Everyday Problem Solving and Reasoning - Year 1 Everyday Problem Solving and Reasoning

Real-life word problems Learning objective To solve multi-step word problems involving money, time and measures.

Links to year 1 problem solving and reasoning pupil target sheet Real-life word problems I can solve simple problems involving money. I can solve simple problems involving time. I can solve simple problems involving measures. I can solve simple problems set in a real-life context.

Teaching notes • Solving real-life word problems involving a variety of contexts is an important everyday life skill. • Engage pupils in solving word problems by role playing them using real objects. • Model the key steps necessary to work through the problem systematically: Read the question – highlight key words – choose the operation(s) – calculate – give the answer using correct units – check. Example: There are 10 toys. Sam shares them equally between two boxes. How many toys are there in each box?

• Share the problem with the pupils. Ask: – What are the key parts of the problem to highlight? – How many steps are there to the problem? – Which operation will you need to use to solve the problem? Do we need to use more than one operation? • Identify the key words in the problem and highlight them.

There are 10 toys. Sam shares them equally between two boxes. How many toys are there in each box?

– Establish that we need to divide the 10 toys equally into the two boxes. – Model how to systematically put one toy into each box using two boxes and 10 toys or two cups and 10 counters. – Establish that there are five toys in each box. – Ask pupils if the answer makes sense. Check by adding the number of toys in box 1 to the number of toys in box 2: 5 toys + 5 toys = 10 toys. 18

Real-life word problems For pupils – Steps to success 1. Read the problem.

4. Solve the calculation(s).

2. Highlight key pieces of information.

5. Check.

3. Identify the operation(s) and order of steps.

Bank of ‘Real-life word problems’ 1

Amy measured the height of these two plants using blocks. How many blocks taller is plant 1?

Plant 1

Plant 2

2

Together, Raj and Sarah have 15 star stickers. Sarah has seven stickers. How many stickers does Raj have?

3

Meg puts her socks into pairs. There are eight pairs of socks. How many socks are there?

4

Here is a group of 16 children. How many is a quarter ( 1 ) of the group? 4

5

What is the total value of all the copper coins in the purse?

19

Reasoning: Explain how you know Learning objective To give an explanation using correct mathematical vocabulary, calculations and diagrams.

Links to year 1 problem solving and reasoning pupil target sheet Reasoning I am beginning to explain my reasoning using simple words, calculations and diagrams.

Teaching notes • The strategy ‘Explain how you know’ requires pupils to explain their mathematical thinking clearly and concisely. • Pupils should be encouraged to use correct mathematical language, diagrams and calculations to explain their answers. • It may be helpful to teach the pupils to use a bank of sentence starters to help them explain their mathematical answers, e.g.: – I think this is right/wrong because ... – I agree/disagree because ... Example: Look at the balance scales. Amy says the car is heavier than the teddy. Do you agree? Explain how you know.

• Share the problem with the pupils. Ask: What do we know about balancing scales? – Establish that when the balancing scales are level, the objects on each side of the balancing scale weigh the same as each other. • Look at each scale and establish that the car weighs three blocks and the teddy weighs two blocks. • Ask: Does this mean the car is heavier than the teddy? – Establish that three blocks is more than two, so yes, Amy is correct and the car is heavier than the teddy. – Share with the pupils three different possible responses explaining their answer: Yes.

I agree with Amy that the car is heavier.

I agree with Amy because the car weighs three blocks but the teddy only weighs two blocks.

• Read each of the different responses and together agree which is the best explanation. Discuss that explanation 1 and 2 don’t give enough information about why they disagree with Amy so they are not very good responses. Establish that response 3 is the best because it explains why the car is heavier.

22

Reasoning: Explain how you know For pupils – Steps to success 1. Read the question. 2. Decide if you think it is right or wrong using facts you know. 3. Use a sentence starter and complete the explanation using words, diagrams and/or calculations.

Bank of ‘Explain how you know’ questions 1

Jan says number 6 and number 16 are the same when written in words. Do you agree? Explain how you know.

2

Anna completes the days of the week on this table. Is she wrong? Explain how you know.

Yesterday Sunday

Today Tuesday

Tomorrow Thursday

3

David uses a ruler to measure the weight of a bag of apples. Would you choose the same measuring tool? Explain your answer.

4

If Freddy counts in twos from six, he will land on 19. Do you agree? Explain how you know.

5

Explain how you know that Raj has not used the bricks correctly to measure how long the ribbon is.

6

Andre says 5 is more than 7. Do you agree? Explain how you know using a picture and other mathematical equipment.

23

Number sequences Number sequences have a rule. The rule tells you what the next number in the sequence will be. Example: These dogs are in twos.

How many dogs will there be if another two dogs join the group? This is a sequence that has a +2 rule. Counting in ones and saying the second number louder will create the sequence you need: 1,

2, 3,

4,

5,

6,

7,

8,

9,

10

Another two dogs will be: 11, 12 You can count in twos: 2,

4,

6,

8,

10, 12

Getting started 1

How many cats are there altogether?

1

34

2

3

4

ÂŠ 2017 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

2

Draw the shape that comes next.

Challenge 1 3

Each star has five points. How many points are here?

4

Write the next two numbers in each sequence. a) This sequence has a +5 rule: 0, 5, 10, 15, 20,

,

b) This sequence has a +10 rule: 0, 10, 20, 30, 40,

,

Challenge 2 5

What number is added each time in this sequence? 0, 2, 4, 6, 8, 10

6

Tara writes some +2 number sequences. They all begin with a number less than 10. Write two different possible number sequences with four numbers.

How did you do? 35

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