Transcript Counting and Place Value - Longfield Primary School

Maths Workshop for Year 1 Parents and
Carers
2 March 2015
Mrs Claire Searle – Maths Leader
Counting in 1s,start at 43 and count on.
Count back from 87 until you get to 45.
Count on from 90. How far can you go?
37
What number is this?
it come before or after 73?
•Write fifty-two in numerals.
•Count from 48 to 66.
•Count in 2s from 10.
•Count back in 10s from 120.
•What multiple of 5 comes after 25?
Does
• What is one more than 24?
• One less than 30?
•10 friends say they are coming to your
party. On the day, 1 is ill. How many
friends come to your party?
•Put a circle around the number that is 1 more
than 26.
17
25
62
28
36
27
Use the language of: equal to, more than, less
than (fewer), most, least
•Know ‘more than’ means ‘bigger than’
•Know ‘equal to’ means ‘the same as’
•Know ‘less than’ means ‘smaller than’
•Know ‘most’ means ‘biggest’
•Know ‘least’ means ‘smallest’
•Use the language to compare amounts
•Use language of ‘less than’
•Use language of ‘more than’
•Use language of ‘equal to’
•Know the language of comparison
•Recognise the language of comparison in numerical questions
•Recognise the language of comparison in written word problems
Identify and represent numbers using
concrete objects and pictorial representations
including the number line.
•Put out pencils for 7 children.
•Show me 17 on a bead string.
Matching activity: match the numerals,
words and amounts.
Once your child is confident with this,
you could take some out of the set and
ask them to find which cards don’t have
a matching number/amount.
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read, write and interpret mathematical statements
involving addition (+), subtraction (-) and equals (=)
signs
represent and use number bonds and related
subtraction facts within 20
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, and missing number problems
such as 7 =
- 9.
Steps
 Children need to recognise +, - and = signs
 Know that the + sign means add, altogether,
total, more than, put together
 know the – sign means take away, subtract,
difference between, less than
 know the = sign means the same as, equal to
 know + means the answer will be bigger
 know – means the answer will be smaller
Steps continued
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read the + sign in a question
read the – sign in a question
read the = sign in a question
recognise the vocabulary for addition in a written
question
recognise the vocabulary for subtraction in a
written question
write the correct sign + for an addition question
write the correct sign – for a subtraction question
recognise the = sign in any position in a question
Your turn!
4p
5p
8p
9p
7p
What would a child need to know
in order to work this out?
What do children need to know to be able to work
this out?
You could show objects and ask your child to say, or write, a sum to
match the objects.
5 + 3 + 5 = 13
Represent and use number bonds and
related subtraction facts within 20
What are number bonds?
Pairs of numbers that add together to make
another number.
eg 5 + 2 = 7
Number bonds for 10 are extremely important, but
children need to know bonds for all numbers up to
20.
Your turn! Write down all the number bonds
for 10. How many are there?
Represent and use number bonds and
related subtraction facts within 20
Ways of representing number bonds
Represent and use number bonds and
related subtraction facts within 20
15 + 3 = 18
3 + 15 = 18
18 – 15 = 3
18 – 3 = 15
Your turn! What other addition and
subtraction facts can you write for 18?
Ping pong game
Choose which set of number bonds you want to
practise. Eg number bonds for 10.
I say 3, you say the number that goes with it to make
10.
So I say 3, you say 7.
I say ping, you say pong.
I say 8, you say 2.
Etc.
You can play this with any bonds your child needs to
practise, or use it to practise times tables.
Represent and use number bonds and
related subtraction facts within 20
What do children need to know?
 Signs for ‘add’ and ‘subtract’
 1-digit number means ‘ones’, 2-digit number
means ‘tens and ones’ (or units)
 Know that ‘add’ means put groups together
 Know that the answer will be bigger than the
numbers in the question
 read a number sentence adding a one digit
and another one digit number, for example:
3 + 5 = 8 or 4 + 3 +1 = 8
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read a number sentence adding two digit and
one digit numbers eg 12 + 4 = 16
know how to count on from the larger
number
know that when I have finished counting on,
the last number is the answer
know how to add 0 to a one, then a two digit
number, for example: 8 + 0 = 8, 0 + 7 = 7
Strategies for adding
Use objects. Count first set, continue counting
second set.
Use fingers.
Put larger number in your head, smaller number on
your fingers and count on from larger number.
Use Base 10 materials
Draw 2 or more groups of objects, then count them.
Use a number track. Start on first
number and count on the second number.
9=6=?
Use a number line – start on first number
and count on the second number..
Draw empty number line and put in the jumps.
Your turn! Draw an empty number line and show
the addition for 14 + 5.
Draw empty number line and bridge through
10 (or multiple of 10)
Children need to be able to partition (split) numbers
into number bonds for 10.
Here, 6 is
partitioned into the
number that goes
with 7 to make 10
(3), and the 3 left
over.
Partition numbers into tens and ones, and add the
tens, then the ones.
24 +
= 20
= 20
= 30
= 36
12
+ 4 + 10 + 2
+ 10 + 4 + 2
+6
Your turn!
36 + 23
=30 + 6 + 20 + 3
= 30 + 20 + 6 + 3
= 50 + 9
= 59
Subtracting – what children need to know
•know that subtract means to take a group of objects
from a larger group
•read a number sentence subtracting a one digit number
from another one digit number, for example: 8 - 3 = 5
•read a number sentence subtracting a one digit number
from a two digit number, for example: 16 – 3 = 13
•know how to count backwards from the larger number
•know that when I have finished counting backwards,
the last number is the answer
•know how to subtract 0 from a one, then a two digit
number, for example: 9 – 0 = 9
Strategies for subtracting
Very similar to those for adding.
Number in head eg 15 – 6. Put 15 in head, 6 on
fingers and count back. Number for last finger is the
answer.
Using objects – only need 1 set. So 15 – 6, need 15
objects, and then move 6 away. Count those left.
Same if drawing pictures. 15 biscuits, 6 get eaten.
Draw 15 biscuits and cross out 6.
Counting on number track or number line – start on 15
and jump back 6.
Draw empty number line – start on 15 and go
backwards.
Solve one-step problems that involve addition
and subtraction, using concrete objects and
pictorial representations, and missing
number problems such as 7 =  - 9
I think of a number. I add 5 to my number. The answer
is 12. What was my number?
Children find this sort of problem tricky!
It might help to set it out like this:
? + 5 = 12
or 12 = 5 + ?
So to find the missing number, they need to take 5
away from 12. Knowing number bonds for 12 will
help!
Multiplication and Division
In Year 1 ...
Through grouping and sharing small quantities,
pupils begin to understand multiplication and
division; doubling numbers and quantities; and
finding simple fractions of objects, numbers and
quantities.
They make connections between arrays, number
patterns and counting in twos, fives and tens.
For example:
I can set out chairs in the hall in rows of
ten, and when there are five rows I can say
how many chairs there are altogether and
how I know.
I can show and explain how I know there
are six eggs in a box without counting in
ones.
In Year 1 ...
Children practise counting as reciting
numbers and counting as enumerating
objects, and counting in twos, fives and tens
from different multiples to develop their
recognition of patterns in the number system
(for example, odd and even numbers).
I can show and explain how to cut a piece of ribbon
for the big bear that is twice as long as the ribbon
for the small bear and how many grapes to give the
big bear if he has twice as many as the small bear.
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X
repeated addition eg 5 x 3 is the same as
(equals) 3 + 3 + 3 + 3 + 3
times
lots of
groups of
multiplied by
multiply
times tables
double
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Repeated subtraction
eg 20 ÷5 = 20 – 5 – 5 – 5 - 5
Divide
Divided by
Share
Share equally
Groups
Lots
Halve
These are examples of arrays found in the
environment.
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What multiplications do
they show?
Draw arrays to show these multiplications:
2x6
6x5
3 x 10
2
5
2
5
5
5
6
5
6
6
+ 2 + 2 + 2 + 2 = 10
groups of 2 or 5 x 2 = 10
multiplied by 5 or 5 multiplied by 2
pairs
hops of 2
+ 5 + 5 + 5 + 5 + 5 = 30
groups of 5 or 6 x 5 = 30
multiplied by 6 or 6 multiplied by 5
groups of 5
hops of 5
You can use any objects to
represent the cakes, but ask
a child to do this practically
first – using concrete objects
helps make the connection
between real objects and the
symbols we use in maths.
Keep taking out
groups of the same
number.
How many groups are
there? Any left over
that won’t make
another group of the
same number are the
remainder.
Fractions in Year 1
In Year 1...
Pupils are taught half and quarter as ‘fractions of’
discrete and continuous quantities by solving
problems using shapes, objects and quantities.
For example, they could recognise and find half a
length, quantity, set of objects or shape.
Pupils connect halves and quarters to the equal
sharing and grouping of sets of objects and to
measures, as well as recognising and combining
halves and quarters as parts of a whole.
Which thought bubble shows the cake being shared in half?
Fraction strips
Make ½ Children need to understand
what a whole is, and that half is one of
2 equal parts.
Make ¼
Can use to start to understand
equivalence.
Practically, children need to experience
splitting things in half, eg apples, oranges,
bars of chocolate, pizza, packet of sweets
etc. They also need to combine
the 2 halves again to make a
whole.
They can be shown how to split the halves
again so there are 4 equal parts – quarters.
Children also need to handle sets of
objects and split them into 2 and then 4
equal groups.
They need to know that for a shape to be
split into fractions, such as halves and
quarters, the parts must be equal.
They need to be able to colour in sections
of shapes to show both halves and
quarters.
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http://www.bbc.co.uk/bitesize/ks1/maths/
http://www.topmarks.co.uk/mathsgames/5-7-years/multiplication-anddivision
http://www.maths-games.org/times-tablesgames.html
http://www.maths-games.org/fractiongames.html
http://primarygamesarena.com/Key-Stage-1