Year 1 maths workshop Oct 2010

1. Mathematics in Year One

2. Our Aims
For children to be confident and
competent with numbers and
measures, so that they can tackle
mathematical problems
independently, applying what they
know.

3. Block A
Counting,
partitioning
and calculating
Block B
Securing number
Facts, understanding
shape
Block C
Handling
data and measures
Block D
Calculating, measuring
and
understanding shape
Block E
Securing number
facts, calculation
and relationships
What is My Child
Taught?

4. Block A
Counting,
partitioning
and calculating
Block B
Securing number
Facts, understanding
shape
Block C
Handling
data and measures
Block D
Calculating, measuring
and
understanding shape
Block E
Securing number
facts, calculation
and relationships
Using and applying mathematics
Counting and understanding number
Calculating
Using and applying mathematics
Knowing and using number facts
Understanding shape
Using and applying mathematics
Measuring
Handling data
Using and applying mathematics
Using and applying mathematics
Calculating
Measuring
Counting and understanding number
Knowing and using number facts
Calculating
Understanding shape

5. How Do We Teach This To Your
Child?
• Dedicated maths lessons each week
• Spiral planning so that lessons build on the children's
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.

6. Your Turn!
Fun
Embedding vocabulary
Applying knowledge
Explaining thinking

7. 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

8. Counting skills underpin
calculation
Your Turn!

9. How many?

10. How many?
‘I just knew it’

11. How many?

12. How many?

13. How many?

14. How many?

15. Progression in number lines
• washing lines, carpet tiles, hopscotch . . .
• Number tracks
• lines marked in ones
10987654321
1 2 6543 8 9 10 11 127

16. Progression from concrete to
abstract

17. Your Turn!

18. 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

19. 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

20. Join
When we went to the seaside I went for a walk on the
beach and found 5 sea shells and put them in my pocket.
Then I found another 7 with different patterns on them
and put them in my bucket.
How many shells did I have altogether?
Result unknown: 5 + 7 = 

21. Separate
I collected 15 shells. My sister didn’t have
any so I gave her 4 of mine.
How many shells did I have now?
Result unknown:
15 – 4 = ?

22. Comparison
I had 13 shells. My sister had 5. How
many more shells did I have than my
sister?
13 - 5 = 5 + = 13

23. Your Turn!

24. Measures
• Suggest and use simple measuring equipment, reading
and interpreting number scales with increasing
accuracy
• Understand and use vocabulary related to time; know
and use units of time; read time from clocks; solve
problems involving time
• Describe and classify common 3D and 2D shapes
according to their properties
• Describe positions and directions
• Describe movements – in a straight line and turning,
and understand angle as a measure of turn

25. Handling Data
• Solve a given problem by collecting, sorting
and organising information in simple ways
e.g. Ask your friends about their favourite
fruit. Make a tally chart of this. Then record
this information as a pictogram. Pupils answer
questions on this information. They then go on
to record as a block graph.

29. How do we measure progress?
ELG
1-9
P
Scales
NC
1C
NC
1B
NC
1A
NC
2C
NC
2B
NC
2A
NC
3C
ELG 7 at
the end
of
Foundation
2
National
Average
at the
end of
Year 1
National
Average
at the
end of
Year 2

30. Ways to Help Their Learning
• 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.