Parent and child guide to mathematics. Booklet 2 Mathematics is being able to count to twenty without taking your shoes off!
How do I work it out? There are three different ways that can be used to support. Apparatus Any kind of object can be used. In your head Slap the biggest number into the head (gentle slapping action to the forehead) then count on/back the smallest number using the fingers. Use number lines and 100 squares then written ways (these will be outlined further in the leaflet). Methods
Place Value Place value is the building block to understanding numbers. Count forwards and backwards in ones to 20. Count forwards and backwards in tens to 100. Count up to 20 objects, accurately. Say which is more or less when given two numbers up to 20. Compare the number of objects in two sets up to 20 (using words such as greater, fewer, more, less) Read, write and order numbers to 20. Which one has more? Which number is more? Which number is less? Comparing two groups of objects. Say which is more or less when given two numbers. Writing numbers to 20. Think! Are they facing the right way?
Addition & Subtraction Addition Using numbers from 0-20; children count out two lots of objects, put them together, count how many there are altogether and talk about what they did. 9 6 Using numbers from 0-20; children are given a number card and a group of objects. They find the total by counting on from the number on the card.
Addition & Subtraction Subtraction Using numbers from 0-20; children count out a set of objects, take some away and tell you how many are left, explaining what they have done. 9 6 Using numbers from 0-20; children have a group of objects and a number card. They subtract by counting back from the number on the card. Once children are able to do this confidently, they can begin to write the addition and subtraction number sentences that match.
Mental Addition & Subtraction Addition Using numbers from 0-10, children place the largest number in their head and slap it then they count on, using their fingers. Subtraction Using numbers from 0-10, children place the largest number in their head and slap it then they count back on their fingers. 5 6, 7, 8 count on or back
Addition and Subtraction using a number line Addition Using numbers from 0-20, children start with the first number and count forward on the number line. 10 + 4 = 14 Subtraction Using numbers from 0-20, children start with the largest number and count back on the number line. 10-4 = 6
Multiplication Counting repeating groups Children begin by counting repeated groups of twos up to ten then they can move onto counting repeated groups of two up to twenty and tens up to one hundred. Division (sharing) In the beginning, Year One, division is referred to as sharing. Using even numbers to 20, children share objects between two groups then into equal sets. Has each group got the same amount?
Doubling and Halving Doubling is adding the same number together, twice. Children need to be able to say straight away the double of all numbers to 5. Once confident with this, children can begin to learn the doubles of numbers to 10 and the halves that match. Example: Double 10 is 20 so half of 20 is 10. More than and Less than Using numbers from 0-20; children can say what is one more and one less than a given number. Once children can do this, they can begin to learn what is 10 more or 10 less than multiples of 10 to 100. i.e. 10 more than 40 is 50. 1 more than 6 is. 7 1 less than 5 is. 4
Number facts Children learn to say, straight away, what goes with another number to make 5 and work out the matching subtraction fact. Example of subtraction fact: 3 + 2 = 5 so 5-2 = 3 Once children are confident with this, they can begin to find out about the numbers that when added together make 10. This can then be used for them to learn to say, straight away, what goes with another number to make 10 and work out the matching subtraction fact. 7 + 3 = 10 so 10-3 = 7 10-7 = 3