     http://www.topmarks.co.uk/maths games/5-7-years/multiplication-and division http://www.maths-games.org/times-tables games.html

http://www.maths-games.org/fraction games.html

http://primarygamesarena.com/Key-Stage-1