Year 1 Mathematics Parent Workshop 23 rd September 2019 Year 1 Team - - PowerPoint PPT Presentation

Year 1 Mathematics Parent Workshop

23rd September 2019

Year 1 Team

 Amanda Matheson- 1AM  Laura McPherson – 1LM  Jack Mellett- 1JM

Aims of today

 Maths is everywhere  How simple objects around your house can have a

huge impact on your child’s learning.

 Give you tools and knowledge to best support your

child at home

 Demonstrate how we use these objects to deepen your

child’s mathematical knowledge and understanding.

Year 1 Curriculum- Number and Place Value

 Count to 100, forwards and backwards, beginning with 0 or

1, or from any given number.

 Count, read and write numbers to 100 in numerals  Count in multiples of 2s, 5s and 10s.  Identify 1 more and 1 less than a given number  Identify and represent numbers using objects and pictorial

representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

 Read and write numbers from 1 to 20 in numerals and

words.

Addition and Subraction

 Read, write and interpret mathematical questions

involving addition (+), subtraction (−) and equals (=) signs.

 Represent and use number bonds from 0 to 20.  Add and subtract one-digit and two-digit numbers to 20,

including 0.

 Solve one-step problems that involve addition and

subtraction, using objects and pictorial representations, and missing number problems such as 7 = ? – 9.

Mathematical language

 Mathematical language is all around children – words

and expressions such as

 ]“bigger”, “smaller”, “shorter”, “taller”, “more than”,

“less than”, “beside”, “above”, “below”, “heavy”, “light”, etc.

 Using a variety of vocabulary helps children to develop

a wide range of language and gain more confidence in the understanding process.

“Why have you sorted them that way? Is there another way you could have sorted them?”

Learning at home

In the street

 Recognising bus numbers- looking at bus timetables- how

long do we have to wait for the next bus?

 Number plate hunt. Who can find a 7? Add the numbers up.  Comparing door numbers- odd or even?  Counting – how many lampposts on the way to school?

Doing the washing

 Counting in 2s – socks, shoes, gloves  Sorting by colour and size.  Matching/pairing up socks.  Find four shoes that are different sizes. Can you put

them in order.

Time

 What day is it yesterday, today, tomorrow?  Use timers, phones and clocks to measure short

periods of time.

 Count down to a special event on the calendar  Recognising numbers on the clock. If you cover a

number, what number was missing? How do you know?

 Telling the time to o’clock and half past

Cooking/ Baking

 Can you cut your toast in half? Into quarters?  Setting the table. Counting the right number of

plates etc. How many more do we need?

 Helping with the cooking by measuring and

counting ingredients.

 Setting the timer. How long is left on the clock?

Going shopping

 Reading price tags- what coins could we use to

make that amount?

 Which item is worth more? By how much?  Finding and counting coins to pay for items  Comparing weights – which is

heavier

Measuring

 Who is taller? Shorter?  Marking height on the wall. Finding the difference of

height in family members

 Cut hand shapes out of paper. How many hands long is

the couch? How long is the table? Which is longer?

 Who has the biggest hands in our family?

Playdough

 2 cups plain flour (all purpose)  2 tablespoons vegetable oil (baby oil and coconut oil work

too)

 1/2 cup salt  2 tablespoons cream of tartar  1 to 1.5 cups boiling water (adding in increments until it feels

just right)

 gel food colouring (optional)

Mix the flour, salt, cream of tartar and oil in a large mixing bowl. Add food colouring to the boiling water then into the dry

• ingredients. Stir continuously until it becomes a sticky,

combined dough.

Activities for one more, one less:

Sticky notes numbers

 Write the numbers one to ten/20 on sticky notes, stick them in a

row, then ask your child to pick a number and quiz them on which numbers come before and after the one they have chosen.

 “What is one more than 7? What is one less than 16”

Secret number

 Think of a number, then ask your child to guess your secret

• number. Tell them that, for example, your secret number is “one

more than 6” or “one less than eight”. Ask your child to come up with their own secret number too and try to find out what it is. You could play this sitting on a bus or a train and look for numbers on the bus or in the carriage – a bit like I Spy! – to start the game off.

Simple addition at home

 Football scores- how many goals were scored in a

match? How can we represent that? Can you do it in a different way?

 Objects - Pictures – Words – Symbols –

Word problems?

 Talking about ‘doubling the recipe’ when cooking. Or 4

knives and four forks, how much cutlery altogether?

 Use language such as “add”, “adding”, “add on”,

“subtract” and “take away”

Number bonds to 10

 Number bonds are pairs of numbers that add up to a

given number, such as 10/20.

 For example, 5 + 5, 6 + 4 and 7 + 3 are all number

bonds that make 10. Children learn these to help them understand the relationships between numbers.

 Once they have a solid

understanding of 0-10 number bonds, we move

• nto the relationship

between 0-20

Cubes

 Cubes- making groups of

numbers counting out 10… to make a 10 train

This is 15.. One group of 10 and 5 extra ones

Cubes ~ Counters ~ Tens Frames

 Use the tens frame to represent

numbers in different ways.

This is 15.. One group of 10 and 5 extra ones

Numicon

 Great for number bonds,

representing numbers, addition, subtraction, place value, shape, patterning.

 Multisensory which

allows children to deepen their knowledge

• f fluency, reasoning

and problem solving.

Numicon

 Use the tens frame to represent

numbers in different ways.

This is 15.. One group of 10 and 5 extra ones

• r

Deines- Tens and Ones

 Great for building

numbers to 100 (and beyond)

 Understanding groups

• f tens and ‘extra
• nes’

 Great to demonstrate

‘trading’ as they move through primary school

Number line

 How we use it- ADDITION

5 + 3 = 8

1 2 3

Number line

 How we use it - SUBTRACTION

8 - 5 = 3

5 4 3 2 1

100 square

 Counting

forwards

 Counting

backwards

 Addition  Subtraction  Number

patterns

100 square

 Counting

forwards

 Counting

backwards

 Addition  Subtraction  Number

patterns

100 square

 Counting

forwards

 Counting

backwards

 Addition  Subtraction  Number

patterns

100 square

 Counting

forwards

 Counting

backwards

 Addition  Subtraction  Number

patterns

100 square

 Counting

forwards

 Counting

backwards

 Addition  Subtraction  Number

patterns

100 Square – Finding Patterns

Find patterns on the number square.

 What do odd and even numbers always have?  What’s a quick way of adding 10 to any number?  Taking away 10 from any number?  What is a quick way of adding 9?

 If you start on 36 jump down to add 10 and jump back to take away 1.

How about adding 11?

100 Square Games



Total al of 10: Find pairs of numbers on the hundred square that total 10. How many different pairs can you find? How could you organise your answers so that you know you have found all the possible ways? Extend to totals to 20, 50 and 100.



Favou

• urite

ite number ers: s: Choose your favourite number from the hundred square. Make up 3 statements about it e.g. it is greater the 30, it is less than 70, it is not in the 10s but it is in the 5s. Can someone else guess your number correctly? If not, let them ask a question to help them.



Find the number er: Say a number to your child. Ask them to find it on the hundred square and cover it with a counter or their finger. Ask them how they found it. Play to improve. Can you find it quicker next time? How did you do it? Keep playing to improve strategy and explain.



Odds and Evens ns: : Game for 2 players, one person chooses to be ‘evens’ and

• ne ‘odds.’ Each player rolls a dice and if the ‘odd’ player lands on an odd

number they cross out an odd number on the square, if not they pass. Next the ‘even’ player rolls a dice and if they land on an even number they cross out even number, if not they pass. Winner is first to have all numbers crossed out.

Part-Part-Whole

 Addition

6 + 4 =

Part-Part-Whole

 Addition

6 + 4 =

Whole- Part- Part

 Simple ways to

do subtraction

6- 4 =

Whole- Part- Part

 Simple ways to

do subtraction

6- 4 =

Maths Resource Pack

Maths Resource Pack

Objects to use at home

Questions?

 School Website  Parents’ Evenings  Online Resources  Incidental learning- make it fun

Remember that while you are talking and playing with your child you are always developing their language and building their real-life experiences. Talk about what you are doing!