Cippenham Infant SchoolMaths Workshop

Number and Calculations15th January 2014

Believe and Achieve Together

We all use Maths all day everyday!

• We look at the clock to tell the time before we get out of bed.

• We estimate how far it is to the floor!

• We know how many degrees to turn the tap so that we get enough water without getting soaked!

• We measure the cornflakes in our bowl so they don't spill over!

• We go to the shops, pay bills, pay for the bus…you get the picture!

• Today we will focus on number and calculating and aim to show you how we develop your child’s mathematical knowledge at school and provide some ideas how you can best support them at home.

• A document called Early Years Outcomes is used to plan relevant activities and learning

opportunities at age related expectations.

• All pupils are aiming to meet the Early Learning Goal (ELG)

• In FS maths there are 2 main areas of learning:Number and Shape Space and Measures

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Foundation Stage - How its Done!Early Year Outcomes.

FS - Number

Children count reliably with numbers from one to 20, place them in order and say

which number is one more or 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.

They solve problems, including doubling, halving and sharing.

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What are the Early Learning Goals for Number?

• The new National Curriculum is not statutory in mathematics until September 2015

• At Cippenham Infant School we use the current National Curriculum and School Targets to plan

effectively for every child.

• Nationally pupils are expected to achieve level 2b at the end of year two, although at Cippenham Infant

School we always aim higher!

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Key Stage One - How its Done!The National Curriculum

The National Curriculum has 3 main areas of learning…

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1. Using and applying - Problem solving - Communicating - Reasoning

2. Number (including Data handling) - Numbers and the number system - Calculations - Solving numerical problems - Processing, representing and interpreting data

3. Shape, space and measures - Understanding patterns and properties of shapes - Understanding properties of position and movement - Understanding measures

KS1 – NumberLevel 1

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Count up to 10 objectsRead, write numbers to 10Order numbers to 10Understand addition as finding the total of two or more sets of objectsUnderstand subtraction as ‘taking away’ objects from a set and finding how many are leftAdd and subtract numbers or objects to 10Begin to know some addition factsSolve addition and subtraction problems involving up to 10 objects (practically)Record work with objects, pictures, diagramsBegin to use + and =

KS1 – NumberLevel 2 (c, b, a)

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Count sets reliably (10’s, 2’s 5’s)Know place value of 2 digit numbersRecognise odd and even numbers Use the knowledge that subtraction is the inverse of additionUnderstand halving as a way of ‘undoing’ doubling and vice versa Use mental recall of addition facts to 10Use mental calculation strategies to solve number problems including those involving money and measuresChoose appropriate operation when solving addition and subtraction problemsSolve number problems involving money and measuresRecord their work number sentences

First, we begin with fun practical activities.

You have 2 sweets. I give you 1 more. How many do you have altogether?

You have 4 pencils. I take one away.How many pencils do you have left?

Addition and Subtraction

Then, we learn how to write it as a number sentence.

2 + 1 = 3

4 - 1 = 3

Addition and Subtraction

Using a number track8 + 5 = ?

Put your finger on 8….jump on 5…What number did you land on?

15-7=?Put your finger on 15….jump back 7….

What number did you land on?

Addition and subtraction

Have a go!

8 + 7 = We always remind the children to count

the jumps not the numbers!

Addition and subtraction

Mental methods 15+3=18“Put 15 in your head, count on 3.What number did you land on?”

19-6=13“Put 19 in your head, count back 6.What number did you land on?”

The teachers like to call it ‘Grab and Chin It!’

 

Addition

Have a go!

18+6=?‘Grab and Chin It!’

 

Addition

Using a hundred squareOnce there is understanding of the value of Tens and Units we use the 100 Square to work out the answer.

15+12=?“Put you finger on 15. Add 10

by jumping down one row, then add 2 by jumping along 2. What number did you land on?”

27-14=?“Put your finger on 27. Take

away 10 by jumping up one row, then take away 4 by jumping back 4. What number did you land on?

Addition and Subtraction

Mental methods and number sentencesOnce there is understanding of the value of Tens and Units then we use this method but remember we always keep the first number whole!

15+12= 37-2615+10=25 37-20=1725+2=27 17+6=11

The children use Dennes blocks to support their understanding. Also, until they are confident at counting on and back in Tens and Units in their head they can use a 100 square to check their answers.

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Addition and subtraction

Have a go at the long written method!

17+14=? 35-22=?

Remember we always keep the first number whole!

Addition and subtraction

How we teach it… Number sequences2, 4, 6, 8, 10…. 5, 10, 15, 20… 10, 20, 30, 40…DoublingCounting repeated groups of objectsSolving worded problems practicallyJumping along a number track in equal stepsUsing pictorial methods

Multiplication

Counting repeated groups… 2+2+2+2 = 8 4 lots of

24 x 2 =

Using a number track…3x2=6“Put your finger on 0 and jump in 2s Three times. The answer is the number you land on.”

Pictorial methods - ArraysThree rows of 2…

3 lots of 23 x 2

For example…

How we teach it… Sharing objects into equal groups

Solving worded problems practically

Jumping along a number track in equal steps

For example…

Sharing objects into equal groups 6 apple shared into equal groups… How many in each group? 6÷3=2

Jumping along a number track in equal steps8÷2=“Put your finger on 8, jump backin 2s. The answer is how many jumps it takes to get to 0

Division

Level 1Use mathematics as an integral part of classroom activities, (with support)- engage with practical mathematical activities involving sorting, counting and measuring by direct comparison- begin to understand the relevance of mathematical ideas to everyday situations by using them in role-play

Level 2Select the mathematics they use in some classroom activities (with support)- find a starting point, identifying key facts/relevant information- use apparatus, diagrams, role-play, etc. to represent and clarify a problem- move between different representations of a problem, e.g. a situation described in words, a diagram, etc.- adopt a suggested model or systematic approach- use mathematical content from levels 1 and 2 to solve problems and investigate

Using and Applying

During all maths activities the children need to be able to use and apply what they know.

We have to ask the right questions to support the children in learning how to use and apply their knowledge.

This is really important when solving real life problems.

Using and applying

I spend 35p at the shops. If I pay with 50p how

much change will I get?

Have a go!Using any of the methods we have looked at today, what would be the best method for the children to use to work

out the answer?

For example…

What are the important numbers?

How do you know?

?What are the

important words?

What do you need to do to work out the

answer?

What can you do check your answer is right?

Questions

Learning is a journey!

At CIS learning is exciting, challenging and personal.

Children should rarely stop on their school journey. If and when they do we all need to be

there to ensure they continue rapidly and confidently to enable them to be the best they

can be.

How can you support your child on their learning journey?

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How can you support your child on their learning journey?

Use school methods when completing homework.Borrow a maths game and share mathematical experiences that are fun.Day to day tasks are a mathematical opportunity!

Count the stairs to bed, look at even and odd numbers on houses, add together the numbers on a car number plate, cutting a cake into even slices…Play relevant learning games on the computer.One of the most valuable things you can do is to ask the magic question... ”How did you work it out?” If children can explain what they have done they will consolidate their own understanding and misconceptions can be addressed.Always ask the teachers if you have any questions.

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Tuesday 21st and Wednesday 22nd January9.15am - 10.15am

We look forward to welcoming you into school.

Families into maths