Year 1 Maths Parents Workshop
Canford Heath First School
January 2012
Aims:
• To help you understand the progression in
teaching maths and the process that lead up
to the formal methods
• To show the informal methods used
• To share some of the games and resources
used, including those on the internet
• To share the vocabulary used
• To suggest ways you can help your children
Progression in Maths
Reception and Year 1
• Very practical and mental
• Lots of counting, songs and games
• Based in play, especially in Reception
• Reception is based on numbers 1 – 10 and
understanding the concept of these (can go beyond
this)
• Year 1 – working with numbers to 20, moving on to
100
Resources: objects, number lines,
fish cards (T/U), games, 100 squares, computers
Years 2 and 3
- Practical, mental, more written but using informal
jottings and methods (NOT the ‘old fashioned’
methods we all remember)
- Continuation of addition and subtraction,
introduction of more formal multiplication and
division
Resources: 100 squares, place value (arrow) cards,
number lines, blank number lines, objects,
computers, number fans
Areas of Maths
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Shape and space
Measures
Data Handling
Numbers and calculating
Using and applying including investigations
Olivia - cube
Shape and space
Olivia - cuboid
• Naming and describing 2d shapes (flat)
• Corners – sides – curved – straight
• Naming and describing 3d shapes (solid)
• Vertices – edges – faces – curved – straight
• Models, patterns and pictures
Olivia - sphere
Olivia - cylinder
Measures
•Estimate, measure and compare – capacity,
length and weight
•Non-standard units of measures and standard
units
•Money – naming coins
•Telling time – hour/half past (can go beyond
this if ready)
•Months/seasons/days of the week
Data Handling and measures
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Pictograms
Block graphs
Tally charts
Tables
Interpreting data
Pictogram
Team name
Frequency
Manchester Utd
Arsenal
Liverpool
Chelsea
Tottenham Hotspur
Which team is the most popular?
= 1 person
Which team was the least popular?
How many people supported Liverpool?
How many people are in the class altogether?
How many more people supported Arsenal than Chelsea?
How many people supported both Liverpool and Arsenal?
Number facts
Doubling song
• Counting on and back in 1s, 2s, 5s and 10s – starting
on different numbers
• Number bonds to 10 then 20
• 10 more and less – from any number
• 1 more and less – from any number
• Quick fire addition/subtraction facts to 5 then 10
• Doubling and halving numbers to 10 then 20
• Odd and even numbers
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Addition
Elin Video
Objects/fingers/head
Number line
Hundred square
Using number facts – doubles and bonds
Partitioning 2 digit numbers – 1s and 10s
Understanding place value – 53 is 50 and 3
53 has 5 lots of 10 and 3 units/ones
Understand plus, altogether, add, more than
0
1
2
3
4
5
6
7
4+3=7
To add – start on the
largest number and
count on
+4
+ 20
31 + 24 =55
8
Subtraction
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Counting backwards
Using objects
One less using number lines/ mentally
10 less using 100 squares/ mentally
Counting back on a number line/hundred square
Knowing subtraction facts by heart
Partitioning – 1s and 10s
Understanding difference between numbers
‘number difference’
• Understand – minus, subtract, take away, less than
Multiplication/ repeated addition
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Counting in groups - 2s, 5s and 10s
Arrays – rows of 2, 5, 10
Using vocabulary - ‘groups of’ ‘multiplied by’
Leading to learning times tables – 5s and 10s
Knowing doubles – same as x2
Hops on a number line in groups
Use of apparatus
5 x 2 = 10
2 + 2 + 2 + 2 + 2 = 10
2
5
2
0
0
0
0
0
0
0
0
0
0
+2
0
2
+2
4
+2
6
+2
8
5
+2
10
0
0
0
0
0
0
0
0
0
0
Division/ sharing
• Knowing simple halves of numbers to 20
(dividing by 2)
• Sharing
• Grouping
• Understand - ‘divide by’ ‘share equally’
Using and applying
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Applying skills across all areas of learning
Word problems
Real life experiences and problems
A range of contexts – measures, money
Explaining and describing thinking
Using and applying their knowledge and skills is
so important
Today Percy has more problems. He has 2 fields and 10 lettuce
plants. He wants to know how many plants he can put in one field
and how many in the other.
Model drawing the plants in the fields on the board and writing a
number sentence to go with the drawing. What do we notice about
the number sentence? It equals 10 so we need to use our number
bonds to 10 to help Percy solve his problem. Ask the children to give
you some field/lettuce combinations and draw them on the board.
Tell the children that Percy has now got 20 lettuce plants- how many
can go in each field?
Demonstrate how the children will find the answers between 2- using
two pots each and 10 or 20 counters/cubes.
How you can help…
• Mental maths practise especially number bonds, simple
addition/subtraction facts, 10 more and less, doubles and halves
• Board games and games involving dice and numbers e.g. snakes and
ladders, cards, dominoes
• Shopping - prices, weights, shape hunting, comparing sizes
• Cooking - involving weighing and measuring
• Money - costs, coin recognition, giving change
• Ask them to show you how to do calculations, get them to explain the
method.
• Counting
• Educational internet games
• Telling the time/ months/ days of the week
Make it fun!