Maths in Year One

1. Maths in Year One

2. What do we learn?

3. Number • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • Count, read and write numbers to 100 in numerals • Count in multiples of twos, fives and tens • Given a number, identify one more and one less • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • Read and write numbers from 1 to 20 in numerals and words

4. Addition and subtraction • Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs • Represent and use number bonds and related subtraction facts within 20 • Give a complete addition and subtraction fact family from one known fact • Add and subtract one-digit and two-digit numbers to 20, including zero • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations • Solve missing number problems such as 7 = ? - 9

5. Multiplication and division • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

6. Fractions Recognise, find and name a ½ as one of two equal parts of an : • object, • shape, • quantity Recognise, find and name a ¼ as one of four equal parts of an : • object, • shape, • quantity

7. Measurement Compare, describe and solve practical problems for: • lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) • mass or weight (e.g. heavy/light, heavier than, lighter than) • capacity/volume (e.g. full/empty, more than, less than, quarter) • time (e.g. quicker, slower, earlier, later) Measure and begin to record the following: • hours, minutes, seconds • lengths and heights • mass/weight • capacity and volume

8. Measurement • Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening • Recognise and use language relating to dates, including days of the week, weeks, months and years • Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times • Recognise and know the value of different denominations of coins and notes

9. Geometry Recognise, name and describe: • common 2-D shapes (e.g. rectangles (including squares), circles and triangles) • common 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres) Describe position, directions and movements, including half, quarter and three-quarter turns.

10. How do we learn? • Regular whole class maths lessons with differentiated small group follow up activities • There is a specific focus for each week e.g. number or shape • Activities may be guided work with an adult or independent • Most of the work is practical and some work is recorded. Children have a maths book. Photographical evidence of practical work is stuck into their maths books • Maths books show a learning objective and are marked according to school policy • Some activities may be outdoor activities • COOL time areas are set up to provide opportunity for children to practise previous maths skills in their free time

11. How are the children supported? Children have access to a variety of equipment to help them with their maths: • Numicon • Number lines • Cubes • Balance scales • 100 squares • Plastic money/shapes/rulers etc. • Tens and units apparatus Children may be included in intervention groups either to give extra practise in certain areas of difficulty or to extend higher achievers.

12. Which bits of maths do children find confusing? • Counting on from any number – children find counting by rote easy from 0 but it is more tricky to say the next number when you do not start the count at 0 • Counting backwards – the children have difficulty when crossing a whole ten in particular changing from 13 to 12 because the teen part of the words change from fourteen, thirteen to twelve so the pattern changes in the children’s brains • Number 12 is often confused with 20 just as b and d letters get mixed up

13. Which bits of maths do children find confusing? • More and less – more is fairly easy but less is not as often used in our speech so children often do not understand this – also fewer/fewest • Numberlines for addition – the children count the number they are already on and forget to jump to the next number in a sum (the same is true on board games) • Shape – children often confuse triangles and rectangles and pentagons and hexagons (making a new shape of ‘pexagon’!) • Money – children try to pay for a 7p item with a 7p coin that doesn’t exist

14. What can you do to help at home? • Play board games e.g. snakes and ladders • Count money • Shopping • Look for numbers in the environment • Count steps to…etc. • Advent calendars • Cutting pizza • Sharing out sweets • School website - j2e - year one maths games

15. We love money!!! Money work is great because it can help you to: • Count (counting pennies) • More /less • Number recognition • Counting on • Sort (finding different coins) • Count in 2s, 5s and 10s • Add/subtract/find the difference • Balance amounts • Multiply Soeven though it has a tiny mention in the new national curriculum we believe it covers many important maths skills.

16. Maths activity • As you go into the class you will be given a math task sheet with the activities on it • These are the activities you can do with your child • All the activities are based around money • There are 4 activities to try out • Each activity also comes with a ‘challenge’ if you wish your child to extend their learning