Ratcliffe College Mathematics Information Evening

1. Mathematics
Number and Counting

2. AIMS
• To update our Parents on how Maths is delivered
within Lower Prep (Upper Prep after half term)
• To understand the importance of Maths
within the curriculum and the wider world
(New curriculum in 2014 and Y6 in 2015~greater
emphasis on mental maths and learning more in
earlier years)
• To enhance our children’s learning
• To work together as a school and at home
• To demonstrate the progressive strategies in the
4 operations of number ~ also from the Nursery
School to the Prep School
• To share resources and support ideas

3. Our aim, as a school, is to-
• Improve calculations and be able to do Maths in our heads
securely using a variety of strategies for the 4 operations of
number.
We want our children to be able to ask themselves….
1. Can I do this in my head?
2. Can I do this in my head and use drawings and jottings?
3. Do I need to use a compact/ expanded written method?
4. Do I need to use a calculator?
Children realise that Maths is important because it helps us to(
quotes from the children):
• Become more accurate, quicker and answer more questions
• Get a better job and go to University
• Do every day things like: play sport, know house numbers, cook
and read the time…………………………….

4. Numbers
• It is vital to lay secure foundations in
Early Years Mathematics.
• Children need to engage with numbers
and to see how to use them in their
everyday situations.
• This helps them to develop a better
understanding of the world in which
they live.

5. Numbers are Everywhere

6. Early Learning Goal
Children count reliably with numbers from
one to 20, place them in order and say
which number is one more or 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.
They solve problems, including doubling,
halving and sharing.

7. Mathematics
Emerging
Expected
Exceeding
Assessment at the end of the
Swans.

8. Stepping towards the Early
Learning Goal
• Uses some number names and number language
spontaneously.
• Uses some number names accurately in play.
• Recites numbers in order to 10.
• Knows that numbers identify how many objects are
in a set.
• Beginning to represent numbers using fingers,
marks on paper or pictures.
• Sometimes matches numeral and quantity correctly.
• Top Tip – model counting in sequence and count
everyday objects together.

9. Stepping towards the Early
Learning Goal
• Shows curiosity about numbers by offering
comments or asking questions.
• Compares two groups of objects, saying when they
have the same number.
• Shows an interest in number problems.
• Separates a group of three or four objects in
different ways, beginning to recognise that the
total is still the same.
• Shows an interest in numerals in the environment.
• Top Tip- Remember to model one to one
• counting.

10. Stepping towards the Early Learning
Goal
• Shows an interest in representing numbers.
• Realises not only objects, but anything can be
counted, including steps, claps or jumps
• Recognise some numerals of personal
significance.
• Recognises numerals 1 to 5.
• Counts up to three or four objects by
saying one number name for each item.
• Top Tip- Count! Count! Count! As much
as possible.

11. Stepping towards the Early Learning
Goal
• Counts actions or objects which cannot be moved.
• Counts objects to 10, and beginning to count
beyond 10.
• Counts out up to six objects from a larger group.
• Selects the correct numeral to represent 1 to 5,
then 1 to 10 objects.
• Counts an irregular
arrangement of up to ten objects.
• Accurate one to one counting is crucial at this stage.

12. Stepping towards the Early Learning
Goal
• Estimates how many objects they can see and checks by
counting them.
• Uses the language of ‘more’ and ‘less’ to compare two
sets of objects.
• Finds the total number of items in two groups by counting
all of them.
• Says the number that is one more than a given number.
• Finds one more or one less from a group of up to five
objects, then ten objects.
• In practical activities and discussion, beginning to use the
vocabulary involved in adding and subtracting.

13. The stages of counting
• Start counting objects in a line.
• Count objects by moving them towards
them.
• Count objects in a group.
• Top Tip- Count objects that interest
the children, and develop one to
one counting skills.

14. The language of addition and
subtraction

15. Stepping towards the Early
Learning Goal
• Records, using marks that they can
interpret and explain.
• Forms numerals correctly.
• Begins to identify own mathematical
problems based on own interests and
fascinations.

16. Forming numbers correctly
Top and
down.
Little ducks head,
down his back,
on the water.
Round and round.
Down and along and we make a
cross.
Down, fat tummy, hat on his head.
Top and swing it in the middle.
The mouse runs across the
table and down the leg.
‘ssssssssssss’ through the
middle.
Round and up and straight
back down.
Top and down, then all the
way round.
Top and all the way
round.

17. Counting using fingers

18. Exceeding the Early Learning Goal
• The children develop their knowledge and
understanding of mathematics through
practical activity, exploration and discussion.
• They learn to count, read, write and order
numbers to 100 and beyond.
• They develop their mental calculation skills
and use these confidently in different settings.
• Learning number bonds 1 to 10.

19. Counting in different ways
• Counting 1-100
• Counting backwards from 20-0
• Counting on from a given
number
• Counting in 2s
• Counting in 10s
• Counting down columns
For example, 2, 12, 22, 32, 42, 52 etc.
• Counting in 5s

20. Maths is about everyday life
• Sing number rhymes.
• Count the steps as we go up and down.
• Look at house and bus numbers when in the
street.
• Setting the table, how many cups, forks.
• Using the mobile phone.
• Find page numbers in books.
• Cut out numbers in
magazines and catalogues.

21. Maths is about everyday life
Counting games
• Play skittles and keep score.
• Write down car number plates.
• Play games such as Snap, Dominoes, Snakes &
Ladders, Bingo.
• Estimation.
• Counting with interesting
objects.

22. What is important?
• Motivate your child.
• Monitor your child’s performance.
• Maintain contact with your child’s
teachers.
• Have Fun.

23. Key Stage 1 - Addition

24. Key Stage 1 – Subtraction

25. Practical methods

26. • Written methods
Partitioning into tens and ones:
23 + 12
23 + 10 = 33
33 + 2 = 35
Use known number facts and place value
37 – 22 =
37 – 20 = 17
17 – 2 = 15

27. Key Stage 1 - Multiplication

28. By the end of Year 1: 2x, 5x 10x ~ usually beginning by counting in
these numbers.
By the end of Year 2: 2x, 3x, 4x, 5x & 10x
By the end of Year 3: 2x, 3x, 4x, 5x, 6x 8x & 10x
By the end of Year 4: 2x (7x,9x,11x) through to 12x tables
STAGES
1. As an individual times table
2. As mixed tables
3. By switching
4. By leaving gaps to fill in?
5. Relationship to division
Know that the 2s, 4’s and 8’s are related
Know that 3s, 6s and 12s are related
Know that 5s and 10s are related
Patterns and tricks to help

31. Key Stage 1 - Division

32. Mental calculations
• Division as grouping – how many groups
of five in fifteen?
• Using fingers – saying where a given
number is in the 2s, 5s, or 10s
• Halve numbers to 40 and multiples of 10
to 100

33. Maths Passports

34. How we can all help?
Know what your child is learning in school?
• Learning objectives uploaded to the Parents’ Portal (Nottingham)
• Passports
• Prep
Communicate with your child and their teacher about Maths
• Maths involved in the ‘real world’ and why it is important
• Games and Fun
• Own opinions/perceptions- positive and encourage
• Ok to make errors, we learn from them, see where there is a misconception
• Please don’t do it for them~ support!
Feel confident using the strategies that the children are using
• We didn’t learn it that way when I was at school, I’m not sure how to do
it?
• Use the vocabulary the children understand and the taught strategies
• Ask your child to explain how they’ve got to the answer