Reception and Key Stage 1
Maths For Parents
Aims:
• To know what we teach and when
•To know how we teach addition and
subtraction starting with understanding of
numbers and place value
What do we teach?
Split into ‘Domains’
• Numbers and the Number System
(including place value)
• Addition and Subtraction
• Multiplication and Division
• Fractions
• Measurement
• Geometry (Properties of Shape)
• Geometry (Position and Direction)
• Statistics
Number and place value (Reception leading onto year 1):
•
•
•
•
•
Count to and across 100 forwards and backwards in 1s
Read and write the numbers
Count in 2’s, 5’s and 10’s
Identify 1 more/1 less
Read and write numbers from 1 to 20 in numerals and words
This would start in Reception, with an understanding of what a digit is
made up of
e.g. 5 is made up of…..
5 ‘ones’
4 ones + 1 one
3 one + 2 one
• Counting steps together up and down
stairs:
• What would be one more? One less?
• Miss a number out when counting – which
one have I missed out?
• Saying the numbers of buses as they go
past - who can say it first?
• Counting lego in twos as they tidy away
Numbers and place value
(year 2):
• count in steps of 2, 3, and 5 from 0, and in tens from any
number, forward or 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
Numbers and place value (year 2):
recognise the place value of each digit in a two-digit number (tens, ones)
Which is more…..
23
Or
32
Hundreds
Tens
2
3
Then when using Hundred numbers
123 would be:
Ones
3
2
• identify, represent and estimate numbers
using different representations, including
the number line
0
10
20
30
40
50
60
70
80
90
100
compare and order numbers
from 0 up to 100; use <, > and =
signs
The foundations for understanding addition and subtraction come from…..
Understanding how single digit numbers are made up
Knowing number bonds to ten
Developing an understanding of place
value
Addition and subtraction (Reception)
• Children say which number is one
more/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
I’ve got 7 animals, how many is two more?
What happens if I take 3 animals away?
Addition and subtraction (Reception)
• Introduced in Reception, but continually reinforced
up to Form 6
• Number bonds to ten (use mental recall of addition
and subtraction facts to 10)
7 + 3 = 10
7
Leads onto more
complicated:
3
70+30=100
700+300=1000
Addition
Expectations:
Year 1:
• 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
Year 2
• Using concrete objects and pictorial representations, including those
involving numbers, quantities and measures.
• 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
- a two-digit number and tens
- two two-digit numbers
Addition
• Stage 1: - after counting on (with fingers!)
children then use their knowledge of
number and use:
The Empty Number Line
8 + 7 = 15
• 48 + 36 = 84
• Or:
• Use a number line to answer:
53+24
86+17
149+38
•Stage 2:
Partitioning
Record steps in addition using partitioning:
e.g. 47 + 76
47 + 7 6
Or basically jotting
down the sums you’re
doing in your head as
you do them.
47 + 70 = 117
117 + 6 = 123
or….
4 7+76=
40 + 70 = 110
7 + 6 = 13
110 + 13 = 123
Partitioned numbers are then written under one another:
• Use partitioning to answer:
53 + 25
29 + 88
129 + 37
•Stage 3:
Expanded Method in columns
Write the numbers in columns.
Adding the ones first:
Gets the same answer – but
children are encouraged then
to move onto always adding
the ones first.
• Use the expanded method to work out:
36 + 58
46 + 83
•Stage 4:
Column Method
Used for adding more complex numbers including decimals.
Subtraction
• Stage 1:
Empty Number Line – counting back
15 - 7 = 8
• 74 - 27 = 47 worked by counting back:
•The steps may be recorded in a
different order:
• Empty number line – counting on:
• Try using an empty number line, counting
on or counting back to answer:
94 – 38
73 - 29
• Stage 2
Partitioning:
• 74 – 2 7 74 - 20 = 54 - 7 = 47
• This requires children to subtract a singledigit number or a multiple of 10 from a twodigit number mentally. The method of
recording links to counting on a number line
• Stage 3
Expanded Layout, leading to column method
Partitioned numbers are then written under one another:
Example: 74 - 27
Example: 741 - 367
Useful Websites:
 http://www.woodlands-junior.kent.sch.uk/maths/index.html
www.cheekymonkeyresources.co.uk/Downloads/maths/numbonds10/num
bonds10b.htm
 http://www.bbc.co.uk/bitesize/ks1/maths/
 http://www.ictgames.com/resources.html
 http://www.crickweb.co.uk/ks1numeracy.html
https://www.gov.uk/government/publications/national-curriculum-inengland-framework-for-key-stages-1-to-4
https://www.gov.uk/government/uploads/system/uploads/attachment_data/
file/301256/2014_EYFS_handbook.pdf