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Maths in Key Stage 1
• WIM Day 1 Videos
Aims
All pupils should:
 solve problems
 reason mathematically
 become fluent in the fundamentals of
mathematics
The aims require children of all ages to make
and justify decisions in all areas of
mathematics. This requirement is at the centre
of this framework, putting talk at the heart of
mathematics teaching and learning.
Mathematics can be experienced through contexts, language,
mathematical images/pictures and symbols.
Symbols
Symbols
Mathematical
Mathematical
image/picture
image/picture
Language
Language
Context
Context
Topic Headings in NC
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Number – Number and Place Value
Number – Addition and Subtraction
Number – Multiplication and Division
Number- Fractions (including decimals and percentages)
Ratio and Proportion
Measurement
Geometry – properties of shapes
Geometry – position and direction
Statistics
Four themes
• number sense
• additive reasoning
• multiplicative reasoning
• geometric reasoning
4 operations
Addition
Subtraction
Multiplication
Division
Need to develop an understanding of the
relationship between the operations
If I know
3 +4= 7…
….what else do I know?
3 +4= 7
4 +3= 7
40 +30= 70
7 -4= 3
70 -30= 40
30 = 70 -40
70 -40= 30
4 = 7 -3
400 +300= 700
7 -3= 4
3 = 7 -4
7 = 3 +4
7 = 4 +3
700 = 300 +400
700 = 400 +300
40 = 70 -30
And I can work out…
4+ =7
 + 40 = 70
+4=7
 = 40 +30
 = 4 +3
7=3 +
7 =  +3
70 = 30+


12 + 2 = 14
12 - 2 = 10
12 x 2 = 24
12 ÷ 2 = 6
Language of addition
• plus
• more than
• add
• total
• sum
• make
• altogether
• make
• altogether
Combining sets with
pictorial representations
of their calculations.
Starting with a
numbered number line…
Addition
Different ways of
representing numbers…
Counting on..
Using blank
number lines…
Complementary addition.
Children should understand solving word problems, such
as ‘You need 10 marbles, but you only have 6, how many
more do you need?’ Model on bead bar and number
line… ‘How to find the missing number’ e.g. 10 = 6 + __
6 7
8
9 10
Equals =
is the same as
makes
totals
Flexibility of recording
3 +4=7
4 +3=7
7=3+4
7=4+3
Language of Subtraction
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take away
difference
less than
fewer
• minus
• leave
• left over
taking
away
finding the difference
Subtraction
Counting back
Counting on
Compensation
When subtracting 9, it is easier to subtract 10 then add 1,
(model on a bead bar)
37 - 9 =??
37 - 10 = 27 27 + 1 = 28
Flexibility of recording
3 +4=7
4 +3=7
7=3+4
7=4+3
7–4=3
7–3=4
3 =7–4
4= 7–4
Language of multiplication
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lots of
times
multiply
multiplied by
groups of
multiples of
Images of multiplication..
5
10
15
20
They should begin to understand multiplication as
repeated addition…
5 times 3 = 5 x3 = 5 three times = three groups of 5 =
5 + 5 + 5 = 15
On a bead bar:
And on a number line
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Children should know that 3 x 5 has the same answer as 5 x 3.
This can also be shown on the number line.
15 = 5 x 3
15 = 3 x 5
…and as an array in context e.g. eggs in a box and
cakes in a tin.
Children should be able to model a multiplication calculation using an array.
Children will need to be taught the language of ‘rows’ and ‘columns’.
2x5 = 10
5x2 = 10
Does it matter which way round?
• 2 x50 or 50 x2?
Both equal 100 but when you put into a
context…
There are two jobs available, 2 days at £50/day
or 50 days at £2/day…
• £2 x50 or £50 x2?
Language of division
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shared between
grouped into
divided by
double
half
share
equal groups of
Children will understand equal groups and share items
out in play and problem solving.
They will count in 2s and 10s and later in 5s.
Children should experience halving numbers in a range of
contexts. (Object, shape & quantity)
Children should experience finding,
recognising & naming one half as one
of two equal parts and one quarter as
one of four equal parts.
Make arrays to find division facts
for ½ & ¼
Teacher to model the recording of finding
half and quarter of an array, for example 8
divided by 2 is 4.
Grouping and Sharing
6 ÷2=3
Sharing ‘6 sweets shared between 2 people, how
many do they each get?’
6 ÷2=3
“6 sweets shared between 2 people gives 3 sweets each”
Grouping ‘There are 6 sweets, how many
people can have 2 sweets each?’
6 ÷2=3
“6 sweets grouped into 2’s gives 3 groups”
Repeated Subtraction
15 ÷ 5 = 15 – 5 – 5 – 5 =
(3 groups of 5)
Solve calculations using symbols to stand
for unknown numbers and complete
equations using inverse operations.
 ÷ 2 = 4 20 ÷  = 4  ÷  = 4