Maths Parents’ MeetingWednesday 4th February 2015

WELCOME

‘ Mathematics is a creative and highly inter-connected discipline that has developed over centuries, providing the solution to some of history’s most intriguing problems.’ (National Curriculum in England, Sept. 2013)

Today’s Meeting

• To help you to understand the Maths curriculum for EYFS and KS1.

• To understand how we teach in order to cover the requirements of the curriculum.

• To identify the key ways in which you can help your child at home and in school.

What is the Early Years Foundation Stage?

• The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year.

• It is based on the recognition that children learn best through play and active learning.

E.Y.F.S Framework• Your child will be learning skills, acquiring new knowledge

and demonstrating their understanding through 7 areas of learning and development

• 3 prime areas:– Personal, Social and Emotional Development– Communication and Language– Physical DevelopmentThese prime areas are those most essential for your child’s healthy

development and future learning.

4 specific areas:– Literacy– Mathematics– Understanding the Words– Expressive Arts and DesignAs children grow, the prime areas will help them to develop skills in

these areas

Mathematics in E.Y.F.S

‘A unique child’

EYFS Curriculum.docx

In the Classroom

‘Positive relationships and enabling environments’

•Maths rich learning environment

•Rich learning opportunities

•Adult-led activities

•Free flow and child-initiated learning

•Exploration and play

•Stimulating resources

•Active learning

•Adult intervention and interaction

In and Out of the Classroom

• Number, shape and treasure hunts• Ball/ring games• Bikes and Scooters • Washing line numbers• Chalk, printing,playdough• Sand and water trays – finding objects, measuring and

comparing volume• Role play areas including shopping, cooking, sorting

and packing• Stories and rhymes• Using a balance to compare objects• Counting and dice games

Counting - as easy as 1,2,3!!

• Knowing number names in order• 1 to 1 correspondence• Keeping track of objects counted• Last number is total of set• Recognising small numbers of objects without counting

them• Counting objects that you can’t move, touch or see• Knowing when to stop when counting out objects from

larger set• Conservation• Knowing that if an object is added or removed then the

number changesIdentifying and writing numbers

New CurriculumAims: Become fluent in the fundamentals

Reason mathematicallySolve problems by applying their mathematics

Depth of understanding before acceleration through new content

Challenge will be through the use of rich and sophisticated challenges focussing on the application of knowledgeCurriculum content divided into domains

Number – place value, addition and subtraction, multiplication and division, fractionsMeasurementGeometry – properties of shapes, position and directionStatistics (Y2 onwards)Ratio and Proportion (Y6) Algebra (Y6)

Investigations and problem solving to promote inter-connections used throughout.

Key Stage 1 and the New Curriculum

• Place value is central to mathematics. Recognising that the digit ‘5’ in the number 54 has a different value from the number 5 or the ‘5’ in 504 is an important step in mathematical understanding.

Number and Place Value

• Count, both forwards and backwards, from any number, including past 100

• Read and write numbers up to 100 as digits • Count in 2s, 5s and 10s • Find ‘one more’ or ‘one less’ than a number • Use mathematical language such as ‘more’,

‘less’, ‘most’, ‘least’ and ‘equal’

Calculation•Use the +, -– and = symbols to write and understand simple number calculations •Represent and use number bonds and related subtraction facts within 20•Add and subtract one- and two-digit numbers, up to 20 •Solve missing number problems, such as 10 – ? = 6 •Begin to use simple multiplication by organising and counting objects

Fractions•Understand 1/ 4 and 1/2 to explain parts of an object or number of objects

Key Stage 1 and the New Curriculum

Measurement•Use practical apparatus to explore different lengths, weights and volumes •Use language such as ‘heavier’, ‘shorter’ and ‘empty’ to compare things they have measured •Recognise the different coins and notes of British currency •Use language of time, such as ‘yesterday’, ‘before’, days of the week and months of the year •Tell the time to the hour and half-hour, including drawing clock faces

Shape•Recognise and name some common 2-d shapes, such as squares, rectangles and triangles •Recognise and name some common 3-d shapes, such as cubes, cuboids and spheres •Describe movements, including quarter turns

Key Stage 1 and the New Curriculum

Calculation methods

• Experience maths using concrete objects. Physically move objects to

‘carry out’ operation

• Use Numicon and Diennes to help understanding of number, relative

size and how operations link together.

• Draw pictures and symbols to represent numbers.

• Mental methods – securing children’s fluency, enabling them to use

numbers efficiently. Ensure a good understanding of place value.

• Use number tracks, number lines and 100 square

• Written methods – progressive approach. Initially using expanded

method.

• Mental v’s written – choosing and using appropriate methods for the

question asked

Addition and Subtraction2 + 3 =I buy 2 cakes and my friend buys 3 cakes.How many cakes did we buy altogether?

(Children could draw a picture to help them work out the answer)

8 + 5 = 8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now?

(Children could use dots or tally marks to represent objects – quicker than drawing a picture)

pictures

symbols

5 – 2 =

I have five cakes. I eat two of them. How many do I have left?

A teddy bear costs £5 and a doll costs £2. How much more does the bear cost?

(Take away)

(Find the difference)

13 – 5 =

Mum baked 13 biscuits. I ate 5. How many were left?

Lisa has 13 felt tip pens and Tom has 5. How many more

does Lisa have?

Drawing a picture helps children to visualise the problem

Using dots or tally marks is quicker than drawing a detailed picture

(Take away)

(Find the difference)

• Counting on 18 + 5 =

Addition and Subtraction

18 19 20 21 22 23 24

+1 +1 +1 +1 +1

18 20 23

+2 +3

• 47 + 35 = 82

Addition

47 57 67 77 80 82

+10 +10+10+2+3

40 8 30 6 40 8+ 30 6

70 14

70 + 14 = 84

Subtraction

43 –

43 – 20 = 23

23 – 3 = 20

20 3

43 –

43 – 20 = 2 3

23 – 7 = 1 6

20 7

MultiplicationCounting in steps of …….

0 5 10 15 20 25Using pictures and symbols

3 x 2 = 6

Knowing multiplication facts

2 x 4 = 8

Multiplication

Repeated addition

Rectangular array

2 + 2 + 2 + 2 = 8

4 x 2 = 8

2 multiplied by 4

4 lots of 2

14 x 2 = 28

5 x 3 or 3 x 5

DivisionSharing or grouping?

6 cakes shared between 2

6 cakes put into groups of 2

6 ÷ 2 = 3

Division

15 ÷ 5 = 3

0 5 10 15

15 – I wonder how many 5’s?

Linking an array to division