1. Maths at Churchdown Village Infant School 2018/19

2. What Maths Means To Us.
At Churchdown Village Infant School we teach Maths so that every child will have confidence and a secure understanding of mathematics.
We believe that this enables a solid base which will develop into life long skills.

3. There are two types of maths that we teach:
Reception – Year 2
There are two types of maths that we teach:
Number
Value of number, formation, four operations
Shape, Space and measure
2 and 3d shapes, weight, length, capacity, money

4. Aims of the KS1 National Curriculum
To become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
To be able to solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

5. Principal Focus in KS1
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools). An emphasis on practice at this early stage will aid fluency.
Department for Education, 2013 5

6. In Reception
We work on the skills needed to enable the children to have a good start to KS1
Building a secure understanding of number will enable the children to work on shape space and measure
We are currently working on the value of the numbers up to 10

7. Recording in Reception
We use number rhymes to help the children to remember how to form each number.
The children start by tracing the numbers but we start to see them writing them in their independent activities too.

8. How we lay out our work in years one and two

9. Practical Resources
How many different calculations can you do with this domino?

11. Stories and Symbols to Record (YR-Y2)
9 people on the bus, 4 more get on at the next stop. How many people on the bus now?
xxxxxxxxx+xxxx=1xxx (13) 11

12. Adding a single digit number to a double digit number using Number Stories Using Simple Number Lines or Hundred Squares 18 children have hot lunches and 5 children have lunch boxes. How many children are there altogether?
18+5=

13. Y1 & Y2
Number lines
If there are 25 cars in a car park and 12 more cars drive in how many cars will be in the car park? =
Helps to understand crossing the tens barrier. Shows relative position of numbers. Reinforces place value.

14. Year 2 Bridging the Tens Number line 16p+ 68p= 68p+16p= 84p 68p 78p
I save 16p and dad gives me 68p more for doing jobs.
How much will I have now?
16p+ 68p=
68p+16p=
+10p
+6p
84p
68p p
Helps to understand crossing the tens barrier. Shows relative position of numbers. Reinforces place value.

15. Partitioning to Double
Y1 & Y2
Partitioning to Double
What is double 12?
12+12=
= 20
2 + 2 = 4
20 +4 =24
Again place value is reinforced and numbers are manageable and hopefully children can estimate easier.

16. Bridging the Ten by Partitioning
There are 2 shelves on my book case. 45 books on the top shelf and 46 books on the bottom one. How many books are on my book case?
45+46=
= 80
5 + 6 = 11
=91
Again place value is reinforced and numbers are manageable and hopefully children can estimate easier.

17. Using Pictures and Symbols
End of Y2
Using Pictures and Symbols =
=200
20+10=3
2+3=5
=235
Begin to use a more formal method whilst still showing relative values of the digits they are adding up. Neatness columns needed to 17

19. Using Pictures (Reception & Beyond)
I have 5 cakes and I eat 2. How many cakes do I have left?
Simple recording =3

20. Number line – Subtraction by taking away/Difference
Y1-Y2
Number line – Subtraction by taking away/Difference
Start with the biggest number and count back = -1 14 15
Again using a number line but this time it’s counting backwards from the largest number taking away in chunks of tens and units.

21. Number line – Subtraction by taking away/Difference
Y1-Y2
Number line – Subtraction by taking away/Difference
Start with the biggest number and count back =
-10 -9 15 34 24
Again using a number line but this time it’s counting backwards from the largest number taking away in chunks of tens and units.

22. For finding the difference or for giving changeY2
Number line – subtraction by counting on
For finding the difference or for giving change
I buy a toy for 23p and give the shop keeper a 50p coin . How much change will I have?
50p-23p=
+7p p
23p 30p p
Again the use of a number line is used lower down the school. This emphasises that subtraction is also the difference between two numbers. Shows their relative values. Can be a little confusing as adding on in a subtraction question.
Start with 23p and add on

23. Number line – subtraction by counting on
Larger numbers in Y2
Number line – subtraction by counting on
= 52
+40 +1
+10 +1
Again the use of a number line is used lower down the school. This emphasises that subtraction is also the difference between two numbers. Shows their relative values. Can be a little confusing as adding on in a subtraction question. 23

24. Subtraction using PartitioningY2
Subtraction using Partitioning
If there are 41 sweets in a jar and I eat 13. How many sweets are left in the jar?
41 –13=
41 – 10 = 31
31 – 3 = 28
Always put biggest number first
Do not change units!
Partitioning is the next stage but the children must be careful to only partition the number being subtracted.

25. Bar method

26. Gill Western CVIS 26

27. Doubling
2 lots of 3=6
2x3=6 27

28. YR-Y2 Using Objects and Symbols
4 x 3 = 12 28

29. Y1-Y2 Repeated Addition 29

30. Simple Arrays
3 x 5 = 15 30

31. Arrays and Partitioning
4x13
4x10= 40
4 x 3 = 12
40+12=52
Looking at multiplication as groups of. Here there are 13 groups of 4. Helps to visualise what is taking place. Can partition numbers as well to make it easier. Some children are visual learners and especially lower down the school need to see to help with their understanding. 31

32. Gill Western CVIS 32

33. Reception Using Pictures one for you & one for me
6 cakes shared between 2 = 3
6 ÷ 2 =3 33

34. Using Symbols to divide or finding a quarter
20 ÷ 4 = 5 34

35. (Repeated subtraction for division)
Y1&Y2
Number lines
(Repeated subtraction for division)
30  5 = 6
To begin with division it is good for the children to understand link with multiplication but here its using repeated addition on a number line which the children can use to visualise. They may wish to use the arrays as we had with the multiplication and actually draw out the problem. This works for smaller numbers but when you’re sharing 150 then its an awful lot to draw and lots more to go wrong potentially! 35

36. Number lines (Repeated addition for division)Y2
Number lines (Repeated addition for division)
30  5 = 6
To begin with division it is good for the children to understand link with multiplication but here its using repeated addition on a number line which the children can use to visualise. They may wish to use the arrays as we had with the multiplication and actually draw out the problem. This works for smaller numbers but when you’re sharing 150 then its an awful lot to draw and lots more to go wrong potentially! 36

37. Thank You Any Questions?