1. Welcome to KS1 Maths Workshop
Mrs Allday

2. Numberless
If all the numbers in the world were rubbed out, removed, taken away:
I wouldn’t know how old I was,
I wouldn’t know the time of day,
I wouldn’t know which bus to catch,
I wouldn’t know the number of goals I had scored,
I wouldn’t know how many scoops of ice-cream I had,
I wouldn’t know the page on my reading book,
I wouldn’t knowhow tall I was,
I wouldn’t know how much I weighed,
I wouldn’t know how many sides there are in a hexagon,
I wouldn’t know how many days are in the month,
I wouldn’t be able to work my calculator.
And I wouldn’t be able to play hide-and-seek!
But I would know
As far as my mum was concerned,
I was still her NUMBER ONE!
Ian Souter

3. Aims:
• to share ways in which you can help your child at home and the fun you can have with maths;
• to explain some of the methods used in school;
• to share some resources that can be used at home.

4. How do you, as adults, feel about maths?
How do our children feel about maths?

5. Children MUST feel positive about maths to be numerate.
We all need to work together to ensure that the children have positive learning experiences.
Children MUST feel positive about maths to be numerate.
Maths is Fun!

6. Reception Objectives:

7. Numicon
We use numicon to help them with their acquisition of basic number recognition/value and simple calculations/number bonds.
This is having a really positive effect on the children’s understanding of number and its meaning.

8. Mental Maths in Reception
•Counting in ones, forward and back, from 1 to 20, and later from 0 to 100.
•Learning and practising number bonds to 20
•Counting objects or events (e.g. hand-claps, jumps)
•Saying or singing number rhymes or counting songs
•Rehearsing concepts and skills which have already been introduced or taught (e.g. 1 more/less, perhaps using fingers, or counting on/back)
•Practising recall of simple number facts (e.g. that 4 can be split into 3 + 1, 2 + 2, and 4 + 0)
•Introducing and using new mathematical vocabulary (e.g. tell me something that is thicker than this book, count the corners of this cube with me...)

9. Mental Maths In Key Stage 1
•Counting in ones, twos, fives and tens. Counting forward and back, from 1 to 20, and later from 0 to 100. There is extensive use of number lines and 1 to 100 number square.
•Counting objects or events (e.g. hand-claps, jumps) Counting groups of objects.
•Extending their mathematical vocabulary (in Year 1 sometimes with stories)
•Rehearsing concepts and skills which have already been introduced or taught (e.g. more than/less than, add and takeaway, sharing and groups of)
•Practising recall of number facts (e.g. number bonds to 10, (then 20), multiples of 10 number bonds to 100, 2 x, 5 x and 10 x times table, number facts for numbers up to 20)
•Rehearsing the order of the days of the week and months of the year.
•Beginning to learn the names of 2D and 3D shapes.

10. Most children will leave each year group with the following skills:
Reception
Count to 20.
Count reliably at least 20 objects.
Use ‘more’ and ‘less’ to compare two numbers.
Estimate number of objects and check by counting.
Recognise written numerals 1 to 20.
Say one more/less (to 20).
Add two small groups of objects (to 20).
Year 1
Count at least 30 objects reliably.
Count on and back in 1s, 2s, 5s and 10s.
Double to 20.
Read, write & order numbers from 0 to at least 20.
Say what is one more & one less (0 to 30).
Add & subtract two numbers under 20.
Know & use bonds to 20 (and subtraction facts).
Tell time to o’clock and half past.

11. Year 2
Count to at least 100.
Explain value of digits (to 3 digits).
Read, write & order numbers up to 100.
Count on and back in ones & tens from any number under 100.
Know & use all bonds to 20.
Know all number pairs to 100 using multiples of 10.
Double all numbers up to 10 and halve all even numbers up to 20.
Know by heart x2, x5 and x10.
Tell time to half & quarter hour.

12. Ways you can help at home

13. Cooking • measuring; • reading scales with different intervals;
• capacity and weight;
• time;
• simple fractions (half/quarter).

14. Using money
• Discuss how much items cost in shops and the value of things;
•Compare value of different items, eg: a chocolate bar is about the same value/price/cost as an apple, etc. A dvd costs about the same as 20 chocolate bars.
• Work out what coins they need to pay for something simple and talk about how much change they will have left over;
• Imaginary shopping lists (Argos List!);
• Role play.
•Use the vocabulary of money; change, coins, price, cost

15. Ideas for KS1 parents at home
• Counting games (e.g. Snakes & Ladders, Ludo and any dice games)
• Recognising numbers when out and about (e.g. house numbers, bus numbers, car number plates, aisle numbers in supermarkets etc.)
• Using real money
• Counting when out and about (e.g. counting steps, cars and colours, carrots in a bag in supermarkets etc.)
• Recognising shapes (e.g. buildings, windows, food packaging etc.)
• Helping in the kitchen (e.g. weighing ingredients, time duration, counting out numbers of sausages/fish fingers/potatoes etc.)
• Foam bath numbers/magnetic fridge numbers
• Posters in bedrooms (e.g square, multiplication square). Put these at children's eye level- next to their bed is perfect!
• Timed warnings (e.g. count down from 10-0 for small tasks such as putting on their shoes)
• 'I'm thinking of a number' type games.
• Using mathematical vocabulary, eg: How many more do I need?, Is your bag heavier than Tom's?, etc.

16. Dice games are an easy and fun way to help your child/children to practise their basic number skills. The following are examples which are easy/quick to play and set up:
•1. Don't roll 1:
Aim is to reach 100, 2 or more players, 2 dice.
•2. Odds and Evens:
Aim is to reach 50, 2 players, 2 dice.
Decide who is 'Odd' and who is 'Even'
Each player rolls a dice, add the 2 numbers together. Decide whether total is odd or even. If it is odd, that number goes to the 'odd' person; if it is even it goes to the 'even' person. Both players roll again and repeat the process. Keep a running total until one player reaches 50.
•3. Aim for 30
Aim is to get as close to 30 by making a calculation with 3 dice numbers (each player has 3 chances to roll the dice).
2 or more players, 3 dice.
First player rolls all 3 dice and decides whether to stick with one or more of the numbers. If he/she wants to, toss the remaining dice. Again, decide which number or numbers to stick with and put those aside. Take the last go-roll any remaining dice. Now use the three dice numbers to make a calculation using any of the 4 operations. (+, -, x, / ). Everybody takes turns and whoever is closest is the winner.

17. Dice Games…..continued…
•4. Three in a Row
Aim is to make a row of three counters on a 6x6 multiplication grid. 2 players, 2 dice, lots of counters.
Roll both the dice and multiply numbers together.
Put a counter on the answer
(eg: if 2 and 3 were rolled,
a counter could be placed
on any 6)
Next player has a turn and play continues until one player gets 3 in a row (horizontally, vertically or diagonally).

18. Strategies used at school
• We all think differently and maths is no exception. We arm the children with a variety of methods of calculating and then encourage them to explore what works best for them.
•We place great emphasis on mental calculation strategies and we aim for the children to be able to understand and use their mental calculation strategies in order to progress towards written methods, firstly informal, then more formal as their knowledge and understanding develops.
• Children are not introduced to formal calculations in Y2. Writing in a prescribed way is not necessary but talking and explaining is encouraged.
• Children are always encouraged to make a sensible estimate whenever carrying out a calculation, so they are able to consider whether their final answer is reasonable.

19. Changes To Traditional Calculation Methods
•Before they learn to set out calculations in columns, the aim is for all children to be able to add and subtract mentally (i.e. without any aids) any pair of two digit numbers. We delay traditional 'vertical' layouts for more difficult calculations, such as those involving several two digit numbers or three or four digit numbers. We frequently use both open and labelled number lines and hundred squares to aid children with their mental addition and subtraction.
•CHILDREN DO NOT USE FORMAL WRITTEN METHODS UNTIL AFTER YEAR 2, PLEASE DO NOT TEACH THEM COLUMN ADDITION OR SUBTRACTION AS THIS CAUSES CONFUSION IN CLASS.

20. Addition Using the Empty Number Line+2 +5 8 10 15
8+7=15

21. Addition Using the Empty Number Line
+24 +3 74 47 50
47+27=74

22. Addition Using the Empty Number Line47 70 67 74 +3
+20 +4
47+27=74

23. Partitioning
24+65= (20+60) + (4+5) =
= 89

24. How would you solve these?

25. Subtraction using the Empty Number Line8 15 10
- 5
- 2
15 -7 = 8

26. - 3
- 4
- 20 47 50 54 74
74 – 27 = 47

27. How would you solve these problems?
43-17

28. Multiplication
Children are taught about ‘lots of’ or ‘sets of’ and see the link between multiplication and repeated addition.

29. Division
Generally, children will use the inverse of their multiplication tables to work out division problems mentally, at this stage. They will also be taught how to separate a group of objects into sets, to learn the notion of division as ‘sharing’.

30. Resources
Have a think about what you have around the house that you could use to create fun maths!

31. On-line Resources
There are so many good resources on the web. Investigate and save your favourites!