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Key Stage 1 Maths Workshop

Key Stage 1 Maths Workshop. Mrs Wright and Miss Ring. Aims of this workshop. To achieve a stronger understanding of the Year 1 and 2 National Curriculum and the ‘TAF’ To unpick the TAF to understand the end of Key Stage 1 expectations

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Key Stage 1 Maths Workshop

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  1. Key Stage 1 Maths Workshop Mrs Wright and Miss Ring

  2. Aims of this workshop • To achieve a stronger understanding of the Year 1 and 2 National Curriculum and the ‘TAF’ • To unpick the TAF to understand the end of Key Stage 1 expectations • To further understand the calculation strategies used in Key Stage 1 Maths • To experience hands on classroom opportunities using concrete materials • To be provided with a range of strategies and websites you can use with your child at home

  3. What is the National Curriculum • The national curriculum is a set of subjects and standards used by schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject. • By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

  4. The Maths National Curriculum • Principal focus in KS1 is ensuring pupils develop confidence and mental fluency with whole numbers, counting and place value. • This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

  5. The Maths Curriculum Children should: • 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. • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. • Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Children must master the curriculum for their year group, so that they have firm foundations to build on the following year.

  6. What does the Curriculum look like? Year 2 Place Value Year 1 Place Value

  7. What is the TAF? • The TAF is an acronym for the ‘Teacher Assessment Framework’ • TAFs support teachers in making statutory judgements for children at the end of their Key Stage • TAFs are available for Maths, Reading and Writing • TAFs focus on key aspects of the curriculum • The framework has a range of ‘Pupil can’ statements which guide teachers judgements

  8. Using The TAF Framework • Three are three main final judgements – Working Towards, Expected or Greater Depth Secure • To judge that a pupil is working at expected or above age related expectations at the end of Key Stage 1, the child must have secured all elements of that area in the TAF.

  9. What does the TAF look like?

  10. Examples of EXS learning… • Partition 2 digit numbers into different combinations of tens and ones, explaining their thinking verbally, in pictures of with apparatus

  11. What does the TAF look like?

  12. Examples of GDS learning… • Recall and use multiplication and division facts for 2, 5, 10 and make deductions outside of known multiplication facts

  13. Maths at Marlborough Primary School + x = % subtract more add sum factor product When we plan a Maths sequence we always ensure children are exposed to correct mathematical language, symbols (+ - = x), an image and a context.

  14. Calculation Policy

  15. Calculation Policy

  16. Progression of expectations

  17. How do we teach Place Value? • Place value is at the heart of the number system. All digits have a value and a secure understanding of this will enable children to use and understand different calculation methods. • We constantly ask children to partition numbers in a variety of ways. This will support them further along when we teach them how to add and subtract. • E.g. 24 – The 2 represents 2 tens, the 4 represents 4 ones.

  18. Now it’s your turn • Use the resources to make the number…24

  19. Year 1 - Addition • Using concrete manipulatives to represent numbers and combining two groups • Using concrete manipulatives to represent numbers and counting on from the larger group. • Using the number line to count on. • Bridging through ten by making ten first.

  20. Year 2 - Addition • Partition 2-digit numbers into tens and ones. • Use empty number lines starting with the larger number and counting on. • Using concrete manipulatives to represent numbers and counting on from the larger number e.g., counting on in tens and ones, partitioning and bridging through ten, adding 9 or 11 by adding 10 and adjusting by 1.

  21. Partitioning and adding on a number line

  22. Now it’s your turn… Use the partitioning method to solve… 23 + 24 = ? Use the numberline method to solve… 23 + 42 = ?

  23. Subtraction • Using concrete manipulatives and take away from a set. • Draw a pictorial representation – removing items from a set by crossing out. • Use a completed number line or a 100 square to count back. • Use concrete manipulatives to subtract two 2-digit numbers by taking away from the tens and the ones. • Using the partitioning method to subtract two 2-digit numbers. • Use an empty number line to subtract by taking away groups of ten and then ones.

  24. Subtraction Use the partitioning method to solve… 36 – 12 = Use the empty number line method to solve… 63 – 47 = Use the diennes to solve… 47- 35 =

  25. Multiplication Year 1 • Understand multiplication as repeated addition. • Use mental recall: Children should begin to count in 2s, 5s and 10s. • Children will use practical equipment to make groups of objects to represent multiplication. • They will see everyday versions of arrays e.g., egg boxes, baking trays, etc.

  26. Multiplication Year 2 • Understand multiplication as repeated addition. • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables. • Use arrays to help teach children to understand the commutative law of multiplication. • Pupils will develop their understanding of multiplication using visual images and then moving to jottings to support calculation. Pupils will use multiplication symbol (x) • Pupils will develop the idea that multiplying by 2 is related to doubling and use this to support appropriate calculations.

  27. Explore real life arrays then pictures to develop relational understanding in KS1 I can see 1, 2, 3, 4…12 I can see 3 rows of 4 If you go round the other side, it’s 4 rows of 3 I can see 3 and 3 and 3 and 3 I can see 4 and 4 and 4 It’s 4 trebled!

  28. Models for multiplication How many different ways can you show arrays with an answer of 16? What is the multiplication sentence for each array?

  29. Strategies to solve… 3 x 5 = x x x x x x x x x x x x x x x = 15 5 5 5

  30. What about reasoning? Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language - National Curriculum

  31. Division Year 1 • Pupils will group and share small quantities using concrete manipulatives • Pupils use stories, pictures and concrete manipulatives to explore making equal groups. • Pupils use arrays as a pictorial representation for division. Children should apply their counting skills to develop some understanding of grouping e.g., There are three groups of five.

  32. Year 2 • Pupils make equal and unequal groups using concrete manipulatives. • Children divide by sharing objects into equal groups using one-to-one correspondence. They need to do this using concrete manipulatives in different contexts, then move on to pictorial representations. • Children will be introduced to the ‘÷’ symbol. They will begin to see the link between division and multiplication. • Children continue to use grouping and sharing for division using practical apparatus, arrays and pictorial representations.

  33. Year 2

  34. Strategies to solve… 15 divided by 3 Share 15 amongst 3 groups… x x x x x x x x x x x x x x x 5 5 5 There is 5 in each group so the answer is 5.

  35. How can I help my child at home? • Create a positive view of mathematics – be a mathematician together • Help your child to understand the importance of mathematics in everyday life • Support your child when learning basic skills Help them to see the value of learning these skills • Value homework activities even if you think your child knows it. They must be fluent and able to apply the skills if learning is to be sustainable

  36. How can I help my child at home? • Count anything and everything: skips, jumps, claps, pasta shapes, trees, red cars etc. • Count backwards from a number to zero • Count in 2s, 5s 10s 20s, etc whilst walking to school climbing the stairs, playing on the swing or trampoline etc • Involve them in practical activities around the home which would support their maths skills; helping measure the milk when baking, measuring the weight of ingredients, talk to them about the time, measure their height regularly, compare heights/shoe sizes in the family

  37. How can I help my child at home? Get to know money • recognise coins • sort coins • find the coin with the highest/lowest value • add pairs of coins • create a home shop using toys or fruit etc. • find different coins to give the same value e.g. how many ways can we pay for an item costing 10p? 5p and 5p or 2p + 2p + 2p + 2p + 2p etc. • Involve children in shopping activities.

  38. Simple Games Play games with dice: • throw a dice and double the number • add ten to the number • throw two dice and add or subtract the numbers • throw two dice and you can add the numbers together if they are both even or both odd • play a game using one dice and double the number if odd and halve the number if even. Play games with dominoes: • add the dots on each side of the domino • find dominoes with the same number of dots on each side e.g. double 4 is 8, • find dominoes with an odd/even number of dots • find as many dominoes as you can with the same number of dots, (6 and 1 has the same number of dots as 3 and 4) etc. • multiply the dots on each side of the domino

  39. Useful websites: • Maths Games http://www.maths-games.org/times-tables-games.html • Cool Maths https://www.coolmathgames.com/ • Ixlhttps://uk.ixl.com/ • TimestablesRockstarhttps://ttrockstars.com/ • Topmarkshttps://www.topmarks.co.uk/ • ICTGameshttp://www.ictgames.com/index.html

  40. Useful websites: • National Curriculum https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf • TAF https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/740343/2018-19_teacher_assessment_frameworks_at_the_end_of_key_stage_1_WEBHO.pdf • Exemplification https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/763056/2018_key_stage_1_teacher_assessment_exemplification_mathematics.pdf

  41. QUESTIONS?

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