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?

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.

Mental and Oral Starter

Counting hoopNumber lineSwinging Bagpushttp://www.ictgames.com/save_the_whale_v4.html

Save the Whale (number bonds to 10)Lesson on Measure

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

Separate

I 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 = ?

Problem SolvingBean Bag bucket challenge!

Score 1

Score 2

Score 3

Score 4

What is the highest score Dan can get?

Find 3 ways to score 6.

Find 3 ways to score 9.

Dan threw 3 beanbags. Each bag went into a bucket. More than one bag can go in a bucket.

Measures

Handling Data

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!!!