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Maths in Key Stage 1 and 2

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Molly Allen

on 10 January 2017

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Transcript of Maths in Key Stage 1 and 2

Spotting Patterns, Being Problem Solvers.
Lots of children can solve mathematical number sentences, but they can't solve problems. Discuss with the children what the number sentence could mean. If necessary 'box it up'.
Comparing numbers

How can I help at home?
Calculation Policy - Not teaching misconceptions.
Shapes - 2D/3D
Count with children - show them the visual representations of the numbers. Use the dienes apparatus/numicon. Why is 25 written as a 2 and a 5? Children will reverse numbers at this stage - this is normal - perhaps work on 1 number a night for 5 minutes at a time. How many times can you write it/show me that number in a minute (playdough, sand, jelly)?
Treasure hunt around the room, count the beads in the tub/share the beads between a certain amount.
Percy Parker, for tables.
Order numbers, play a game and ask who is first, who is second etc?
Get children to notice numbers in the environment, on doors, road signs etc.
Children could prove things for you. See 'can you convince me' cards.
Discuss it maths. TTS.
Top Marks games - ordering numbers
Matholia free to sign up to.

Again, it is so important for this to link to real life and concrete objects initially. Think of steps to success. Use a variety of vocabulary and your body to show children that the number will get smaller each time.
If children can
get them to count out a number and then subtract/takeway/minus some from a set. Then introduce the symbols and get them to talk about what the symbols mean. Can children tell you a number story?
Finding the difference - what is the same? What is different?
Subtraction through partitioning and counting back on a number line. Subtraction, including exchanging.
Maths at Alvaston Infant School
Early Maths: What is expected? (See handout 1)

How do children learn maths?
Counting - Lots of children can count, but do they know what that number looks like? See handout.
How can we get children to count? Count out cutlery, sweets, items when shopping, small world when they are playing.
Encourage children to touch-count/line items up. Get them to show you 5 in lots of different ways. On a number line, with fingers, using numicon, tally marks, the written number, pictures of objects.
Sand trays/jelly - hide objects in, can you count 5 out for me? Change the number each day and get them to listen for the 'clink'.
1 more/ 1 less.
It's important to ensure that we are setting the foundations for success in maths.
We should not be teaching children 'rules without reasons' (Haylock).
Ensure that when children begin to learn addition, we are using concrete objects to demonstrate this to children. Allow them to count out the objects, e.g. count out 4 and then add 2 more. Use body to show what is happening to the number. Will the number get bigger or smaller? Once they have understood how to combine two sets, show them the add symbol/equals symbol (physically and allow them to talk this through) and encourage them to tell a story using the number sentence. E.g. 2 + 1 = 3 "There were 2 children on the bus, one more came along and now there are 3 altogether. "
Once they have got this concept, can they add two numbers in a different way? Using numicon, jumping on with a number line. Use a variety of vocabulary (add, plus etc.)
See calculation policy for next steps. Number line - partitioned column addition. Using dienes for a transfer of tens and units.
"It is so important to use objects which will make the children WANT to learn maths."
Children naturally will compare numbers. They will be the first to tell you if someone else has 'more' sweeties than them! Get them to order their teddies, in order of height, width etc. Topmarks - ICT raises children's motivation.
Thank you for listening!

Questions and chance to explore resources.
See calculation policy.
1. Teaching multiplication as 'lots of'.
2. Always start with repeated addition.
3. Show the children arrays, in real life.
4. Recall multiplication facts - start with 2s, 5s and 10s. What happens when we times by ten? We do not add a zero!
5. Partitioning and the grid method.
Division means 'shared by'.
1. Physically with objects.
2. Drawing the objects in the sets.
3. Division on a number line.
Making the links between addition and subtraction; multiplication and division.

Addition and subtraction triangles. Investigations.
Visually seeing the sets/groups of objects.
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