1. Welcome Early Years and Key Stage 1 Maths Workshop

2. Number sense
Number sense refers to a person’s general understanding of number and operations along with the ability to use this understanding in flexible ways to make mathematical judgements and to develop useful strategies for solving complex problems.
(NCTM1993)

3. Children with number sense
Can estimate a reasonable answer for a problem
Understand the different ways numbers are used
Use relationships among operations and knowledge of place value to solve problems
Use the relationships among operations and knowledge of place value to solve problems
Can spot patterns in number
Develop calculation strategies and know when to use them
Are problem solvers
Understand number relationships can flexibly partition numbers

4. What exactly does the number 9 mean?
Understanding number
What exactly does the number 9 mean?

5. Resources Counters Unifix Number line 100 square Counting beads
Place value cards
Numicon

6. Helping at home
– Bath-time (filling and emptying containers, counting)
– Counting rhymes
– Talk about numbers in the environment (eg, front door numbers,
number plates, road signs, bus numbers etc)
– Help with the cooking (measuring, weighing, ordering the recipe)
– Setting table places (how many plates/cups etc)
– Paying in shops (including change)
– Estimating amounts (how many apples/sweets?)
- Games with die

7. New Curriculum Staged learning, not levelled learning
New Curriculum linked to Calculation Policy where methods are staged
School Website: About us – Policies and Key Information – Calculation Policy

8. Step 1: Counting rhyme and songs
Addition
Step 1: Counting rhyme and songs
Children are encouraged to hear and learn rhymes and songs, especially with actions to initiate their counting development and concepts of more than and bigger than.

9. Step 2: Objects (Stage 1 / 2)
Addition
Step 2: Objects (Stage 1 / 2)
Children make use of a wide variety of concrete apparatus to support their counting and matching 1-1 and to support their basic concept of addition. =
Pick out 3 dinosaurs and 2 dinosaurs and count them altogether.
Here children should use resources such as bead strings.

10. Step 3: Pictures (Stage 1 / 2)
Addition
Step 3: Pictures (Stage 1 / 2)
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.

11. Step 4: The number line (Stage 1-3)
Addition
Step 4: The number line (Stage 1-3)

12. Step 4: The empty line (Stage 2 and early Stage 3)
Addition
Step 4: The empty line (Stage 2 and early Stage 3)
You try one: =

13. Addition Step 5 Try one… 85 + 27 =
Partition the smallest number into tens and ones. Add the tens and then the ones. =
= 117
= 123
This can be recorded in children’s books.
Try one… =

14. Step 1: Counting Rhyme and Songs
Subtraction
Step 1: Counting Rhyme and Songs
Children are encouraged to hear and learn rhymes and songs, especially with actions to initiate their counting development and concepts of less than and smaller than.

15. Step 2: Objects (Stage 1 / 2)
Subtraction
Step 2: Objects (Stage 1 / 2)
Children make use of a wide variety of concrete apparatus to support their counting and matching 1-1 and to support their basic concept of taking away. =
Pack out 5 dinosaurs and take 2 dinosaurs away. How many are left?
Here children should use resources such as bead strings.

16. Step 3: Pictures (Stage 1 / 2)
Subtraction
Step 3: Pictures (Stage 1 / 2)
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 dots, pictures, etc.

17. Subtraction
Stage 1 -3

18. Subtraction
You try one:
86 – 24 =

19. Step 5: Mental Partitioning (Stage 2 / 3)
Subtraction
Step 5: Mental Partitioning (Stage 2 / 3)
Partition the number to be subtracted into tens and ones. Subtract the tens and then the ones.
74 – 27
74 – 20 = 54
54 – 7 = 47
Try one…
53 – 25 =

20. 3 Strands
Fluency
Reasoning
Problem-solving

21. For example…
13 – 5 = 11
True or False
Why?

23. Mathletics

24. Useful websites
Google:
Woodlands Maths Zone
Topsmarks
ICT games