1. Welcome to Year 1 Parental workshop
Mathematics

2. The national curriculum
Read and write numbers to 100, including 1-20 in words.
Count on and back in ones to, from and over 100 from any given number.
Given a number, identify one more and one less.
Represent and use number bonds and facts within 20
Add one digit and two digit numbers to 20, including zero
Subtract one digit and two digit numbers to 20, including zero
Count in multiples of 2, 5 and 10.
Read, write and interpret number sentences involving +, - and = (understand = means the same as)
Solve simple one step problems involving addition, using objects, pictures, unstructured and structured representations, and missing number problems such as = 5 + ? And 7 = 9 - ?

3. Our main aim of Year 1
Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures etc. Within a range of familiar contexts e.g. Passengers getting on or off a bus.

4. The counting bus
We start of by using a counting bus. This is a really concrete way of helping children to start adding. This particular picture tells the following story: There are 3 children on the bus, when the bus stops, 2 more children get on. How many children are there on the bus now? To solve this, the children would have their own bus and physical objects to move backwards and forwards as required.
This works in a very similar fashion when subtracting. There are 5 children on the bus. When the bus stops, 2 children get off. How many are left on the bus?
It is very important that the children have physical objects to help them with this.

5. Resources we can use
We use a variety of different resources in school, to help the children to develop a concrete understanding of the number system.

6. numicon
Numicon is a very useful resource that we rely on frequently in the classroom. The children start to use it in reception where they become familiar with each piece, the size, the shape, the colour.
(boxes out on the tables – allow parents to have a good look at them.
See how the pieces can slot together to create addition number sentences.

7. Adding with numicon
The counting bus story can then evolve – e.g. there were 3 children on the bus. When it stops 5 more children get on. How many are there on the bus now? Children can create this number sentence using the numicon pieces.

8. Subtracting with numicon
This works for subtraction in a similar way. There were 8 children no the bus. 5 children get off, how many are there left on the bus? By placing the smaller numicon piece on top of the larger one, it is really clear to see how many are left.

9. Number lines
The children are then encouraged to start using the numbers lines, - only if they are ready!
Counting on a number line up to 10. Initially children may count up from 0 then use number lines to support their own calculations by counting on in ones from the first number. Children will write the number sentence and work out. NOTE: A mark in each jump can help to signify it has been counted, e.g = 5
2 + 3 = 5

10. Number lines
Children are then encouraged to see that it is easier to start from the larger number. NOTE: Circle the start number.
4 + 3 = 7

11. Subtraction using number lines
6 – 4 = 2 by counting back on a number line NOTE: A mark on, in or above each jump can help to signify it has been counted.
6 – 4 = 2

12. Games

13. My favourite things
Counting – select 10 items (can be more) roll the dice and pass that number of items on to the next player. Want to be the person with the most items at the end.

14. First to 10 Again, good for basic counting.
Extend it by making the target higher, first to 50 for example. Then when the children have made ten they can bunch the straws together and tie with a pipecleaner. This develops place value skills, and the children can count the bunches in tens..

15. First to 0
This game works the same way. You can start the game with ten straws, or more for greater challenge. Roll the dice and take away that number of straws. If you start with a higher number, e.g. 50, you can have them bunched, and the children need to untie the bunches of 10 in order get rid of them. Frequent asking of who is closest to winning encourages more counting.

16. Dominoes – to make ten
With this game the children have to make each set of dominoes make 10 when they are placed end to end. This can be extended by changing the number they have to make.

17. What’s my number? Ext – use three digit numbers Is it an even number
Is it less than x
Is it more than x
Is the tens digit larger than the ones digit

18. Snakes and Ladders

20. Number riddles

21. What number am I?
I am odd. I am greater than 10. I am less than 15. My ones digit is different to my tens digit.