Welcome

Foundation Stage / Key Stage 1 Maths Workshop

Mrs Ranshaw

Growth Mindset

Addition

Step 1 - Counting two sets of objects and putting them together then counting all objects (FS)

6 + 4 =

Top Tip Teach and model good counting skills by moving the objects one by one and

counting at the same speed as you move the objects.

Addition

Step 1 - Counting two sets of objects and putting them together then counting all objects (FS)

6 + 4 =

Top Tip Teach and model good counting skills by moving the objects one by one and

counting at the same speed as you move the objects.

Addition

Step 2 Counting on (using fingers)

(Put the largest number in your head or imaginary pocket and count on) (Late FS/Early Y1)

Top Tips

•  Practise holding up a given amount of fingers so

children instantly recognise how many fingers they

need. •  Encourage your child to get

their fingers ready before putting the number in their head or they may forget to

stop counting.

Step 3 Counting on a number line (Y1)

Cross out the first number so we know not to count it, count on the correct amount of jumps, then circle the number you land on to get the answer.

9 + 6 =

Misconceptions Sometimes children over or under count as they count the numbers rather than

the jumps.

Addition

15

Addition

Step 4 – Count on using a hundred square (Y1/2)

46 + 12 = 58 (Same

strategy as using a

number line)

Addition

Step 4 – Count on using a hundred square (Y1/2)

Next Step

46 + 32 = 78

Step 5 - using a blank number line (Late Y1/ Early Y2)

Addition

Addition

Step 6 – Addition by partitioning ( Expanded column addition - Y2 )

Subtraction

Step 1 – Count out a number of objects, remove so many objects and see what you have left. (FS)

10 – 4 =

Step 2 – Count forwards or backwards on your fingers (FS/Y1) Children learn that subtraction is the same as finding the difference between 2 amounts so you can

count on from the smallest number or count back from the largest number.

Step 3 – Count backwards on a number line (Y1)

Step 4 – Count backwards on a hundred square (Y1/2)

Step 5 – Count backwards on a blank number line (Y2)

(These methods are the same as the addition methods but are in reverse)

Subtraction

Subtraction

Step 6 – Subtraction by partitioning (Expanded column subtraction – Y2)

Subtraction

Step 6 – Subtraction by partitioning (Expanded column subtraction – Y2)

Practice makes Perfect!

Please choose the methods most suited to the ability of your child and have a go at a few addition and

subtraction problems to see what problems your child may encounter.

Method sheets are available on your table. Please ask for the KS2 version if you need it.

Multiplication

Step 1 - Counting physical objects in

groups of 2s and 10s (FS)

Step 2 – Repeated

addition (Y1) 3 X 5 = 3+3+3+3+3

Step 2 – Creating arrays using practical

objects (Y1/2) This array shows

3 x 4 = 12

Step 3 – Drawing arrays

Step 5 – Mentally counting in equal steps a given number of times.

Multiplication

Division

Step 1 - Sharing physical objects fairly between people.(FS)

Step 2 – Grouping objects.

6 ÷ 2 = 3

Division

Step 3 - Solving word problems by using knowledge of the multiplication tables.

Q – Pencils are sold in packs of 10. I have 120

pencils. How many packets do I have?

Children are taught to see how many of the divisor fit into the given number by counting in that tables.

Practice makes Perfect!

Please have a look at the types of questions the children in each year group will be given and try out the methods most suited to your child’s ability and

year group.

Method sheets are available on your table.

Thank you!

Please feel free to take the handouts and try out these methods with your child at home.

This presentation is also available on the school’s website.

We are happy to answer any questions you may have either now or on your way out.

We welcome your comments in order to provide the most useful information for parents in future workshops.