Key Stage 1 Maths Workshop

Mrs Wright and Miss Ring

 Aims of this workshop
• To achieve a stronger understanding of the Year 1 and 2 National
Curriculum and the ‘TAF’
• To unpick the TAF to understand the end of Key Stage 1 expectations
• To further understand the calculation strategies used in Key Stage 1
Maths
• To experience hands on classroom opportunities using concrete
materials
• To be provided with a range of strategies and websites you can use
with your child at home
 What is the National Curriculum
• The national curriculum is a set of subjects and standards used by
schools so children learn the same things. It covers what subjects are
taught and the standards children should reach in each subject.
• By the end of each key stage, pupils are expected to know, apply and
understand the matters, skills and processes specified in the relevant
programme of study.
 The Maths National Curriculum
• Principal focus in KS1 is ensuring pupils develop confidence and
mental fluency with whole numbers, counting and place value.
• This should involve working with numerals, words and the four
operations, including with practical resources [for example, concrete
objects and measuring tools].
The Maths Curriculum
Children should:
•Become fluent in the fundamentals of mathematics, including through varied and frequent
practice with increasingly complex problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and accurately.

•Reason mathematically by following a line of enquiry, conjecturing relationships and

generalisations and developing an argument, justification or proof using mathematical language.

•Solve problems by applying their mathematics to a variety of problems with increasing

sophistication, including breaking down problems into a series of simpler steps and persevering in
seeking solutions.
Children must master the curriculum for their year group, so
that they have firm foundations to build on the following year.
 What does the Curriculum look like?

Year 2 Place Value

Year 1 Place Value

 What is the TAF?
• The TAF is an acronym for the ‘Teacher Assessment
Framework’
• TAFs support teachers in making statutory judgements for
children at the end of their Key Stage
• TAFs are available for Maths, Reading and Writing
• TAFs focus on key aspects of the curriculum
• The framework has a range of ‘Pupil can’ statements which
guide teachers judgements
 Using The TAF Framework
• Three are three main final judgements – Working Towards,
Expected or Greater Depth Secure
• To judge that a pupil is working at expected or above age
related expectations at the end of Key Stage 1, the child
must have secured all elements of that area in the TAF.
What does the TAF look like?
 Examples of EXS learning…
• Partition 2 digit numbers into different combinations of tens and ones,
explaining their thinking verbally, in pictures of with apparatus
What does the TAF look like?
 Examples of GDS learning…
• Recall and use multiplication and division facts for 2, 5, 10 and make
deductions outside of known multiplication facts
 Maths at Marlborough Primary School
= + x %
subtract
more
add

sum
factor

product
When we plan a Maths sequence we
always ensure children are exposed to
correct mathematical language, symbols
(+ - = x), an image and a context.
Calculation Policy
Calculation Policy
 Progression of expectations
EYFS Year 1 Year 2

Count reliably up to 10 objects Count to and across 100, forwards and Pupils count fluently forwards and backwards
backwards, beginning with 0 or 1, or from any in 10s, starting at any 1 or 2 digit number
given number

Estimate how many objects they can see identify and represent numbers using objects Place and identity 2 digit numbers on a
and check by counting and pictorial representations including the number line using their understanding of how
number line close the numbers are to multiples of 10

Use language such as ‘more’ or ‘fewer’ to use the language of: equal to, more than, less Pupils recognise commutativity as the
compare two numbers than (fewer), most, least relationship between subtraction and addition.
Subtraction meaning take away, difference,
how many more.

Recognise numerals 1-9 read and write numbers from 1 to 20 in

numerals and words.
Count aloud in ones, twos, fives or tens count, read and write numbers to 100 in count in multiples of twos, threes, fives and
numerals; tens from any given number
count in multiples of twos, fives and tens
 How do we teach Place Value?
• Place value is at the heart of the number system. All digits have a value and a
secure understanding of this will enable children to use and understand
different calculation methods.
• We constantly ask children to partition numbers in a variety of ways. This will
support them further along when we teach them how to add and subtract.
• E.g. 24 – The 2 represents 2 tens, the 4 represents 4 ones.
 Now it’s your turn
• Use the resources to make the number…24
 Year 1 - Addition
• Using concrete manipulatives to represent
numbers and combining two groups
• Using concrete manipulatives to represent
numbers and counting on from the larger
group.
• Using the number line to count on.
• Bridging through ten by making ten first.
 Year 2 - Addition
• Partition 2-digit numbers into tens and ones.
• Use empty number lines starting with the
larger number and counting on.
• Using concrete manipulatives to represent
numbers and counting on from the larger
number e.g., counting on in tens and ones,
partitioning and bridging through ten, adding
9 or 11 by adding 10 and adjusting by 1.
Partitioning and adding on a number line
 Now it’s your turn…
Use the partitioning method to solve…

23 + 24 = ?

Use the numberline method to solve…

23 + 42 = ?
 Subtraction
• Using concrete manipulatives and take away from a set.
• Draw a pictorial representation – removing items from a set by
crossing out.
• Use a completed number line or a 100 square to count back.
• Use concrete manipulatives to subtract two 2-digit numbers by
taking away from the tens and the ones.
• Using the partitioning method to subtract two 2-digit numbers.
• Use an empty number line to subtract by taking away groups
of ten and then ones.
 Subtraction
Use the partitioning method to solve…
36 – 12 =

Use the empty number line method to solve…

63 – 47 =

Use the diennes to solve…

47- 35 =
 Multiplication
Year 1
• Understand multiplication as repeated addition. 
• Use mental recall: Children should begin to count
in 2s, 5s and 10s.
• Children will use practical equipment to make
groups of objects to represent multiplication.
• They will see everyday versions of arrays e.g., egg
boxes, baking trays, etc.
 Multiplication
Year 2
• Understand multiplication as repeated addition. 
• Recall and use multiplication and division facts for the 2, 5
and 10 multiplication tables.
• Use arrays to help teach children to understand the
commutative law of multiplication.
• Pupils will develop their understanding of multiplication
using visual images and then moving to jottings to support
calculation. Pupils will use multiplication symbol (x)
• Pupils will develop the idea that multiplying by 2 is related
to doubling and use this to support appropriate
calculations.
Explore real life arrays then pictures to develop relational understanding in KS1
I can see 1, 2, 3, 4…12
I can see 3 rows of 4
If you go round the
other side,
it’s 4 rows of 3

I can see 3 I can see 4

and 3 and 3 and 4 and 4
and 3

It’s 4 trebled!
 Models for multiplication
How many different ways can you show arrays with an answer of
16?

What is the multiplication

sentence for each array?
 Strategies to solve…

3x5=

xxxxx xxxxx xxxxx

5 5 5 = 15
 What about reasoning?
Reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations and developing an argument, justification or
proof using mathematical language - National Curriculum
 Division
Year 1
• Pupils will group and share small quantities using
concrete manipulatives
• Pupils use stories, pictures and concrete
manipulatives to explore making equal groups.
• Pupils use arrays as a pictorial representation for
division. Children should apply their counting skills
to develop some understanding of grouping e.g.,
There are three groups of five.
 Year 2
• Pupils make equal and unequal groups using concrete manipulatives.
• Children divide by sharing objects into equal groups using one-to-one
correspondence. They need to do this using concrete manipulatives in
different contexts, then move on to pictorial representations.
• Children will be introduced to the ‘÷’ symbol. They will begin to see
the link between division and multiplication.
• Children continue to use grouping and sharing for division using
practical apparatus, arrays and pictorial representations.
Year 2
 Strategies to solve…
15 divided by 3

Share 15 amongst 3 groups…

xxxxx xxxxx xxxxx

5 5 5
There is 5 in each group so the
answer is 5.
How can I help my child at home?
• Create a positive view of mathematics – be a mathematician together
• Help your child to understand the importance of mathematics in
everyday life
• Support your child when learning basic skills Help them to see the value
of learning these skills
• Value homework activities even if you think your child knows it. They
must be fluent and able to apply the skills if learning is to be sustainable
 How can I help my child at home?
• Count anything and everything: skips, jumps, claps, pasta shapes, trees, red
cars etc.
• Count backwards from a number to zero
• Count in 2s, 5s 10s 20s, etc whilst walking to school climbing the stairs, playing
on the swing or trampoline etc
• Involve them in practical activities around the home which would support their
maths skills; helping measure the milk when baking, measuring the weight of
ingredients, talk to them about the time, measure their height regularly,
compare heights/shoe sizes in the family
 How can I help my child at home?
Get to know money
• recognise coins
• sort coins
• find the coin with the highest/lowest value
• add pairs of coins
• create a home shop using toys or fruit etc.
• find different coins to give the same value e.g. how many ways can we pay
for an item costing 10p? 5p and 5p or 2p + 2p + 2p + 2p + 2p etc.
• Involve children in shopping activities.
 Simple Games
Play games with dice:
• throw a dice and double the number
• add ten to the number
• throw two dice and add or subtract the numbers
• throw two dice and you can add the numbers together if they are both even or both odd
• play a game using one dice and double the number if odd and halve the number if even.
Play games with dominoes:
• add the dots on each side of the domino
• find dominoes with the same number of dots on each side e.g. double 4 is 8,
• find dominoes with an odd/even number of dots
• find as many dominoes as you can with the same number of dots, (6 and 1 has the same
number of dots as 3 and 4) etc.
• multiply the dots on each side of the domino
 Useful websites:
•Maths Games
http://www.maths-games.org/times-tables-games.html
•Cool Maths https://www.coolmathgames.com/
•Ixl https://uk.ixl.com/
•Timestables Rockstar https://ttrockstars.com/
•Topmarks https://www.topmarks.co.uk/
•ICTGames http://www.ictgames.com/index.html
 Useful websites:
•National Curriculum
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen
t_data/file/335158/PRIMARY_national_curriculum_-_
Mathematics_220714.pdf
•TAF
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/74034
3/2018-19_teacher_assessment_frameworks_at_the_end_of_key_stage_1_WEBHO.pdf
•Exemplification
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen
t_data/file/763056/2018_key_stage_1_teacher_assessment_exemplification_mathematic
s.pdf
QUESTIONS?