Mathematics Parent Workshop EYFS & Key Stage 1 2 nd December 2018

1. Mathematics Parent Workshop EYFS & Key Stage 12nd December 2018

2. Focus of the Meeting • The different areas of learning in Maths in the EYFS and KS1. • Focus on calculation to understand how calculation is taught in school. • Teaching strategies & resources used for the four operations (+ - x ÷).

3. The Different Areas of Maths in the Foundation Stage Numbers Early Learning Goal: • Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. • Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. • They solve problems, including doubling, halving and sharing. Shape Space and Measures Early Learning Goal: • Children use everyday language to talk about size, weight, capacity, position, distance, time and money, to compare quantities and objects and to solve problems. • They recognise, create and describe patterns. • They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

4. Areas of Maths in Key Stage 1 • Place Value • Addition & Subtraction • Multiplication and Division • Fractions • Measurement • Shape • Position • Statistics (Year 2 only)

5. Understanding number in Reception • Know that a number represents a quantity. • Know how to count forwards and backwards and order numbers. • Know that a quantity stays the same even when arranged differently. • Begin to use concepts of number to make sensible estimations.

6. Concrete Pictorial Abstract

7. Numicon

8. Place Value in Year 1 Objectives • Count (forwards and backwards), read and write numbers to 100 in numerals (numbers to 20 in words). • Count in (forwards and backwards) 2s, 5s and 10s. • Use pictorial representations including number lines (CPA). • Use language of equal to, more than, less than, most, least.

9. Place Value in Year 2 Objectives • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward • Recognise the place value of each digit in a two-digit number (tens, ones) • Identify, represent and estimate numbers using different representations, including the number line • Compare and order numbers from 0 up to 100; use <,>, and = signs • Read and write numbers to at least 100 in numerals and in words • Use place value and number facts to solve problems • Use estimation to check that the answer to a calculation is reasonable

10. Models, images and manipulatives used to support understanding of place value • Ten frames • Numicon • Dienes • Straw bundles • Place value counters • Arrow cards • Hundred square • Objects for counting

12. Addition and subtraction in Reception Mental addition / subtraction • Counting forwards and backwards in ones from 1 – 20 e.g. counting objects. • Read numbers from 1 – 20 e.g. ordering numbers on a washing line. • Say 1 more/ 1 less than for numbers from 1 – 20 using objects/pictures e.g. owls in a tree. • Know that adding is the same as altogether and subtracting is the same as taking away.

13. Addition and subtraction in Reception Written • To be able to write numbers from 1 – 10 and beyond. • To use drawings and symbols to record mathematical problem solving. • To use +, - and = to record number sentences. Practical • To be able to add 2 groups of objects together and find out how many there are altogether. • To be able to take away a quantity of objects and find out how many are left. • To be able to solve simple problems practically.

14. Lots of ideas on Pinterest or google images for ways to use concrete objects for adding and taking away.

15. Addition and Subtraction in Year 1 • Objectives • Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs • Represent and use number bonds and related subtraction facts within 20 • Add and subtract one-digit and two-digit numbers to 20, including zero • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as • 7 = [ ] - 9

16. Addition and Subtraction in Year 1 Mental Addition • Number bonds to 10. • Adding 1 digit + 1 digit numbers. • Counting on orally from different numbers. Mental Subtraction • Understand subtraction as ‘taking away’. • Subtract from any number to 10. • Subtract numbers of objects to 10. • Count back orally from 10.

17. Addition and Subtraction in Year 1 Written Addition and subtraction • Children need to understand how to record calculations as ‘number sentences’. • These can be supported using a range of concrete, pictorial and abstract models and images including structured number lines or blank number lines.

18. Addition and Subtraction in Year 2 Objectives • Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures • Solve problems with addition and subtraction: applying their increasing knowledge of mental and written methods • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and tens • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: two two-digit numbers • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: adding three one-digit numbers • Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

19. Addition and Subtraction in Year 2 Mental Addition • Number facts e.g. number bonds, odd/even, doubles and halves. • Count on in 1s, 2s, 5s or 10s from 2 digit numbers. • Know which number is the tens number/unit in a 2 digit number. • Find the missing number e.g. 6+?=10. Mental Subtraction • Count back in 1s, 2s, 5s or 10s from 2 digit numbers. • Recall subtraction facts for numbers up to 10 (as above). • Understand that taking away and finding the difference leads to the same answer. • Find the missing number e.g. 9-?=4.

20. Addition and Subtraction in Year 2 Written Addition and subtraction • Adding a single digit number to a 2 digit number. • Adding multiples of 10 to a 2 digit number. • Bridging to 10. • Adding together two 2 digit numbers. • Using a blank number line to count on in 1s and 10s. • Subtract 1 and 2 digit numbers using a number line to count back in 1s or 10s.

21. Models, images and manipulatives used to support understanding of addition and subtraction • Ten frames • Part part whole model • Dienes • Cubes • Numicon • Number lines • Blank number lines • Hundred squares

25. Multiplication and Division in Reception Mental Multiplication & Division • To begin to understand groups of and sharing. Practical Multiplication & Division • To share objects into groups so each group has the same. • To be able to group objects so that there are the same amount in each group. • Doubling • Halving

27. Multiplication and division in Year 1 Objective • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of a teacher.

28. Multiplication and division in Year 1 Mental Multiplication • Count in 2s, 5s and 10s. • Double all numbers up to and including 10. Written Multiplication • Grouping in 1s, 2s, 5s and 10s. • Begin to use a number line counting on in groups of 2s, 5s and 10s. • Begin to use arrays to represent grouping. Mental Division • Count back in 1s, 2s, 5s and 10s e.g. 20÷5 count back from 20 in 5s. • Halve numbers up to and including 10. • Written Division • Grouping in 1s, 2s, 5s and 10s. • Circle method for sharing.

29. Multiplication and division in Year 2 Objectives • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers • Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

30. Multiplication and division in Year 2 Mental Multiplication • Know multiples of 2, 5 and 10. • Count in 2s, 5s and 10s. • Double all numbers up to and including 20. Written Multiplication • Use a number line to complete multiplication as repeated addition. • Using arrays to represent grouping. Mental Division • Halve all even numbers up to and including 20. • Applying the inverse of multiplication to use times tables to calculate division. Written Division • Number line using repeated subtraction. • Circle method for sharing. • Circle method for grouping.

31. Models, images and manipulatives used to support understanding of multiplication and division • Objects for grouping/ sharing. • Arrays. • Drawings to support grouping/ sharing e.g. circles. • Number lines. • Diamond method for doubling and halving.

34. Language for calculation Addition + Add, sum, more, total, make, plus, altogether, double, score How many more? What is the total of? Subtraction – Subtract, take away, less, Minus, difference between, leave, halve How many are left? How many fewer than? Multiplication x Lots of, groups of, times, multiply, multiple of, twice, three times, repeated addition, double, Division ÷ Halve, share, share equally, one each, two each, three each, groups of, pairs, threes, divide, divided by, left over,

35. The big picture • Children are taught each mathematical concept in three ways: concrete / pictorial / abstract – it is important that they can understand and explain the concept using each. • Children’s reasoning is a key skill that is developed through each of the strands of learning in maths. Children are required to ‘prove it’ using mathematical reasoning that may involve verbal reasoning, written explanations, pictures or written numbers and symbols. • When solving mathematical problems independently, it is important that children are able to select their own methods and resources for calculating based on whatever they find the easiest. They are encouraged to choose methods that are time saving.