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- 1. Mathematics in Year One
- 2. Our AimsFor children to be confident andcompetent with numbers andmeasures, so that they can tacklemathematical problemsindependently, applying what theyknow.
- 3. Block A Counting, partitioning and calculating Block B What is My Child Taught? Securing numberFacts, understanding shape Block C Handling data and measures Block DCalculating, measuring and understanding shape Block E Securing number facts, calculation and relationships
- 4. How Do We Teach This To Your Child?• Dedicated maths lessons each week• Spiral planning so that lessons build on the childrens previous knowledge• Each session begins with a mental and oral starter followed by the main teaching topic. The children then work individually, in pairs or groups on an activity to practise what they have been learning. The class usually come together at the end to discuss their learning and the teacher addresses misconceptions.
- 5. Mental and Oral StarterCounting hoopNumber lineSwinging Bagpushttp://www.ictgames.com/save_the_whale_v4.ht Save the Whale (number bonds to 10)Lesson on Measure
- 6. Counting, Partitioning and Calculating• Counting• Estimating• Sequencing• Read and write numbers in figures and words• Place value and ordering• Comparing• Say number 1, 10, or 100 more / less than a number
- 7. Your Turn!Counting skills underpin calculation
- 8. How many?
- 9. How many?‘I just knew it’
- 10. How many?
- 11. How many?
- 12. How many?
- 13. How many?
- 14. Progression in number lines• washing lines, carpet tiles, hopscotch . . .• Number tracks 1 2 3 4 5 6 7 8 9 10• lines marked in ones 1 2 3 4 5 6 7 8 9 10 11 12
- 15. Progression from concrete to abstract
- 16. Your Turn!
- 17. Calculations• Addition and related vocabulary add, more, sum, total, altogether, equals, how many• Subtraction and related vocabulary take away, subtract, how many are left, how much less is… difference between, how many more to make…• Know by heart addition and subtraction facts
- 18. Solving Problems• Making decisions; deciding which operation and method of calculation to use• Investigate a general statement about familiar numbers or shapes• Recognise simple patterns and relationships, generalise and predict• Give explanations how problem was solved – involving money, measures and real life context
- 19. SeparateI collected 15 shells. My sister didn’t have any so I gave her 4 of mine.How many shells do I have now?Result unknown:15 – 4 = ?
- 20. Problem Solving Bean Bag bucket challenge!Dan threw 3 beanbags. Each bag went into a bucket. More thanone bag can go in a bucket. Score Score Score Score 1 2 3 4What is the highest score Dan can get?Find 3 ways to score 6.Find 3 ways to score 9.
- 21. Measures
- 22. Handling Data
- 23. What can you do?• 100 squares (cut up and reassemble, mark multiples 2, 5, 10 and spot patterns)• Number lines (horizontal, vertical)• Unifix, multi-link• Money coins Use real money in shopping situations• Board games• Dice, Dominoes, Cards• Talk about shapes you see whilst out and about. Use words like bigger, smaller, higher, curved and flat faces• www.kented.org.uk• www.hamiltonathome.org.uk Video clips of practical ways in which parents can help children. Look for 5 – 7 age range.• Blog page• Make it fun!!!

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