1. Maths Parents’ Meeting Wednesday 4th February 2015
WELCOME
‘ Mathematics is a creative and highly inter-connected discipline that has developed over centuries, providing the solution to some of history’s most intriguing problems.’
(National Curriculum in England, Sept. 2013)

2. Today’s Meeting
To help you to understand the Maths curriculum for EYFS and KS1.
To understand how we teach in order to cover the requirements of the curriculum.
To identify the key ways in which you can help your child at home and in school.

3. What is the Early Years Foundation Stage?
The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year.
It is based on the recognition that children learn best through play and active learning.

4. E.Y.F.S Framework
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development
3 prime areas:
Personal, Social and Emotional Development
Communication and Language
Physical Development
These prime areas are those most essential for your child’s healthy development and future learning.
4 specific areas:
Literacy
Mathematics
Understanding the Words
Expressive Arts and Design
As children grow, the prime areas will help them to develop skills in these areas

5. Mathematics in E.Y.F.S
‘A unique child’
EYFS Curriculum.docx

6. ‘Positive relationships and enabling environments’
In the Classroom
‘Positive relationships and enabling environments’
Maths rich learning environment
Rich learning opportunities
Adult-led activities
Free flow and child-initiated learning
Exploration and play
Stimulating resources
Active learning
Adult intervention and interaction

7. In and Out of the Classroom
Number, shape and treasure hunts
Ball/ring games
Bikes and Scooters
Washing line numbers
Chalk, printing,playdough
Sand and water trays – finding objects, measuring and comparing volume
Role play areas including shopping, cooking, sorting and packing
Stories and rhymes
Using a balance to compare objects
Counting and dice games

8. Counting - as easy as 1,2,3!! Knowing number names in order
1 to 1 correspondence
Keeping track of objects counted
Last number is total of set
Recognising small numbers of objects without counting them
Counting objects that you can’t move, touch or see
Knowing when to stop when counting out objects from larger set
Conservation
Knowing that if an object is added or removed then the number changes
Identifying and writing numbers

9. New Curriculum Aims: Become fluent in the fundamentals
Reason mathematically
Solve problems by applying their mathematics
Depth of understanding before acceleration through new content
Challenge will be through the use of rich and sophisticated challenges focussing on the application of knowledge
Curriculum content divided into domains
Number – place value, addition and subtraction, multiplication and division, fractions
Measurement
Geometry – properties of shapes, position and direction
Statistics (Y2 onwards)
Ratio and Proportion (Y6) Algebra (Y6)
Investigations and problem solving to promote inter-connections used throughout.

10. Key Stage 1 and the New Curriculum
Number and Place Value
Place value is central to mathematics. Recognising that the digit ‘5’ in the number 54 has a different value from the number 5 or the ‘5’ in 504 is an important step in mathematical understanding.
Count, both forwards and backwards, from any number, including past 100
Read and write numbers up to 100 as digits
Count in 2s, 5s and 10s
Find ‘one more’ or ‘one less’ than a number
Use mathematical language such as ‘more’, ‘less’, ‘most’, ‘least’ and ‘equal’

11. Key Stage 1 and the New Curriculum
Calculation
Use the +, -– and = symbols to write and understand simple number calculations
Represent and use number bonds and related subtraction facts within 20
Add and subtract one- and two-digit numbers, up to 20
Solve missing number problems, such as 10 – ? = 6
Begin to use simple multiplication by organising and counting objects
Fractions
Understand 1/ 4 and 1/2 to explain parts of an object or number of objects

12. Key Stage 1 and the New Curriculum
Measurement
Use practical apparatus to explore different lengths, weights and volumes
Use language such as ‘heavier’, ‘shorter’ and ‘empty’ to compare things they have measured
Recognise the different coins and notes of British currency
Use language of time, such as ‘yesterday’, ‘before’, days of the week and months of the year
Tell the time to the hour and half-hour, including drawing clock faces
Shape
Recognise and name some common 2-d shapes, such as squares, rectangles and triangles
Recognise and name some common 3-d shapes, such as cubes, cuboids and spheres
Describe movements, including quarter turns

13. Pictorial representations
Calculation methods
Concrete objects
Pictorial representations
Mental methods
Written methods
Experience maths using concrete objects. Physically move objects to ‘carry out’ operation
Use Numicon and Diennes to help understanding of number, relative size and how operations link together.
Draw pictures and symbols to represent numbers.
Mental methods – securing children’s fluency, enabling them to use numbers efficiently. Ensure a good understanding of place value.
Use number tracks, number lines and 100 square
Written methods – progressive approach. Initially using expanded method.
Mental v’s written – choosing and using appropriate methods for the question asked
Number bonds, addition and subtraction facts
Times tables
Using place value effectively
Doubles
Making links between known facts

14. Addition and Subtraction
2 + 3 =
I buy 2 cakes and my friend buys 3 cakes.
How many cakes did we buy altogether?
(Children could draw a picture to help them work out the answer)
pictures
symbols
8 + 5 = people are on the bus. 5 more get on at the next stop. How many people are on the bus now?
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
Using concrete apparatus
Real life contexts

15. 5 – 2 =
I have five cakes. I eat two of them How many do I have left?
 A teddy bear costs £5 and a doll costs £ How much more does the bear cost?
(Take away)
Drawing a picture helps children to visualise the problem
(Find the difference)
13 – 5 =
Mum baked 13 biscuits. I ate 5. How many were left?
Lisa has 13 felt tip pens and Tom has 5. How many more
does Lisa have?
Similar progression to addiiton with use of concrete pics etc
Number lines to count back ones then more efficient jumps
Take away v’s finding the difference – v dependent on context – need to be able to use both as a method for subtraction
Using dots or tally marks is quicker than drawing a detailed picture
(Take away)
(Find the difference)

16. Addition and Subtraction
Counting on =
Steps of 1 initially then larger steps until bridging ten
Can use number lines or blanks +2 +3

17. Addition
= 82
+10 +2 +3 40 8 30 6 +
= 84

18. Subtraction
43 –
43 – 20 = 23
23 – 3 = 20 20 3
43 –
43 – 20 = 2 3
23 – 7 = 1 6 20 7
Partitioning just the number to be subtracted will stop confusion when taking from a smaller digit
Again use of 100 sq

19. Multiplication 3 x 2 = 6 2 x 4 = 8 Counting in steps of …….5 10 15 20 25
Using pictures and symbols
3 x 2 = 6
Division facts to go with multiplication facts
2 x 4 = 8
Knowing multiplication facts

20. Multiplication 2 2 2 2 + 5 x 3 or 3 x 5 14 x 2 = 28 Rectangular array
Repeated addition
Rectangular array
= 8
4 x 2 = 8
2 multiplied by 4
4 lots of 2
5 x 3 or 3 x 5 +
14 x 2 = 28

21. Division 6 ÷ 2 = 3 6 cakes shared between 2
Sharing or grouping?
6 cakes shared between 2
6 ÷ 2 = 3
6 cakes put into groups of 2
Biggest issue with division language confusion
Early division involves sharing however as soon as learning tables becomes grouping – different jottings etc needed for two types.
Becomes very obvs when tackling problems. I have 24 sweets. There are 4 of us. How many sweets will we have each? OR
I have 24 sweets. I want to put 4 in each party bag. How many bags will I be able to fill?

22. Linking an array to division
15 – I wonder how many 5’s?
15 ÷ 5 = 3
Counting in 5’s to find division direct link with times tables
Linking an array to division