KS1 Maths Parent Workshop BK 27th February 2017

Aims of today To find out about the KS1 Maths Curriculum To use some of the resources we use in school to teach Maths To find out about how calculations are taught in KS1 To take away some ideas to support your children at home. To gain information about the Maths SATs assessments at the end of KS1 BK

The New Maths Curriculum Children should: 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. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. BK

Year One Count in Multiples of 2 Fluency Reasoning Problem Solving Continue the pattern 2, 4, 6, 8 …….. True or False I start at 2 and count in twos. I will say the number 9. There are 2 flowers in each pot. How many flowers are there in 10 pots? BK

Depth not acceleration… The old curriculum, measured in terms of levels, encouraged undue pace. Children were accelerated onto more complex concepts before really mastering earlier ones. The new curriculum encourages a study of fewer skills in greater depth – mastery. BK

Resources BK

What is “depth”?… Procedures Vs Concepts DE

Depth exists even in the simplest concepts...

Depth exists even in the simplest concepts...

Depth exists even in the simplest concepts...

Other conceptual representations... DE

Conceptual representations? DE

DE

Number Sense! Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts. DE

Number bonds to 10 Concrete Pictorial Abstract Use the numicon to show how you can make number bonds to 10. Draw a bar to represent number bonds to 10. Write number bonds to 10 in a logical order. DE

DE

Teaching principals Whole class teaching - no differentiation by acceleration Support and challenge through scaffolding, questioning and intervention How, why and efficient methods are explored Precise language Variation promotes deeper learning Intelligent practice develops fluency Sufficient time is spent on key concepts to embed learning Additional practice consolidates learning BK

Lesson Design Fewer topics in greater depth One learning aim per lesson Small connected steps Misconceptions are identified in advance and planned for Questions are planned to challenge thinking Context and representations are chosen to help students link concrete to abstract High quality resources are used BK

Progression in Calculation BK

Partitioning In KS1 we teach the children to partition numbers to help them to add and subtract. 34= 30 + 4 Using the diennes can you make the following numbers practically? 56 72 24 EH

The children learn how to add using diennes and a place value mat The children learn how to add using diennes and a place value mat. This can also be represented as jottings. EH = 56 +

Addition on a numberline EH

Subtraction We also use diennes and a place value mat to teach children to subtract.

Subtraction on a numberline EH Finding the Difference

Chose one of the methods to solve the following number sentences EH

Multiplication By the end of KS1 children are expected to know their 2, 3, 5 and 10 times tables. Multiplication in KS1 is taught using arrays. BK Can you make an array using the peg boards on your tables?

Multiplication on a numberline BK

Division as sharing 12 4 = 3 BK

Division as grouping BK

Use the multilink to solve the following number sentence. BK Did you share or group to find your answer?

Division on a numberline BK

End of Key Stage One Assessments

BK