Wednesday 7th June 2017 James Swift / Maths Manager / Year 2 Teacher Maths Workshop Wednesday 7th June 2017 James Swift / Maths Manager / Year 2 Teacher

What are the aims of teaching Maths at Sarisbury? Mathematics is all around us in the world and environments we live in, making it a vital tool for everyday life. We recognise its importance and through our aims, support every child in becoming a confident and proficient mathematician. Our aims are: To develop children’s confidence in their mathematical abilities by providing exciting, positive learning experiences of mathematics. To develop children’s efficiency by providing them with a range of mathematical strategies they can choose from. To develop children’s reasoning skills through ‘mathematical talk’ and applying skills in different situations and real life contexts. To develop children’s problem solving skills. We ensure that your child’s Maths learning is active, fun, enjoyable, engaging, hands on and enriching. What are the aims of teaching Maths at Sarisbury?

What ‘Maths’ do we teach at Sarisbury? Early Years Counting reliably forwards and backwards One to one correspondence Placing numbers in order One more and one less Match collection of objects to numbers Begin to estimate and guess how many Addition, counting on 3 + 4 = 7 Subtraction, taking away 6 – 1 = 5 Shape, Space and Measure Key Stage One Counting Place Value e.g. 34 (3 tens 4 ones) Addition Subtraction Multiplication Division Fractions Time Shape Measurement Money Problem Solving Handling Data What ‘Maths’ do we teach at Sarisbury?

What does Maths look like in the classroom? Practical Fun! Interactive Engaging Enriching What does Maths look like in the classroom? Practical, concrete resources Guided Teacher Lead Activities Independent Activities Maths Marines Key Stage One / 10 minute afternoon sessions to develop fluency of number and instant recall Maths Focus Days

To reach Early Learning Goal in Reception, what must an ‘expected’ child achieve in Maths ? Number Early Learning Goal: Children count reliably with numbers from 1 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 2 single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, Space and Measure Early Learning Goal: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

How do we teach Maths in Early Years?

How can I begin to support my child’s Maths skills ready for Year One? Important Number Facts Know the number bonds for all numbers to 10 and the related subtraction facts. Know the number bonds for all numbers to 20 and the related subtraction facts. Finding +1 and -1 of a number, then +10 and -10 Count in steps of 2 and 10, then 5 Recognise odd and even numbers How can I begin to support my child’s Maths skills ready for Year One?

How do we teach Maths in Year One? Jack found 20 magic beans. He decided to give 3 to his Mum. How many did Jack have left?

Number and Place Value Count to 100 forward and backwards beginning with 0 or from any given number. Counts in twos, fives and tens from zero. Reads and write numbers up to 100. Identifies one more and one less / ten more and ten less from any given number. Addition and Subtraction Represents and uses number bonds (1 + 19 = 20) and related subtraction facts within 20 (20 – 19 = 1). Fractions Recognises, finds and names a ½ as one of two equal parts of an object, shape or quantity. Measurement Compare, describes and solves problems for lengths, heights, weights and capacity. Tell the time to the hour and half past the hour and draws the hands on a clock face to show these times. Shape Recognise and names common 2D and 3D shapes. By the end of Year One, what must an ‘expected’ child achieve in Maths ?

How can I begin to support my child’s Maths skills ready for Year Two? Important Number Facts (further embedding from Year 1) Count in steps of 3 Apply the inverse operation to check calculations and solve missing number problems. For example: I know that 13 + 4 = 17 therefore 17 – 4 = 13 and 17 – 13 = 4. For example: 17 - ? = 14 therefore 14 + ? = 17. ? is 3. Know number bonds to 100 using multiples of 10 using related number bond to 10 facts. For example: If I know that 1+ 9 = 10, then I also know that 10 + 90 = 100. Know the 2, 5 and 10 times table, then 3 How can I begin to support my child’s Maths skills ready for Year Two?

How do we teach Maths in Year Two? Kristoff has no more than 20 carrots in Sven’s bag. He counts his carrots in groups of 2. He has 1 left over. Then he counts his carrots in groups of 5. He has 2 left over. How many carrots could Kristoff have? Is there another answer? How do we teach Maths in Year Two?

By the end of Year Two, what must an ‘expected’ child achieve in Maths By the end of Year Two, what must an ‘expected’ child achieve in Maths? *Interim Framework for 2016-2017*

How can you support your child at home? Make Maths as practical as possible, use and move things. Link Maths to real life experiences as it is vital the children see why they need maths. Play games such as snakes and ladders, ludo, dominoes, Uno Websites / Apps www.sarisburyinfants.co.uk/key-information/curriculum/maths http://www.ictgames.com/resources.html http://www.bbc.co.uk/bitesize/ks1/maths/ http://www.topmarks.co.uk/maths-games/5-7-years/counting

Maths Tool Bag £5.00 If you are interested, please write your child’s name down and a pack will become available for you to purchase from the Office.