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Engaging KS1 Maths Methods & Teaching Techniques for Kids

Discover how mathematics is taught in Key Stage 1, with a focus on mental calculation and developing number skills. Topics covered include number bonds, multiplication, division, fractions, and more. Learn about teaching vocabulary, place value, number bonds, addition, subtraction, multiplication, division, and practical math applications. Explore various methods such as counting on, partitioning, using number lines, column addition, multiplication through grouping, and division by sharing. Engage children with practical math experiences like using money, cooking, and measuring jugs.

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Engaging KS1 Maths Methods & Teaching Techniques for Kids

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  1. KS 1 Maths: what the children learn and our methods of teaching. Mrs Baird

  2. Maths should be fun

  3. Key features of how mathematics is taught in KS1 • An emphasis on the development of mental calculation • A greater focus on the development of number skills and knowledge • Informal methods of calculation until children can understand why and how they can use a formal method of calculation.

  4. What do we teach in KS1 Maths? • Number bonds from 10 to20 ( ie 7+3=10, 18+2= 20), from 10 to100 (ie 20+80= 100, 35+65=100) • Basic multiplication ( times tables 2-12 ) • Basic division (inverse of multiplication ) • Fractions ( ½ , ¼, 1/3 2/4 ) • Addition and subtraction to 100 • Place value ( units, tens and hundreds) • Time ( o’clock, half past, quarter to, quarter past,5 minute intervals ) • Measurement ( weight, length, capacity) • Money ( everyday money- calculating change) • Problem solving • Handling data ( graphing, tables, sorting data) • Shape and space Today we will focus on the red highlighted examples

  5. Maths Vocabulary +,addition, more, plus, make, sum, total altogether, score, double, near double, one more……, ten more…, one hundred more, how many more to make….? How many more is..then..? How many more is…? -, subtraction, subtract,take (away), minus, leave, how many are left/left over? How many have gone? One less, two less, ten less… how many fewer is….than….? How much less is…? Difference between, is the same as. X, multiplication, lots of, groups of, times, multiply, twice, three times…. Ten times, times as (big, long, wide….and so on), repeated addition, array, row, column, double ÷, division, Halve, share equally, one each, two each, three each….. Group in pairs, threes…tens, equal groups of, divide, divided by, divided into, left, left over

  6. Place Value • We use place value cards in combination with unifix cubes and 100 squares to recognize values of numbers. i.e. make the number 245 Step 1: separate the number to its value 2 hundreds, 4 tens and 5 units Step 2: make that number with either cubes or a value card.

  7. Number bonds Number bonds are often referred to as “number pairs”. They are simply pairs of numbers that make up a given number e.g. 1+9=10, 2+8=10, 3+7=10 etc

  8. Ways of teaching addition and subtraction count on/ count back • Adding 5 + 3 = 8 • Step 1: start on the biggest number and count on in jumps. • Subtracting 18- 4= 14 • Step 1: start on the biggest number and count back in jumps.

  9. Addition and Subtraction with a number square • Adding 12 • 54 +12= 66 • Step 1 :Partition the number ( one 10, two units) 10 & 2 • Step 2: add on the 10 ( down 1) • Step 3 add on the units ( right 2) • Adding 10 go down 1 • Subtracting 10 up 1 • Adding 1go right 1 • Subtracting 1 go left 1

  10. Addition- Partitioning 72 + 23 70 2 20 3 (70 + 20) + (2 + 3) 90 + 5= 95

  11. Subtraction- partitioning 73-21 70-20=50 3 - 1= 2 52

  12. Ways of teaching adding and subtraction • Using a blank number line • 34 + 25= 59 34 44 54 55 56 57 58 59 Step 1: partition 2nd number ( 25- 2 tens (20) and 5 units) Step 2: jump the 10’s ( 2 tens) Step 3: jump the units ( 5)

  13. Column addition and subtraction(-don’t forget to estimate the answer first) H T U 4 3 + 2 3 6 6 H T U 1 5 4 - 2 2 1 3 2 We also teach this using carrying and decomposition

  14. Multiplication- Grouping • Noof lots how many per group total • 3 x 5 = 15 • Is the same as 3 lots of 5 or 5 + 5 +5 = 15 • Use pictorial cues to represent a x sum. • Encourage them to write the sum: = 15 + +

  15. Multiplication as repeated addition • Children understand multiplication as ‘repeated addition’ and use a number line to carry out calculations • e.g. 3 x 5 = 5 + 5 + 5 • Children develop an understanding that the numbers being multiplied together can be switched around, but the answer remains the same • Children understand that 3 x 5 has the same answer as 5 x 3

  16. Using a number grid for patterns and multiplication • Use the number square to identify odd and even numbers • Learn tables using the number square. Look for patterns.

  17. Division- Grouping/Sharing • Children group/share objects practically and group objects together e.g. 9÷3= 3 • Arrays 6÷2=3 6÷3=2

  18. Division as the inverse of multiplication 3x4=12 4x3=12 12÷3=4 12÷4=3

  19. Practical Maths • Making maths practical by using real life experience. Try some of these at home with your child: • Using money • Using food • Cooking • Measuring jugs

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