Mathematics in Year One

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.

Block ACounting,

partitioning and calculating

Block BSecuring number

Facts, understandingshape

Block CHandling

data and measures

Block DCalculating, measuring

and understanding shape

Block ESecuring number facts, calculationand relationships

What is My Child Taught?

Block ACounting,

partitioning and calculating

Block BSecuring number

Facts, understandingshape

Block CHandling

data and measures

Block DCalculating, measuring

and understanding shape

Block ESecuring number facts, calculationand 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

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.

Your Turn!

Fun

Embedding vocabulary

Applying knowledge

Explaining thinking

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

Counting skills underpin calculation

Your Turn!

How many?

How many?

‘I just knew it’

How many?

How many?

How many?

How many?

Progression in number lines

• washing lines, carpet tiles, hopscotch . . .

• Number tracks

• lines marked in ones

10987654321

1 2 6543 8 9 10 11 12 7

Progression from concrete to abstract

Your Turn!

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

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

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 = �

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 = ?

Comparison I had 13 shells. My sister had 5. How

many more shells did I have than my sister?

13 - 5 = 5 + = 13

Your Turn!

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

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.

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

NationalAverage at the end of Year 1

NationalAverage at the end of Year 2

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.