Welcome Early Years and Key

Stage 1 Maths Workshop

Number sense

• Number sense refers to a person’s general understanding of number and operations along with the ability to use this understanding in flexible ways to make mathematical judgements and to develop useful strategies for solving complex problems.

(NCTM1993)

Children with number senseUnderstand the different ways numbers are used

Can spot patterns in number

Develop calculation strategies and know when to use them

Can estimate a reasonable answer for a problem

Use the relationships among operations and knowledge of place value to solve problems

Are problem solversUnderstand number relationships can flexibly partition numbers

Use relationships among operations and knowledge of place value to solve problems

Understanding number

What exactly does the number 9

mean?

ResourcesCounters Unifix Number line100 square

Counting beads Place value cards

Numicon

Helping at home– Bath-time (filling and emptying containers, counting)– Counting rhymes– Talk about numbers in the environment (eg, front door numbers, number plates, road signs, bus numbers etc)– Help with the cooking (measuring, weighing, ordering the recipe)– Setting table places (how many plates/cups etc)– Paying in shops (including change)– Estimating amounts (how many apples/sweets?)- Games with die

New Curriculum

• Staged learning, not levelled learning

• New Curriculum linked to Calculation Policy where methods are staged

• School Website: About us – Policies and Key Information – Calculation Policy

Addition

Step 1: Counting rhyme and songs

• Children are encouraged to hear and learn rhymes and songs, especially with actions to initiate their counting development and concepts of more than and bigger than.

Addition

Step 2: Objects (Stage 1 / 2)

• Children make use of a wide variety of concrete apparatus to support their counting and matching 1-1 and to support their basic concept of addition.

 

3 + 2 =

•Pick out 3 dinosaurs and 2 dinosaurs and count them altogether.

• Here children should use resources such as bead strings.

Addition

Step 3: Pictures (Stage 1 / 2)

• Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, etc.

Addition

Step 4: The number line (Stage 1-3)

Children use number lines as a visual model to support calculations. 8 + 5 = 13 Once children are confident with number lines and as numbers are getting larger teachers should teach children how to use hundred squares.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+1 +1 +1 +1 +1

Addition

Step 4: The empty line (Stage 2 and early Stage 3)

The empty number line

You try one:

56 + 29 =

AdditionStep 5

• Partition the smallest number into tens and ones. Add the tens and then the ones.

• 77 + 46 =

• 77 + 40 = 117

• 117 + 6 = 123

• This can be recorded in children’s books.

Try one…

85 + 27 =

Subtraction

Step 1: Counting Rhyme and Songs

• Children are encouraged to hear and learn rhymes and songs, especially with actions to initiate their counting development and concepts of less than and smaller than.

Subtraction

• Step 2: Objects (Stage 1 / 2)

• Children make use of a wide variety of concrete apparatus to support their counting and matching 1-1 and to support their basic concept of taking away.

 

5 - 2 = 

•Pack out 5 dinosaurs and take 2 dinosaurs away. How many are left?

 

• Here children should use resources such as bead strings.

Subtraction

Step 3: Pictures (Stage 1 / 2)

• Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using dots, pictures, etc.

Subtraction Step 4: The number line (Stage 2 / 3)

Children use number lines as a visual model to support calculations. 13 – 5 = 8 The number line should also be used to show that 6 - 3 means the ‘difference between 6 and 3’ or ‘the difference between 3 and 6’ and how many jumps they are apart. Once children are confident with number lines and as numbers are getting larger teachers should teach children how to use hundred squares.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

-1 -1 -1 -1 -1

Stage 1 -3

SubtractionThe empty number line The empty number line helps to explain the steps in mental subtraction. Children will need to decide whether to count back or forward. It is useful to ask children whether counting up or back is the more efficient for calculations such as 57 – 12, 86 – 77 or 43 – 28. It can also be used to demonstrate finding the difference.

You try one:86 – 24 =

Subtraction

Step 5: Mental Partitioning (Stage 2 / 3)

 

• Partition the number to be subtracted into tens and ones. Subtract the tens and then the ones.

74 – 27

74 – 20 = 54

54 – 7 = 47Try one…53 – 25 =

3 Strands•Fluency

•Reasoning

•Problem-solving

For example…

13 – 5 = 11

True or False Why?

Mathletics

Useful websites

Google: • Woodlands Maths Zone

• Topsmarks

• ICT games