ratcliffe college mathematics information evening

MathematicsNumber and Counting

AIMS

• To update our Parents on how Maths is delivered within Lower Prep (Upper Prep after half term)

• To understand the importance of Maths within the curriculum and the wider world (New curriculum in 2014 and Y6 in 2015~greater emphasis on mental maths and learning more in earlier years)

• To enhance our children’s learning

• To work together as a school and at home

• To demonstrate the progressive strategies in the 4 operations of number ~ also from the Nursery School to the Prep School

• To share resources and support ideas

Our aim, as a school, is to- • Improve calculations and be able to do Maths in our

heads securely using a variety of strategies for the 4 operations of number.

We want our children to be able to ask themselves….1. Can I do this in my head? 2. Can I do this in my head and use drawings and jottings?3. Do I need to use a compact/ expanded written method?4. Do I need to use a calculator?

Children realise that Maths is important because it helps us to( quotes from the children):• Become more accurate, quicker and answer more

questions• Get a better job and go to University• Do every day things like: play sport, know house

numbers, cook and read the time…………………………….

Numbers • It is vital to lay secure foundations in

Early Years Mathematics.• Children need to engage with

numbers and to see how to use them in their everyday situations.

• This helps them to develop a better understanding of the world in which

they live.

Numbers are Everywhere

Early Learning GoalChildren count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

MathematicsEmerging

Expected

Exceeding

Assessment at the end of the Swans.

Stepping towards the Early Learning Goal

• Uses some number names and number language spontaneously.

• Uses some number names accurately in play.• Recites numbers in order to 10.• Knows that numbers identify how many objects are

in a set.• Beginning to represent numbers using fingers,

marks on paper or pictures.• Sometimes matches numeral and quantity correctly.• Top Tip – model counting in sequence and count

everyday objects together.

Stepping towards the Early Learning Goal

• Shows curiosity about numbers by offering comments or asking questions.

• Compares two groups of objects, saying when they have the same number.

• Shows an interest in number problems.• Separates a group of three or four objects in different

ways, beginning to recognise that the total is still the same.

• Shows an interest in numerals in the environment.• Top Tip- Remember to model one to one • counting.

Stepping towards the Early Learning Goal

• Shows an interest in representing numbers.• Realises not only objects, but anything can be

counted, including steps, claps or jumps• Recognise some numerals of personal significance.• Recognises numerals 1 to 5.• Counts up to three or four objects by saying one number name for each item.• Top Tip- Count! Count! Count! As much as possible.

Stepping towards the Early Learning Goal

• Counts actions or objects which cannot be moved.• Counts objects to 10, and beginning to count beyond

10.• Counts out up to six objects from a larger group.• Selects the correct numeral to represent 1 to 5, then 1

to 10 objects.• Counts an irregular arrangement of up to ten objects.• Accurate one to one counting is crucial at this stage.

Stepping towards the Early Learning Goal

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘less’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.• Finds one more or one less from a group of up to five objects,

then ten objects.• In practical activities and discussion, beginning to use the

vocabulary involved in adding and subtracting.

The stages of counting• Start counting objects in a line.• Count objects by moving them

towards them.• Count objects in a group.• Top Tip- Count objects that interest the children, and develop one to one counting skills.

The language of addition and subtraction

Add

More

Altogether

MAKE

Equals

Less

Fewer

Take away

SUBTRACTThe same as

Stepping towards the Early Learning Goal

• Records, using marks that they can interpret and explain.

• Forms numerals correctly.• Begins to identify own mathematical

problems based on own interests and fascinations.

Forming numbers correctly

1 Top and down.

2Little ducks head, down his back, on the water.

3 Round and round.

Down and along and we make a cross.

5 Down, fat tummy, hat on his head.

6 Top and swing it in the middle.

7 The mouse runs across the table and down the leg.

8 ‘ssssssssssss’ through the middle.

9 Round and up and straight back down.

10 Top and down, then all the way round.

0 Top and all the way round.

Counting using fingers

Exceeding the Early Learning Goal

• The children develop their knowledge and understanding of mathematics through practical activity, exploration and discussion.

• They learn to count, read, write and order numbers to 100 and beyond.

• They develop their mental calculation skills and use these confidently in different settings.

• Learning number bonds 1 to 10.

Counting in different ways• Counting 1-100• Counting backwards from 20-0• Counting on from a given number• Counting in 2s• Counting in 10s• Counting down columns For example, 2, 12, 22, 32, 42, 52 etc.• Counting in 5s

Maths is about everyday life• Sing number rhymes.• Count the steps as we go up and down.• Look at house and bus numbers when in

the street.• Setting the table, how many cups, forks.• Using the mobile phone. • Find page numbers in books.• Cut out numbers in magazines and catalogues.

Maths is about everyday lifeCounting games

• Play skittles and keep score.• Write down car number plates.• Play games such as Snap, Dominoes, Snakes &

Ladders, Bingo.• Estimation.• Counting with interesting objects.

What is important?• Motivate your child.• Monitor your child’s performance.• Maintain contact with your child’s

teachers.• Have Fun.

Key Stage 1 - Addition

Key Stage 1 – Subtraction

Practical methods

• Written methodsPartitioning into tens and ones:23 + 1223 + 10 = 3333 + 2 = 35Use known number facts and place value

37 – 22 =37 – 20 = 1717 – 2 = 15

Key Stage 1 - Multiplication

By the end of Year 1: 2x, 5x 10x ~ usually beginning by counting in these numbers. By the end of Year 2: 2x, 3x, 4x, 5x & 10xBy the end of Year 3: 2x, 3x, 4x, 5x, 6x 8x & 10xBy the end of Year 4: 2x (7x,9x,11x) through to 12x tables

STAGES

1. As an individual times table2. As mixed tables3. By switching4. By leaving gaps to fill in?5. Relationship to division

Know that the 2s, 4’s and 8’s are relatedKnow that 3s, 6s and 12s are relatedKnow that 5s and 10s are relatedPatterns and tricks to help

Key Stage 1 - Division

Mental calculations• Division as grouping – how many

groups of five in fifteen?• Using fingers – saying where a given

number is in the 2s, 5s, or 10s • Halve numbers to 40 and multiples of

10 to 100

Maths Passports

How we can all help?Know what your child is learning in school?• Learning objectives uploaded to the Parents’ Portal (Nottingham)• Passports• Prep

Communicate with your child and their teacher about Maths• Maths involved in the ‘real world’ and why it is important• Games and Fun• Own opinions/perceptions- positive and encourage• Ok to make errors, we learn from them, see where there is a

misconception• Please don’t do it for them~ support!

Feel confident using the strategies that the children are using• We didn’t learn it that way when I was at school, I’m not sure how

to do it?• Use the vocabulary the children understand and the taught

strategies• Ask your child to explain how they’ve got to the answer