Parent workshop - Maths

Welcome

The aim of the session

• To outline the national expectations for maths in KS1 (year 1 and 2)

• To share how we teach maths in KS1 at Belleville

• To offer strategies you may want to use when supporting your children at home

What we have to do!National Curriculum - Maths

The National Curriculum for Mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

National Curriculum - MathsThe National Curriculum for Mathematics aims to ensure that all pupils:

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and perseveringin seeking solutions.

National Curriculum - Maths

The National Curriculum emphasizes the importance of all pupils mastering the content taught each yearand discourages the acceleration of pupils into content from subsequent years.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.

Going deeper not higher!

Year 1 – number and place value- count to and across 100, forwards and

backwards, beginning with 0 or 1, or from any given number

- count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

- given a number, identify one more and one less

Year 1 – number and place value

- identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

- read and write numbers from 1 to 20 in numerals and words

Year 2 – number and place value- count in steps of 2, 3, and 5 from 0, and in tens

from any number, forward and 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.

Year 2 – number and place value- 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.

Year 1 – addition and subtraction- 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 pictorialrepresentations, and missingnumber problems

Year 2 – addition and subtraction- solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures - applying their increasing knowledge of mental and written methods - recall and use addition and subtraction facts to 20

fluently, and derive and use related facts up to 100

Year 2 – addition and subtraction

- 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 • adding three one-digit numbers

Year 2 – addition and subtraction- show that addition of two numbers can be

done in any order (commutative) and subtraction of one number from another cannot

- recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Year 1 – multiplication and division- solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Year 2 - multiplication- recall and use multiplication and division facts

for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

- calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Year 2 - multiplication- show that multiplication of two numbers can

be done in any order (commutative) and division of one number by another cannot

- solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Year 1 - fractions

- recognise, find and name a half as one of two equal parts of an object, shape or quantity

- recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Year 2 - fractions

- recognise, find, name and write fractions 1/3, ¼, ½ and ¾ of a length, shape, set of objects or quantity

- write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½ .

Year 1 - measurement- compare, describe and solve practical

problems for: • lengths and heights [for example, long/short,

longer/shorter, tall/short, double/half] • mass/weight [for example, heavy/light,

heavier than, lighter than] • capacity and volume [for example, full/empty,

more than, less than, half, half full, quarter] • time [for example, quicker, slower, earlier,

later]

Year 1 - measurement- measure and begin to record the following: • lengths and heights • mass/weight • capacity and volume • time (hours, minutes, seconds) - recognise and know the value of different

denominations of coins and notes

Year 1 - measurement- sequence events in chronological order using

language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

- recognise and use language relating to dates, including days of the week, weeks, months and years

- tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Year 2 - measurement- choose and use appropriate standard units to

estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

- compare and order lengths, mass, volume/capacity and record the results using >, < and =

Year 2 - measurement- recognise and use symbols for pounds (£) and

pence (p); combine amounts to make a particular value

- find different combinations of coins that equal the same amounts of money

- solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Year 2 - measurement

- compare and sequence intervals of time - tell and write the time to five minutes,

including quarter past/to the hour and draw the hands on a clock face to show these times

- know the number of minutes in an hour and the number of hours in a day.

Year 1 - geometry- recognise and name common 2-D and 3-D

shapes, including: • 2-D shapes [for example, rectangles (including

squares), circles and triangles] • 3-D shapes [for example, cuboids (including

cubes), pyramids and spheres]- describe position, direction and movement,

including whole, half, quarter and three-quarter turns.

Year 2 - geometry- identify and describe the properties of 2-D shapes,

including the number of sides and line symmetry in a vertical line

- identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

- identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]

- compare and sort common 2-D and 3-D shapes and everyday objects

Year 2 - geometry- order and arrange combinations of

mathematical objects in patterns and sequences

- use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise).

Year 2 - statistics- interpret and construct simple pictograms,

tally charts, block diagrams and simple tables - ask and answer simple questions by counting

the number of objects in each category and sorting the categories by quantity

- ask and answer questions about totalling and comparing categorical data

What does that look like in our classrooms?

• Teaching uses the ‘Singapore maths’ style • Each lesson based around a ‘real life’ problem• Concrete-pictorial-abstract approach• Lots of discussion, explanation and solving

problems in different ways • All working on the same problems• Use of textbooks and workbooks

How do we develop deep understanding?

• Concrete – The DOING stage• Pictorial/Representational – The

SEEING stage• Abstract – The SYMBOLIC Stage

Concrete – The DOING stage

A child is first introduced to an idea or a skill by acting it out with real objects.

This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

Pictorial – The SEEING stageA child has sufficiently understood the hands-on

experiences, has performed and can now relate them to representations, such as a diagram or picture of the problem.

Abstract – The SYMBOLIC Stage

A child is now capable of representingproblems by using mathematical notation,for example:

6 – 4 =21 + 9 = 30

Lesson structure: a three-part lessonAnchor task (In focus) A problem that promotes discussion using manipulatives and usually ‘real life’ objects. Working as a class, it gives the opportunity to addressmisconceptions and to challenge and support throughquestioning.

Guided practiceA series of problems for children to work through in pairs,giving opportunity for evaluating children's learning.

Independent workTo assess children's understanding of the learnt concept.

Building a love of mathstogether

What can you do at home?

Building a love of maths together• Ask LOTS of questions around making numbers,

seeing patterns and linking ideas. Expect explanations using maths language!

• What is 29 made from? Explain how you know.

• I am going to count in twos or fives to 20. How many steps will it take to reach 0?, How do you know?

• ‘When I count in tens from any number the ones digit stays the same.’ Do you agree? Explain.

Add and subtract everything!

• Fruit in your shopping basket, eggs in an egg box - as you load and unload

• Chips on your plate – subtract as you eat

• Windows on the houses or flats where you live

• Cutlery as you lay the table – how many more make…?

Building a love of maths together

Building a love of maths togetherMultiplication and division:- Baking- 5, 10, … , 20, … ,

In school:Together Rosie and Jim have £12.Rosie has twice as much as Jim.How much does Jim have?12 divided by 3 = 4Jim has £4 At home: replace with your family names

Building a love of maths together

Can you show how to make …p?How many ways?How do you know?

I have five coins in my pocket.What is the greatest amount they could make?What is the least?

Children love money! But when do they see you using cash?

Building a love of maths together

Ask the time: (analogue not digital)

What time do we wake up at?

When does school start?

Brownies/ cubs finishes at…?

Read your watch out loud – the minute hand is pointing to the… and the hour hand is pointing to the…. What time is that?

Building a love of maths togetherStatistics:

Use colours.- Cars in a car park?- Cars passing the window?- Sweets in a bag?- Pegs on a washing line?- Socks in the washbox?

Building a love of maths togetherMake maths interesting and fun:- Sing number songs and rhymes together—

Mathletics. - Give your child the opportunity to count a range

of interesting objects (coins, pasta, shapes, buttons etc.). Encourage them to touch and move each object as they count.

- Count things you cannot touch (or see clearly). Try lights on the ceiling, window panes, jumps, hops or claps.

Building a love of maths togetherMake maths interesting and fun:- Play games that involve counting (e.g. snakes

and ladders, dice games, Monopoly). - Make mistakes when chanting, counting or

ordering numbers. Can your child spot where you went wrong?

- Choose a number of the week/day to work with. Practise counting in 5s. Count out groups of 5 objects (5 dolls, 5 bricks, 5 pens, pebbles).

Building a love of maths togetherMake maths interesting and fun:- Halve and doubling numbers, order random

numbers, count in 2s, 5s and 10s. - Learn number bonds to ten using your fingers.

Give your child a number up to ten and ask your child to give you the different ways of making it e.g. 7 could be made by adding 6 + 1 or 5 + 2 etc.

Building a love of maths togetherMake maths interesting and fun:- Throw two or more dice. Ask your child to find

the total of the numbers (+) and the difference between (-).

- Play ‘ping pong’ to practise number bonds with your child - you say a number and they reply with how much more is needed to make 5, 10 or 20. - Plan an outing. Ask your child to think about what time you will need to set off and how much money you will need.

Your turn!!

Your on-going help• Ask your child to show you how they solve the

problem. If they get stuck, don’t rush them. Praise effort and reassure them that they’ll get it with practice.

• Find opportunities to solve maths problems everywhere. Take real-life situations and look for patterns, connections and things that can be matched. Play games that involve numbers. Show them that maths is fun and isn’t only reserved for the classroom.

• Never say you are rubbish at maths!