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Maths Workshop for Parents

Maths Workshop for Parents. Year 1 Miss Bhatt Miss Inniss Miss Bowyer. Agenda – Today we will be looking at. The aims of the curriculum What it looks like in the classroom Year 1 expectations The process of teaching maths skills How we teach maths

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Maths Workshop for Parents

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  1. Maths Workshop for Parents Year 1 Miss Bhatt Miss Inniss Miss Bowyer

  2. Agenda – Today we will be looking at • The aims of the curriculum • What it looks like in the classroom • Year 1 expectations • The process of teaching maths skills • How we teach maths • The different methods, skills and strategies • How we challenge the children to deepen their learning. • How you can help at home.

  3. The aims of the maths curriculum • To strengthen the foundation of learning. • To allow more room for speaking and listening. • Children be able to apply their knowledge of skills in a range of ways. • To deepen their knowledge and understanding by looking at the equation or problem in a different way rather than with a bigger number. • Numbers – to recognise the numerals, the words and understand the value of them. • To become familiar with the number system and explore patterns.

  4. Whatdoesthis look like in theclassroom? Class rules and routines • Countinghowmanychildren are presenteachday • Subtractingtheabsentchildrenfromthe normal classsize • Knowingthesize of theclass • Knowingthe times of activities • Working in twosorthrees • Ordinal numbers- 1st/2nd/3rd personor time • What time of dayitis? Morning, afternoon, lunchtime, playtime. Using a visual timetable to show this.

  5. Numberrhymes and songs Singing of numbersongs and use of practicalobjects as well as parts of thebody to accompanythesongs. Usefulyoutube links forhelping at home: • http://www.youtube.com/watch?v=0uenvW3DrMI • http://www.youtube.com/watch?v=5nmx7U_F17Q • https://www.youtube.com/watch?v=uedvwH6Ay18 • https://www.youtube.com/watch?v=By2hmo323xM

  6. Year 1 Year One By the end of Year One all children should be able to confidently: • Count on and back in ones to and from 100 and from any single-digit or 2-digit number. • Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53... Continue to just over 100. • Locate any number on a 1-100 grid or a beaded line 0-100. • Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing. • Begin to be aware of unit patterns, e.g. • 2 + 4 = 6 7 + 4 = 11 • 12 + 4 = 16 17 + 4 = 21 • 22 + 4 = 26 etc. 27 + 4 = 31 etc. • Recognise the + and – and = signs, and use these to read and write simple additions and subtractions. • Add small numbers by counting on and subtract small numbers by counting back • Recognise doubles to double 6 and find related halves (half even numbers ≤12). • Recognise the difference between 2-D and 3-D shapes; identify and describe common 2-D and 3-D shapes. • Recognise and compare objects according to height or length, weight or capacity, using appropriate mathematical language. E.g. the tree is taller than the bush, the bag is heavier than the shoes, the teapot holds more than the jug. • Tell the time to the half hour on analogue and digital clocks. • Sort items into lists or tables.

  7. We teach maths using a 3 part process. • Concrete – to ensure the children are able to use objects and counters to support their learning. • Pictorial – to be able to draw pictures to represent the objects. • Abstract – number lines, number sentences and so on. • We are using ‘White Rose Maths’ to support the children’s learning.

  8. Concrete objects - AccuracyEarlymaths It is essential for your child to be able count accurately. In order to count accurately a child needs to count out or take a specified number of things from a larger collection of objects showing reliable 1:1 correspondence by touching each object in turn.

  9. How do we do it? Numberlines Resources Number Fans Counters Numbersquares Base 10 Place ValueCards Cubes

  10. Question • What do youseehere? 67 What’sitmade up of?

  11. Place value- It’sessential!How do we do it? To have a deep understanding of number and calculation, children need to know that a number is made up of digits with different values. 34 is not 3,4 It is 30 and 4 Children are introduced to this partitioning in year 1 ( all 2 digit numbers are made up of 10 and a number of ones/units) and continue with bigger numbers in year 2 (HTO) Being able to partition opens the door to all four number operations.

  12. AdditionHow do we do it? Westart off very visual FS2/Y1 Childrenshouldallknowforrapidrecallnumberbondsto 10 and therestwillfollow: 8+2 =10 youknow 18+2 =20 Whentheyknowthevalue of a 10 and a unitthey can quickly and easyadd 20, 30 or 21, 31 etc

  13. Single Digit Addition (Y1) 2 + 3 = At a party, I eat 2 cakes and my friend eats 3. How many cakes did we eat altogether? Children could draw a picture to help them work out the answer

  14. Single Digit Addition (Year 1) 8 + 4 = 8 people are on the bus. 4 more get on. How many people are on the bus now? The pictorial approach. Children could draw dots or lines, which is quicker than drawing a picture.  or I I I I I I I I I I I I

  15. Count on from the first number – a child finding 3 + 5 counts on from the first number: ‘four, five, six, seven, eight’. Children would then be encouraged to keep the largest number, even if it is not first in the sum, and then count on using their fingers.

  16. Numberlinesforaddition and Subtraction • Adding 5 + 3 = 8 • Step 1 start on the biggest number and count on in jumps. Subtracting 18- 4= • Step 1: start on the biggest number and count back in jumps.

  17. Numbersquaresforaddition and subtraction Adding 12 54 +12= 66 Step 1 :Partition the number ( one 10, two ones) 10 & 2 Step 2: add on the 10 ( down 1) Step 3: add on the ones( right 2) Adding 10 go down 1 Subtracting 10 up 1 Adding 1 go right 1 Subtracting 1 go left 1

  18. Numberline development As the chidren get older we ask them to partition numbers to help them jump on the number line. So 12 +17 = 17+12(10+2) What is this number sentence?

  19. Types of questions and problems to extend learning.

  20. What can you do? • Makemathspart of everydaylife • Use thelanguage of maths. • Use the 3 partprocess – Concrete, pictorialand abstract. • Deepenyourchild’slearningbyaskingquestionslike; • Howdidyou..? Proveit.. true or false... Whatdidyouneed to..? Explainit… * Encourageyourchild to use thecorrectvocabulary.

  21. Numberformation • We use Nelson handwriting to formeach numeral: You can practiceby: • Air writenumbers • Writingonwhiteboards • Usingpaint and chalk • Writing in a tray of glitter

  22. My Maths • Your child will get a log on and password for ‘My Maths’. It is similar to Abacus and Mathletics.

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