1. KS 1 Maths: what the children learn and our methods of teaching.
Mrs Baird

2. Maths should be fun
Mickey Mouse: "Arithmetic is being able to count up to twenty without taking off your shoes."

3. Key features of how mathematics is taught in KS1
An emphasis on the development of mental calculation
A greater focus on the development of number skills and knowledge
Informal methods of calculation until children can understand why and how they can use a formal method of calculation.

4. What do we teach in KS1 Maths?
Number bonds from 10 to 20 ( ie 7+3=10, 18+2= 20), from 10 to 100 (ie = 100, 35+65=100)
Basic multiplication ( times tables 2-12 )
Basic division (inverse of multiplication )
Fractions ( ½ , ¼, 1/3 2/4 )
Addition and subtraction to 100
Place value ( units, tens and hundreds)
Time ( o’clock, half past, quarter to, quarter past,5 minute intervals )
Measurement ( weight, length, capacity)
Money ( everyday money- calculating change)
Problem solving
Handling data ( graphing, tables, sorting data)
Shape and space
Today we will focus on the red highlighted examples

5. Maths Vocabulary
+,addition, more, plus, make, sum, total altogether, score, double, near double, one more……, ten more…, one hundred more, how many more to make….? How many more is..then..? How many more is…?
-, subtraction, subtract, take (away), minus, leave, how many are left/left over? How many have gone? One less, two less, ten less… how many fewer is….than….? How much less is…? Difference between, is the same as.
X, multiplication, lots of, groups of, times, multiply, twice, three times…. Ten times, times as (big, long, wide….and so on), repeated addition, array, row, column, double
÷, division, Halve, share equally, one each, two each, three each….. Group in pairs, threes…tens, equal groups of, divide, divided by, divided into, left, left over

6. Place Value We use place value cards
in combination with unifix cubes and
100 squares to recognize
values of numbers.
i.e. make the number 245
Step 1: separate the number to its value
2 hundreds, 4 tens and 5 units
Step 2: make that number with either cubes or a value card.

7. Number bonds
Number bonds are often referred to as “number pairs”. They are simply pairs of numbers that make up a given number e.g. 1+9=10, 2+8=10, 3+7=10 etc

8. Ways of teaching addition and subtraction count on/ count back
Adding = 8
Step 1: start on the biggest number and count on in jumps.
Subtracting 18- 4= 14
Step 1: start on the biggest number and count back in jumps.

9. Addition and Subtraction with a number square
Adding 12
54 +12= 66
Step 1 :Partition the number
( one 10, two units) 10 & 2
Step 2: add on the 10 ( down 1)
Step 3 add on the units ( right 2)
Adding 10 go down 1
Subtracting 10 up 1
Adding 1go right 1
Subtracting 1 go left 1

10. Addition- Partitioning
( ) + (2 + 3)
90 + 5= 95

11. Subtraction- partitioning
73-21
70-20=50
= 2 52

12. Ways of teaching adding and subtraction
Using a blank number line
= 59
Step 1: partition 2nd number ( tens (20) and 5 units)
Step 2: jump the 10’s ( 2 tens)
Step 3: jump the units ( 5)

13. We also teach this using carrying and decomposition
Column addition and subtraction (-don’t forget to estimate the answer first)
H T U
4 3
6 6
We also teach this using carrying and decomposition

14. Multiplication- Grouping
No of lots how many per group total
x =
Is the same as 3 lots of 5 or = 15
Use pictorial cues to represent a x sum.
Encourage them to write the sum: + +
= 15

15. Multiplication as repeated addition
Children understand multiplication as ‘repeated addition’ and use a number line to carry out calculations
e.g. 3 x 5 =
Children develop an understanding that the numbers being multiplied together can be switched around, but the answer remains the same
Children understand that 3 x 5 has the same answer as 5 x 3

16. Using a number grid for patterns and multiplication
Use the number square to identify odd and even numbers
Learn tables using the number square. Look for patterns.

17. Division- Grouping/Sharing
Children group/share objects practically and group objects together
e.g. 9÷3= 3
Arrays 6÷2=3
We also look at what happens when we can’t divide a number into equal parts- “remainders”
6÷3=2

18. Division as the inverse of multiplication
3x4=12
4x3=12
12÷3=4
12÷4=3

19. Practical Maths
Making maths practical by using real life experience. Try some of these at home with your child:
Using money
Using food
Cooking
Measuring jugs