Helping with your Child’s Development in Mathematics Year 1

End of Year Targets (see handout) Your child should achieve most of these targets by the end of Year 1. Some targets are harder than they seem, e.g. children who can count up to 20 may still have trouble saying which number comes after 12. They may have to start at 1 and count from there. Work your way through these targets with your child at home, by: Putting a tick beside the areas that they are comfortable with. Explaining the areas that they find difficult.

Addition In Year 1 children start addition by using pictorial representation, for example: 2 + 1 = 3 Children count the pictures they have drawn to find the answer. Once the children feel more confident with addition they move onto finding out the answer by counting on (with the use of a number line), e.g. 22 + 4 = Then, Children learn to put the large number in their head (for example 9) and count on the amount that is needed to complete the sum (for example 6): “Put 9 in your head and count 6 more fingers 9… 10 11 12 13 14 15”

Addition - Partitioning The children are introduced to the concept of ‘Partitioning’ towards the end of Year 1. The children look at adding 2 two digit numbers together by breaking down numbers into tens and units. For example: 21 + 32 (20 + 30 = 50) and (1 + 2 = 3) then 50 + 3 = 53! OR T U 2 3 1 2 + 5 3

Subtraction Children in Year 1 start with solving simple subtraction problems or recording with pictorial representations and numbers, for example: 7 – 3 = 4 They must understand subtraction as ‘take away’. When children have an understanding of simple subtraction with pictorial representations they start to use number lines and number tracks to count backwards to solve a problem, e.g.

Subtraction Children are asked to find a ‘difference’ by counting up; “I have saved 5p. The socks that I want to buy cost 11p. How much more do I need in order to buy the socks?” Use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number; “I have 11 toy cars. There are 5 cars too many to fit in the garage. How many cars fit in the garage?” + 6 -5

Number Bonds 3 + 4 = = 3 + 4 3 + = 7 7 = + 4 + 4 = 7 7 = 3 + 3 + 4 = = 3 + 4 3 + = 7 7 = + 4 + 4 = 7 7 = 3 + + = 7 7 = + 7 - 3 = = 7 - 3 7 - = 4 4 = - 3 - 3 = 4 4 = 7 - - = 4 4 = - Number Bonds allow children to see the inverse relationship between addition and subtraction.

Use of the 100 Square Used to count in 10s Less Than Less Than More Than More Than Used to count in 1s

Missing Number Sequences Jumping Forwards: 2, 4, 6, __, __, __, __, __. Children can use a number line to complete this sequence: Jumping Backwards: 20, 18, 16, 14, __, __, __, __, __. Practice counting forwards and backwards in 2s with your children so that they can gain faster recall and speed in this area.

Using Mathematics in your Child’s Daily Life (see booklet) Have a quick look at the booklet now. Read in detail at home and try to make use of the games and question asking as much as you can. Math is All Around Us!

Resources Maths Mat Number Line Number String Beads Counting Blocks

Resources Clocks 2D & 3D Shape Bag

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