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Mathematics Workshop Reception – Year 1

Mathematics Workshop Reception – Year 1. At all levels learning mathematics is about solving problems using key processes such as: looking for patterns and relationships between numbers making sense of and checking information

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Mathematics Workshop Reception – Year 1

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  1. Mathematics Workshop Reception – Year 1

  2. At all levels learning mathematics is about solving problems using key processes such as: • looking for patterns and relationships between numbers • making sense of and checking information • communicating and presenting maths using words and diagrams, for example, graphs and symbols • reasoning and developing mathematical arguments. Progression in maths involves using and applying these processes and skills in mathematics lessons across the whole school curriculum and in everyday life. To do this children need to understand key elements. Which we will look at together today.

  3. Reception Areas of Mathematics The mathematics curriculum in Reception is split into two categories; numbers and shape, space and measure. Maths will be taught in a purposeful, practical way and children will use play and exploration to acquire mathematical skills. The majority of mathematical work is practical and learning will happen in many different contexts around the classroom and outside. Some whole class work exploring mathematical concepts will be teacher led and children can also freely explore these concepts through a variety of different activities and resources set up each day.

  4. ELG: Number • Children 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 digitnumbers and count on or back to find the answer. • They solve problems, including doubling, halving and sharing.

  5. Year 1 Areas of Mathematics • AT1: Using & Applying • AT2: Number & Algebra • AT3: Shape, Space & Measures • AT4: Handling Data

  6. AT1: Using and Applying Mathematics • Level 1 • They represent their work with objects or pictures and discuss it. • They recognise and use a simple pattern or relationship. AT2: Number & Algebra • Level 1 • Pupils count, order, add and subtract numbers when solving problems involving up to 10 objects. • They read and write the numbers involved.

  7. Phase 1: Number words and numerals • This focuses on the development of children’s awareness, understanding and use of the language of number.

  8. Let’s Get Our Brain ReadyNumber Recognition with Peek-a-Boo NumbersNumber Formation with Ten Town Stories: gives children reasons for why numbers face the way they do. And once a child understands that Sir Seven always bows towards King One then you almost never see a back-to-front seven again.The children also form a visual connection with the characters which helps them to make sense of the abstract number shapes.

  9. Phase 1Counting sets • This phase focuses on the development of children’s early awareness of quantity. less more

  10. Phase 1

  11. Phase 2:Number words and numerals The main focus in Phase 2 is the development of children’s knowledge and use of the number sequence from one to five, and the recognition of the numbers 1 to 5.

  12. Phase 2Counting sets Phase 2 focuses on the development of children’s ability to count up to five objects and to recognise, without counting, sets of one, two or three objects

  13. Phase 2

  14. Phase 3Counting Sets This phase concentrates on extending children’s counting skills to enable them to count up to ten objects, actions or sounds accurately Let’s find out: touch counting, separation counting, kinaesthetic counting (clapping, jumping), auditory counting …

  15. Phase 3

  16. Phase 4Number words and numerals Phase 4 extends the range of numbers that children can confidently use, including zero and numbers to 20 Play ‘Counting Caterpillar’

  17. Phase 4Counting Sets Phase 4 focuses on extending children’s counting skills to enable them to count up to ten objects accurately, in any arrangement. The early stages of addition and subtraction are developed as children begin to partition and combine sets and to remove objects from sets

  18. Phase 4

  19. Phase 5Number words and numerals Phase 5 focuses on extending the range of numbers that children can confidently use, to include numbers to 30 Children also start to explore the sequences of numbers when they count from zero in twos, fives and tens

  20. Using a number grid for patterns and multiplication • Colour in the even numbers to recognise odd and even • Learn the 2, 5 and 10x table • Hiding numbers

  21. Phase 5Counting Sets Phase 5 focuses on extending children’s counting skills to enable them to estimate, count and compare sets of up to 20 objects. Addition and subtraction are further developed as children partition and combine sets and count on and back

  22. Using a Number Line • Adding 5 + 3 = 8 • Step 1 start on the biggest number and count on in jumps. • Subtracting 18- 4= • Step 1: start on the biggest number and count back in jumps.

  23. Phase 5

  24. Phase 6Number words and numerals This phase extends the range of numbers children can confidently use, including numbers to 100 Children also become more secure in counting forwards and backwards in twos, fives and tens

  25. Phase 6Counting Sets Phase 6 focuses on using children’s counting skills to support addition and subtraction through counting on and back and through counting from the smaller to the larger number to find a difference. Children also use their ability to count in twos, fives and tens to count larger groups of objects efficiently.

  26. Phase 6

  27. Place Value We use place value cards in combination with unifix cubes and Numicon shapes to recognise values of numbers i.e. make the number 45 Step 1: separate the to its value 4 tens and 5 ones Step 2: make that number with either cubes or Numicon

  28. Addition and Subtraction a with number square • Adding 12 • 54 +12= 66 • Step 1 :Partition the number ( one 10, two ones) 10 & 2 • Step 2: add on the 10 ( down 1) • Step 3 add on the units ( right 2) • Adding 10 go down 1 • Subtracting 10 up 1 • Adding 1go right 1 • Subtracting 1 go left 1

  29. Multiplication in ks1 Multiplication is repeated addition No of lots how many per group total 3 x 5 = 15 Is the same as 2 lots of 5 or 5 + 5 +5 = 15 Use pictorial cues to represent a x sum. Encourage them to write the sum: 5 + 5 + 5 = 15

  30. Knowledge, skills and understanding • Children should be taught the knowledge, skills and understanding through: • Practical activity, exploration and discussion • Using mathematical ideas in practical activities, then recording these using objects, pictures, diagrams, words, numbers and symbols • Using mental images of numbers and their relationships to support the development of mental calculation strategies • Estimating, drawing and measuring in a range of practical contexts • drawing inferences from data in practical activities • Exploring and using a variety of resources and materials, including ICT • Activities that encourage children to make connections between number work and other aspects of their work in mathematics.

  31. Thank you for coming Any questions?

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