reception and key stage 1 maths for parents aims: to know what we teach and when to know how we...

Reception and Key Stage 1 Maths For Parents

Aims:• To know what we teach and when

•To know how we teach addition and subtraction starting with understanding of numbers and place value

What do we teach?

• Numbers and the Number System (including place value)

• Addition and Subtraction

• Multiplication and Division

• Fractions

• Measurement

• Geometry (Properties of Shape)

• Geometry (Position and Direction)

• Statistics

Split into ‘Domains’

Number and place value (Reception leading onto year 1):

• Count to and across 100 forwards and backwards in 1s• Read and write the numbers• Count in 2’s, 5’s and 10’s• Identify 1 more/1 less• Read and write numbers from 1 to 20 in numerals and words

This would start in Reception, with an understanding of what a digit is made up ofe.g. 5 is made up of….. 5 ‘ones’ 4 ones + 1 one 3 one + 2 one

• Counting steps together up and down stairs:

• What would be one more? One less?

• Miss a number out when counting – which one have I missed out?

• Saying the numbers of buses as they go past - who can say it first?

• Counting lego in twos as they tidy away

• count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward

• recognise the place value of each digit in a two-digit number (tens, ones)

• identify, represent and estimate numbers using different representations, including the number line

• compare and order numbers from 0 up to 100; use <, > and = signs

• read and write numbers to at least 100 in numerals and in words

• use place value and number facts to solve problems

Numbers and place value (year 2):

Numbers and place value (year 2):

Which is more…..

23 Or 32Hundreds Tens Ones

2 3

3 2

Then when using Hundred numbers123 would be:

recognise the place value of each digit in a two-digit number (tens, ones)

• identify, represent and estimate numbers using different representations, including the number line

0 10 20 30 40 50 60 70 80 90 100

compare and order numbers from 0 up to 100; use <, > and =

signs

The foundations for understanding addition and subtraction come from…..

Understanding how single digit numbers are made up

Knowing number bonds to ten

Developing an understanding of place value

• Children say which number is one more/one less than a given number

• Using quantities and objects they add and subtract two single digit numbers and count on or back to find the answer

Addition and subtraction (Reception)

I’ve got 7 animals, how many is two more?

What happens if I take 3 animals away?

• Introduced in Reception, but continually reinforced up to Form 6• Number bonds to ten (use mental recall of addition and

subtraction facts to 10)

7

3

7 + 3 = 10

Leads onto more complicated:

70+30=100700+300=1000

Addition and subtraction (Reception)

AdditionExpectations: Year 1: •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 Year 2•Using concrete objects and pictorial representations, including those involving numbers, quantities and measures.•recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 •add and subtract numbers using concrete objects, pictorial representations, and mentally, including: - a two-digit number and ones - a two-digit number and tens - two two-digit numbers

Addition

• Stage 1: - after counting on (with fingers!) children then use their knowledge of number and use:

The Empty Number Line

8 + 7 = 15

• 48 + 36 = 84

• Or:

• Use a number line to answer:

53+24

86+17

149+38

•Stage 2: Partitioning

Record steps in addition using partitioning: e.g. 47 + 76

47 + 7 6

117 + 6 = 123or….

4 7 + 7 6 = 40 + 70 = 110

7 + 6 = 13 110 + 13 = 123

47 + 70 = 117

Or basically jotting down the sums you’re doing in your head as you do them.

Partitioned numbers are then written under one another:

• Use partitioning to answer:

53 + 25

29 + 88

129 + 37

•Stage 3: Expanded Method in columns

Write the numbers in columns.

Adding the ones first:

Gets the same answer – but children are encouraged then to move onto always adding the ones first.

• Use the expanded method to work out:

36 + 58

46 + 83

•Stage 4: Column Method

Used for adding more complex numbers including decimals.

Subtraction• Stage 1:

Empty Number Line – counting back

15 - 7 = 8

• 74 - 27 = 47 worked by counting back:

•The steps may be recorded in a different order:

• Empty number line – counting on:

• Try using an empty number line, counting on or counting back to answer:

94 – 38

73 - 29

• Stage 2

Partitioning:

• 74 – 2 7 74 - 20 = 54 - 7 = 47

• This requires children to subtract a single-digit number or a multiple of 10 from a two-digit number mentally. The method of recording links to counting on a number line

• Stage 3

Expanded Layout, leading to column method

Partitioned numbers are then written under one another: Example: 74 - 27

Example: 741 - 367

http://www.woodlands-junior.kent.sch.uk/maths/index.html

www.cheekymonkeyresources.co.uk/Downloads/maths/numbonds10/numbonds10b.htm

http://www.bbc.co.uk/bitesize/ks1/maths/

http://www.ictgames.com/resources.html

http://www.crickweb.co.uk/ks1numeracy.html

https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301256/2014_EYFS_handbook.pdf

Useful Websites: