1. St Peter’s CEP School
MATHS EVENING
November 2017

2. Objectives:
:Explain and demonstrate how Maths is taught at St Peter’s in Mars, Pluto and Earth.
:Increase your confidence with supporting your child at home.

5. Typical lesson: 1.Fluency practice
2.Introduce learning- question/practical task
3.Develop learning – stem sentence
4.Guided class practice – mastery, vary numbers and examples
5.Independent and/or adult led activity- chilli tasks
6.Plenary- reasoning activity

7. Concrete: real life examples, use of manipulatives- numicon, dienes, place value counters, objects, tens frames, cubes, bead string
place value counters
numicon
bead string
dienes

8. Pictorial: part part whole model, bar models, drawings, number lines
part part whole model bar models number lines
whole
part part

9. Largest number first. 21 Add the tens 21+10=31 Add the ones 31+2=33
Abstract: learning sentences, calculations
21+12=
Largest number first. 21
Add the tens =31
Add the ones =33

10. count reliably with numbers from one to 20
In Reception:
The Early Years Foundation Stage curriculum says that to reach expected standards in the Early Learning Goals at the end of Reception for Mathematics/Number, children must:
count reliably with numbers from one to 20
place them in order and say which number is one more or one less than a given number
using quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer.
solve problems, including doubling, halving and sharing.

11. counting The most important foundation for this is
and can be reinforced at home at any given opportunity.
To achieve a depth of understanding, it’s not just reciting the number names, almost like song words: it’s understanding of what that means as an amount, and what it looks like in relation to other amounts. So, children need to be secure in:
Matching one number name to one object – moving it, or lining it up, or from a group that can’t be moved
Recognising what smaller amounts (0-5) look like without counting and being able to estimate an amount
Counting on or back from any given number
Solving problems such as:
Are there enough for us all?
How many more do we need?
How can we share them so that it’s fair? etc

12. ADDITION
AND SUBTRACTION

13. MANIPULATIVES
Combining two parts to make a whole (use other resources too e.g. eggs, shells, teddy bears etc) =
= 7

14. Physically taking away and removing objects from a whole
MANIPULATIVES
Physically taking away and removing objects from a whole  

15. MANIPULATIVES OR NUMBER LINE 44 + 2 = 6
Counting on from the biggest number using number lines by using cubes or numicon.
Largest number first
Count on
= 6

16. Counting back (using number lines or number tracks)
MANIPULATIVES
OR NUMBER LINE
Counting back (using number lines or number tracks)
Largest number first
Count back
6-2=4

17. Finding the difference
MANIPULATIVES
OR NUMBER LINE
Finding the difference
Using cubes, numicon or Cuisenaire rods, other objects can also be used
Number line
Circle the smallest number
Circle the largest number
Count on
What is the difference?
8-6=2
What is the difference between 8 and 6?

18. Regrouping to make 10 by using ten frames and counters/cubes
MANIPULATIVES
Bridging 10
Regrouping to make 10 by using ten frames and counters/cubes
Bridging 10
Number line
Largest number first
Make ten
What is left?
Largest number first
Make ten
What is left?
6+5=11

19. NUMBER LINE 14-6=8 Counting on using a number line
Smallest number first
Make ten
Add tens
What is left?
Smallest number first
Make ten
What is left?
14-6=8

20. PARTITIONING 45 + 36= ? 45 + 30 = 75 75 + 6 = 81 Largest number first.
Add the tens.
Add the ones.
= ?
= 75
= 81

21. PARTITIONING 75 - 36= ? 75 - 30 = 45 45 - 6 = 39 Largest number first.
Subtract the tens.
Subtract the ones.
= ?
= 45
= 39

22. Regroup when you make 10 or 100.
EXPANDED
Largest number first.
Start at the ones.
Regroup when you make 10 or 100.

23. Exchange when more on the floor.
EXPANDED
Largest number first.
Start at the ones.
Exchange when more on the floor.

24. MULTIPLICATION

25. MANIPULATIVES
Repeated grouping/repeated addition (does not have to be restricted to cubes) 3 x 4 or 3 lots of 4

26. NUMBER LINE

27. PARTITIONING
Multiply the ones.
Multiply the tens.
Add together.

28. DIVISION

29. Understand division as repeated grouping
MANPULATIVES
Understand division as repeated grouping
6 ÷ 2

30. MANIPULATIVES 6 ÷ 2 = 6 shared between 2
(other concrete objects can also be used e.g. children and hoops, teddy bears, cakes and plates)
Picture
6 ÷ 2 =

31. Division as grouping - the unknown factor is the number of the groups.
NUMBER LINE
Division as grouping - the unknown factor is the number of the groups.
Understand division as repeated grouping 6 ÷ 2

32. Division as sharing - the unknown factor is the size of the groups.
NUMBER LINE
Division as sharing - the unknown factor is the size of the groups.
Understand division as sharing 6 ÷ 2

33. ARRAYS How many groups of ( ) can you make with ( ) HTO ?
Show the inverse with division and
multiplication facts.

34. COMPACT
How many groups of ( )
can you make with ( ) HTO ?