Parent Workshop – KS1 Maths Welcome
Aims of the session
• To outline the national curriculum expectations for maths in KS1 (Year 1 and 2). • To share how we teach maths at Springwell. • To offer strategies you may want to use when supporting at home.
The National Curriculum for Mathematics aims to ensure that all pupils:
• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
The National Curriculum for Mathematics aims to ensure that all pupils:
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Going deeper not higher!
Year 1 – number and place value
Year 2 – number and place value
Year 1 – addition and subtraction
Year 2 – addition and subtraction
Year 1 – multiplication and division
Year 2 – multiplication and division
Year 1 – fractions
Year 2 – fractions
Year 1 –measurement
Year 2 –measurement
Year 1 – geometry – properties of shapes
Year 2 – geometry – properties of shapes
Year 1 – geometry – position and direction
Year 2 – geometry – position and direction
Year 2 – statistics
What does this look like at Springwell?
How do we develop deep understanding?
At the centre of Springwell’s approach to mathematics is the belief that all pupils have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their thinking further by tackling challenging and varied problems through reasoning. Similarly with calculation strategies, pupils must not simply rote learn procedures but demonstrate their understanding of those mathematical concepts through the use of concrete materials, pictorial representations and in the abstract form.
The Concrete, Pictorial, Abstract Approach
The Concrete Stage
A child is first introduced to an idea or a skill by acting it out with real objects.
This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.
The Concrete, Pictorial, Abstract Approach
The Pictorial Stage
A child has sufficiently understood the hands-on experiences, has performed and can now relate them to representations, such as a diagram or picture of the problem.
The Concrete, Pictorial, Abstract Approach The Abstract Stage A child is now capable of representing problems by using mathematical notation. 22 + 6 = 28 17 – 6 = 11
Our calculation policy - the methods your children will learn
At Springwell School, we believe in incorporating basic skills in mathematics daily to improve fluency. This is done using fluid in five at the start of each lesson. By doing this we combat the forgetting curve allowing children to develop and strengthen mental pathways and access mathematical methods and strategies at regular intervals in their learning.
Year 1 - addition
Year 2 - addition
Year 1 - subtraction
Year 2 - subtraction
Year 2 - subtraction
Year 1 - multiplication
Year 2 - multiplication
Year 2 - multiplication
Year 1 - division
Year 1 - division
Year 2 - division
Year 2 - division
Building a love of maths together.
What can you do at home?
Some ideas:
Building a love of maths together.
Ask LOTS of questions around making numbers, seeing patterns and linking ideas. Expect explanations using maths language!
What is 29 made from? Explain how you know.
• I am going to count in twos or fives to 20. How many steps will it take to reach from 0?, How do you know?
• ‘When I count in tens from any number the ones digit stays the same.’ Do you agree? Explain.
•
•
Building a love of maths together. Add and subtract everything! • Fruit in your shopping basket, eggs in an egg box - as you load and unload • Chips on your plate – subtract as you eat • Windows on the houses or flats where you live • Cutlery as you lay the table – how many more make…?
of maths together.
Building a love
Multiplication and division: - Baking - 5, 10, … , 20, … , In school: Together Rosie and Jim have £12. Rosie has twice as much as Jim. How much does Jim have? 12 divided by 3 = 4 Jim has £4 At home: replace with your family names
Building a love of maths together.
What
What
Children love money! But when do they see you using cash? Can you show how to make …p? How many ways? How do you know? I have five coins in my pocket.
is the greatest amount they could make?
is the least?
Building a love of maths together. Ask the time: (analogue not digital) What time do we wake up at? When does school start? Brownies/ cubs finishes at…? Read your watch out loud – the minute hand is pointing to the… and the hour hand is pointing to the…. What time is that?
Building a love of maths together.
Statistics: Use colours. - Cars in a car park? - Cars passing the window? - Sweets in a bag? - Pegs on a washing line? - Socks in the washbox?
Building a love of maths together.
Make maths interesting and fun: - Sing number songs and rhymes together.
- Give your child the opportunity to count a range of interesting objects (coins, pasta, shapes, buttons etc.). Encourage them to touch and move each object as they count.
- Count things you cannot touch (or see clearly). Try lights on the ceiling, window panes, jumps, hops or claps.
Building a love of maths together.
- Play games that involve counting (e.g. snakes and ladders, dice games, Monopoly). - Make mistakes when chanting, counting or ordering numbers. Can your child spot where you went wrong? - Choose a number of the week/day to work with. Practise counting in 5s. Count out groups of 5 objects (5 dolls, 5 bricks, 5 pens, pebbles).
Building a love of maths together.
Halve and doubling numbers, order random numbers, count
Learn number
fingers.
and ask your child to give
Give your child
of making it e.g.
could be
-
in 2s, 5s and 10s. -
bonds to ten using your
-
a number up to ten
you the different ways
7
made by adding 6 + 1 or 5 + 2 etc.
Building a love of maths together.
- Throw two or more dice. Ask your child to find the total of the numbers (+) and the difference between (-). - Play ‘ping pong’ to practise number bonds with your child - you say a number and they reply with how much more is needed to make 5, 10 or 20. - Plan an outing. Ask your child to think about what time you will need to set off and how much money you will need.
Your on going help
• Ask your child to show you how they solve the problem. If they get stuck, don’t rush them. Praise effort and reassure them that they’ll get it with practice.
• Find opportunities to solve maths problems everywhere. Take reallife situations and look for patterns, connections and things that can be matched. Play games that involve numbers. Show them that maths is fun and isn’t only reserved for the classroom.
• Never say you are rubbish at maths and if you ever aren’t sure ask your child’s teacher.
Thank you for coming! Have you got any questions?