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Key Stage 1 Maths Evening For Parents

Learn about addition, subtraction, multiplication, and division strategies for Key Stage 1 students. Explore pictorial representations, mental calculations, and problem-solving activities. Develop fluency in basic math operations.

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Key Stage 1 Maths Evening For Parents

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  1. Key Stage 1 Maths Evening For Parents. March 2015

  2. Addition • When children first begin to add we begin with pictorial recording Jane had 3 bears. She was given 2 more. How many does she have now? 3+2 = 5

  3. We then encourage the children to think about which number to start with- Counting3 on from the larger number : 3 + 5 a child chooses the larger number, even when it is not the first number, and counts on from there: 'six, seven, eight' As well as children using their fingers to add on small amounts, a number line will be introduced. It is more efficient to count on from the larger number because you have less to work out. It also shows children that addition can be done in any order ; it doesn’t matter which number you add first, you get the same answer.

  4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 The second stage in addition Children then begin to use numbered lines to support their own calculations using a numbered line to count on in ones. 8 + 5 = 13 +1 +1 +1 +1 +1

  5. Year 2 Add with 2-digit numbers. Developing mental fluency with addition and place value involving 2-digit numbers, then establish more formal methods. Add 2-digit numbers and tens: 27+30= Partitioning is important here: knowing that 23 = 10 + 10 +1 +1 +1 Add 2-digit numbers and units: 16+7= 16+4=20 +3=27

  6. Add pairs of 2-digit numbers, moving to the partitioned column method whensecure adding tens and units: • STEP 1:Only provide examples that do NOT cross the tens boundary until they are secure with themethod itself. STEP 2: Once children can add a multiple of ten to a 2-digit number mentally (e.g. 80+11), they are ready for adding pairs of 2-digit numbers that DO crossthe tens boundary (e.g. 58 + 43).

  7. Subtraction Counting back – taking away There were five frogs. Two jumped into the pond. How many were left? 1 less than 10

  8. Subtract by taking away Count back in ones on a numbered number line to take away, with numbers up to 20: Find the ‘difference between’ This will be introduced practically with the language ‘find the difference between‘ and ‘how many more?’ in a range of familiar contexts. ‘Seven is 3 more than four’ ‘I am 2 years older than my sister’ Make up some difference questions with the answer 5

  9. Mental subtraction • Children should start recalling addition and subtraction facts up to and within 10 and 20, and should be able to subtract zero. • At this stage we also help the children to make links between addition and subtraction… Eg if 3+4 =7 then 7-3 must=?

  10. A difference can be found by counting up from the smaller number to the larger number. E.g. 24 – 19 = 5. Count up from 19 to 24 and the difference is 5. A number line may be used for this. If my friend is 14 and his sister is 11, how much older is my friend?

  11. Subtract with 2-digit numbers 47 - 23 = 24 Partition the second number and subtract it in tens and units, as below: Move towards more efficient jumps back, as below: Teaching children to bridge through ten can help them to become more efficient, for example 42—25:

  12. Multiplication Multiply with concrete objects and pictorial representations. The first stage in written multiplication Children will experience equal groups of objects and will begin to count in 2s, 10s and 5s. They will work on practical problem solving activities involving equal sets or groups. There are 3 sweets in one bag. How many sweets are in 5 bags altogether? How many legs will 3 teddies have? 2 + 2 + 2 = 6 3+3+3+3+3 = 15

  13. Multiply using repeated addition(using at least 2s, 5s and 10s) Use repeated addition on a number line: Starting from zero, make equal jumps up on a number line to work out multiplication facts and write multiplication statements using x and = signs. Use practical apparatus:

  14. Multiply using arrays (using at least 2s, 5s and 10s) • Use arrays to help teach children to understand the commutative law of • multiplication, and give examples such as 3 x = 6. Use arrays: 5 x 3 = 3 + 3 + 3 + 3 = 15 3 x 5 = 5 + 5 + 5 = 15

  15. Use mental recall: Children should begin to recall multiplication facts for 2, 3 , 5 and 10 times tables through practice in counting and understanding of the operation.

  16. Division The first stage in division. Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

  17. Group and share small quantities Using objects, diagrams and pictorial representations to solve problems involving both grouping and sharing. Grouping: Children need to be taught to understand the difference between ‘grouping’ objects (How many groups of 2 can you make?) And ‘sharing’ (Share these sweets between 2 people) How many groups of 4 can be made with 12 stars? = 3 Sharing: 12 shared between 3 people is ? 4

  18. Grouping or repeated subtraction There are 6 sweets, how many people can have 2 sweets each? Repeated subtraction using a number line or bead bar 12 ÷ 3 = 4 0 1 2 3 4 5 6 7 8 9 10 11 12 3 3 3 3

  19. Grouping using a number line: Group from zero in equal jumps of the divisor to find out ‘how many groups of _ in _ ?’. Pupils could and use a bead string or practical apparatus to work out problems like ‘A book costs £3. How many books can I buy with £12?’ This is an important method to develop understanding of division as grouping.

  20. Arrays: This represents 12 ÷ 3, posed as how many groups of 3 are in 12? Pupils should also show that the same array can represent 12 ÷ 4 = 3 if grouped horizontally.

  21. Key number skills needed for multiplication and division at Y2: • Count in steps of 2, 3, and 5 from 0 • Recall and use multiplication and division facts for the 2,3, 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 x, ÷ and = 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. • Recognise and use the inverse relationship between multiplication and division

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