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Mathematics in y1 power point
- 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
- 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.
Notes de l'éditeur
- Lindy introducing-fire, staff introduce themselves
- Lindy. This is an informal session. If you have any questions-please feel free to ask
- <number> 5 main strands in the national stratetgy that starts throughout year 1-year 6. Your child will learn to work collaboratively with their peers and become more indepdent in their learning. Calculate efficiently is in B D + E Lindy Secure Knowledge of number facts + use and apply them appropriately B + E Count compare + order numbers and describe relationships between them A + E
- <number> This shows an overview of the curriculum over the year. It’s a spiral curriculum so we keep returning to each area. Overview: starts with general picture and then goes through 7 strands Lindy Look at the overview of learning ~ should we open the disc / use paper copies? Counting + understanding number: build mental agility Sense of how numbers ‘fit together’ Knowing + Using no. Fact: using patterns to recall Deriving facts from known facts Calculating: building an understanding of subtraction Measuring + Handling data: application of mental skills
- Lindy. We have 3 maths sessions plus spot maths sessions throughout the week. This is often in context.
- Guess number on 100 square / wizards hat Jenny and Amy
- Jenny and Amy. Explain partitioning. what do we mean by counting… counting objects one to one, what number can they count to, what a number means patterns
- <number> Chris: I’m going to show you some pictures and I would like you to tell me ‘How many?’ Counting + number lines bef. Amy on computer
- <number> Chris How do you know? Chris chirs
- <number> This might not be subitisizing could have learnt from the dice/dominoes chris
- chris
- chris
- chris
- chris
- <number> Links to number lines, counting stick and number hoop, counting hedgehog. Sinead
- Bead bar, sumthings Sinead
- number stick horizontal and vertical hoop number line decimals/fractions Sinead
- Lindy We use a plethora of vocabulary with the children. This starts very Practical, counters, objects moving on to writing problems. We are looking for the understanding. Children are often encouraged to create their own problems, involving selecting for example, number cards, dominoes, using dice and recording these. They are learning how to record these practical problems.By the end of the year knowing numbers that love eachother such as 5+5 make 10 speed up there calculations ability.
- The children are given lots of opportunities to solve problems as part of their pracitcal maths. We are going to share ways of solving problems with you. The pupils often have to interpret word problems, looking for the information they need to work out what type of problem they are solving. mistakes, finding patterns, 5R’s etc Lindythe pp
- <number> Join = Adding items to a set Is result unknown ie 5 + 7 =? Amy Could change it to a change unknown 5 + ? =12
- <number> Taking items from a set Jenny
- <number> 13 – 5 = ? 5 + ? = 13 Chris
- eigen sqaure
- Show shapes, equipment that is on tables Sinead
- Amy: pictures of block graphs
- Jenny
- Lindy talk about booklet and give out website hand out