Welcome to the Early Years and Key Stage 1 Maths Workshop Mrs Clemo and Mrs Hollingsworth Thursday 13 th October 2016
Our Aim To share with you our current calculation policy. To demonstrate how we teach maths at Joy Lane Primary School in Reception, Year 1 and Year 2. To share with you the changes to the National Curriculum in September 2014 and how they are affecting teaching and learning at Joy Lane.
To offer ways in which you can support your child at home with a consistent approach between home and school.
Where can you find our current calculation policy? www.joylane.kent.sch.uk Parents Policies Calculation Policy
The teaching of Mathematics in the Early Years is called Problem Solving, Reasoning and Numeracy. It is made up of 3 main areas: Numbers as labels for counting Calculating Shape, space and measures
EY Reciting numbers in order. Counting reliably using 1:1 correspondence Recognising numerals 1-20 and putting them in order.
Recording number through pictures (being able to draw 4 pencils for example). Knowing one more or one less than a given number. EY
Adding together two groups of objects to find a total using single digit numbers e.g. 6+4=10 Taking away from a group of objects Halving and sharing a group of objects equally between two children EY
Addition EY
Addition - What does it look like at Joy Lane EY
Subtraction EY
Subtraction - What does it look like at Joy Lane EY
Expectations at the end of Early Years
Year 1 Combining groups and taking away objects
Year 1 - Addition 1 Using a number track Before using a number line a number track is a smoother transition for children when they move from concrete (counters for example) to more abstract ideas. 4 + 2 =
Year 1 - Subtraction 1 Using a number track The same method can be applied to subtraction but instead of jumping forwards we jump backwards instead. 7-5 =
Addition Facts 1 Number Bonds of 10
Year 1 - Addition 1 Using a number line 4 + 2 =
Year 1 - Subtraction 1 Using a number line 9-2 =
Year 1 - Multiplication 1 Counting in 2s, 10s and 5s
Finding Patterns in Number 1 Use of language such as more, less, multiple, odd and even.
Year 1 - Multiplication Understanding multiplication as repeated addition. 1
Year 1 - Division 1 Thinking about sharing Relating sharing between two people to halving.
Expectations at the end of Year 1 Confident working with numbers to 100 Add and subtract 1 and 2 digit numbers to 20 Use these skills to solve simple problems Begin to practically solve multiplication and division number sentences.
Year 2 - Place Value 2 Identifying the tens and ones a number is made from.
Hundred Square 2
Addition 2 Empty Number Lines Start at 27. 3 big tens jumps forwards Where do I land?
Addition Using manipulatives to 23+24= help 2 Add the tens. Add the ones. Add them both together to find the total.
Addition 2 16 + 12= 10+10=20 6+2=8 20+8=28
Subtraction 2 Empty number lines Start at 36. 2 big tens jumps backwards Where do I land?
Subtraction Using manipulatives to help 2 Take away the tens. Take away the ones. 35-12 = See how many are left.
Multiplication 2 Using arrays to solve a multiplication number sentence.
Times Tables 2 Learning our 2, 10 and 5 times tables.
Division 2 Grouping Sharing
Expectations at the end of Year 2 Understand the value of each digit in a 2 digit number and be able to compare and order them using this knowledge. Solve 2 digit additions applying their knowledge and tens and ones and apply this to problem solving. Solve 2 digit subtractions applying their knowledge and tens and ones and apply this to problem solving. Know 2, 10 and 5 times tables, apply these to all maths learning and make links to division facts. Be able to write and solve number sentences using the addition, subtraction, multiplication and division symbols.
What do we use to help us? Numicon Dienes Number lines and tracks Counters
What is happening in the world of maths? The new national curriculum (implemented in September 2014) brought with it many changes, Overall the Curriculum has become more challenging across all year groups. For Key Stage 1 there is greater emphasis on problem solving, instant recall of facts, time tables (learnt sooner than before) and the importance of resources. Importantly the new curriculum states that children should be secure in their understanding before being taught new concepts, it is therefore essential that teachers work with parents to ensure we are working at the same level.
What about at Joy Lane?
How can you support your child at home? Put maths in your everyday activities e.g money, time, adding, calculation, measuring. Computer etc - maths games (see useful links handout) Use the calculation policy on line to practice/ enrich homework activities. Little and Often - like reading make maths part of everyday routines. Look at the Early learning Goal or National Curriculum targets hand out. These are what your child is working towards in school. Always ask your child s teacher if there is something you are unsure or want to help with at home.
Key Messages The firm foundations we are teaching our children in mathematics provide them with the building blocks they need to excel in mathematics in Key Stage 2. The importance is not to rush these early experiences and ensure children have a concrete understanding on which to build upon. We must continue to challenge children within their year groups programme of study and remember to revisit areas which children may be less secure in.
Questions? Please take a leaflet of useful links to support your child s learning of maths at home and a copy of the Early Learning Goals and National Curriculum Targets and complete and evaluation sheet. The Key Stage 2 Maths Workshop will be the same time next week - 20 th October at 2.00pm