The post Year 1 Reasoning: sorting appeared first on URBrainy.

]]>As well as rapid recall of knowledge children are also expected to show that they can reason, generalise and justify answers. This, of course, takes a lot of practice and our most recent Year 1 pages on sorting are just the thing to help develop this. Children are asked to sort objects into groups, but more importantly explain how they have sorted them.

Go to Year 1 Reasoning/Problem Solving

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]]>One of my favourite types of activity: using a selection of number cards to answer ‘How many ways can you make ….. ?’ style questions. An important part of this is for children to describe in their own words what they are doing, how they can be certain they are correct, or have found all possible solutions and see connections between facts.

Our latest resources include making odd and even numbers, more than, less than etc using number cards. We have a great selection of resources in our Year 1 Reasoning/Problem Solving category and we consider it to be one of, if not the most important category in the whole year group.

Go to Year 1: Reasoning/Problem Solving

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]]>Did you know that about 10% of the population are left-handed? Some of the most famous people from history were left handed, including: Julius Caesar, Mozart, Napoleon, Queen Victoria, Lord Baden-Powell and Albert Einstein. Many left-handed people will know that there is actually a left-handed shop that sells everything from fountain pens and scissors to kitchen knives and garden secateurs designed especially for left-handers.

Because most of the population is right-handed, we live in a right-handed world. Left-handed children and adults (including me!) face a number of problems in their day to day lives, mainly that they have to reverse many things they are shown how to do. Maths questions are particularly difficult for left-handed children as having read the question they then cover it up with their left hand to write the answer on the right-hand side of the page. This can lead to a child forgetting what the question is and then losing concentration. To celebrate Left-hander’s Day we have written some Year 1 worksheets designed to help left-handed children with their addition and subtraction.

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]]>Bar modelling is a powerful visual method of helping children with their calculating. The term is used extensively in Singapore where children make excellent progress with Maths and is now being used more and more in this country. It is a pictorial approach to calculating, using visual models and is a half way step between the starting point of using real world, concrete objects (e.g. 10 cubes and picking up 3 and seeing how many are left) and the abstract algorithm (e.g. 10 − 7 = ?).

It is powerful because it clearly displays the calculation and it avoids words, which can often lead to difficulties. From the evidence it really does seem to help children to understand what it is they are trying to do; something which can get lost if they are presented with written methods too early.

We have published several sets for Year 1 on addition and subtraction up to 20 and two for Year 2 on adding to make 100 and subtracting from 100. Much more to come in the future.

Go to Year 1 Bar Modelling: Addition

Go to Year 1 Bar Modelling: Subtraction

Go to Year 2 Bar Modelling: Addition

Go to Year 2 Bar Modelling: Subtraction

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]]>Some of my favourite worksheets of recent times have just been published for Year 1. They provide rich problem solving activities for those who have mastered the basic addition and subtraction skills. The shopping and money worksheets are bright and colourful as well as having little writing, but they really pack a punch when it comes to mathematical thinking.

A key aspect of the mastery approach to maths is that children have to describe problems in their own words and explain how solutions are reached. All the questions need careful thought but the later sets (2 and 3) require two steps to reach the answer. As well as looking at the working out, it is well worth asking your child how they go about getting the answer and why they are doing what they are doing.

Go to Year 1 Reasoning/Problem Solving

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]]>The post Year 1 Measurement: new resources appeared first on URBrainy.

]]>If there is one area of the maths curriculum where plenty of practical opportunities are needed it is in Measurement. Children are expected to make a huge amount of progress with Measurement during Year 1. They begin by making simple comparisons, side by side with no counting, for example comparing the lengths of two pieces of string, the weight of two objects by picking them up, finding which container holds the most water etc. They then move on to using non-standard units to measure, such as hand spans, thumbs, cubes or strides to measure length. Estimation comes in here with questions such as,

“How many steps will it take you to cross the room?”

There is also a good deal of vocabulary to get to grips with, including guess, roughly, nearly, close to, about the same as, too many, short, tall, full empty etc.

Standard units of metric measurement are then introduced including the centimetre, metre, kilogram and litre.

This is all great fun and involves plenty of practical activity, including using balance scales to see which object weighs more, filling a large container using a smaller container and much more!

We have a comprehensive set of resources in our Year 1 Measurement category covering length, mass and capacity with plenty of great fun practical ideas. We have also just published a new set of pages for children who are familiar with centimetres, asking them to estimate the lengths of lines, in centimetres, without measuring them.

Please note that we consider measuring time and money are so important that we have separate categories for each of these.

Why not take a look at our measurement worksheets, including the very latest estimating in centimetres pages?

Year 1 Measurement: new resources

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]]>Children who have an excellent understanding of number in the early years have a far better chance of becoming excellent mathematicians than those who don’t. Therefore, it is well worthwhile spending a lot of time on mastering key topics at this age, building confidence and a solid understanding. Future mathematical learning depends on secure foundations which will then not have to be re-taught in later years.

Our very latest sets of worksheets to help with reasoning and problem solving with number in year 1 are now available. These pages are not intended to be given to children for them to sit alone and work through, but should provide the opportunity for discussion, not only about the right answers but why they are the right answers. It is the ‘why’ which is crucial in achieving mastery in mathematics and should not be ignored.

The topics are:

• Counting to ten forwards and backwards

• More or less

• Continuing the pattern

• Missing symbols

Go to Year 1 reasoning in mathematics

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]]>The post More addition for Year 1 and Year 2 appeared first on URBrainy.

]]>Adding three one-digit numbers appears in the Year 2 programme of study, but there are many children who by the end of year 1 would enjoy the challenge of adding more than two small numbers together. We already have a couple of sets of pages but have just completed a new set with more questions on each page. It is important that children are able to add two single digit numbers fluently before going on to these.

Key skills which will help:

a.to start with the largest number and add on from there

b. to look for pairs of numbers that make 10.

In Year 2 children should move on to using their knowledge of adding two single digit numbers to adding two multiples of ten. Hence knowing that 5 + 6 = 11 makes adding 50 + 60 easy. We have also just added another set of pages on adding multiples of ten, so there is a great selection to choose from, with over 200 addition pages in Year 2 alone!

Have a look at Year 1 addition

Have a look at Year 2 addition

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]]>We are constantly looking to improve our selection of worksheets in year 1, even though we already have over 2000 pages. This week we have added three more terrific sets of pages on counting and reading and writing numbers.

Our completing number grids are very popular so we have now included a grid of numbers up to 40. As we already have work on grids up to 30 and up to 50, this fills a small gap.

Units, rods and cubes have been used in schools for many years to help with counting, place value, addition, subtraction and much more. We have just published a set of worksheets on counting in tens and units and recommend that if possible, using Dienes blocks or similar to make real life copies of the numbers shown on paper.

Finally, we have many addition and subtraction pages using numbers, but none using words alone. This has now been rectified with a set of questions written in words that also asks for the answers to be written in words. I’m not sure why we haven’t done this before, but here they are and we hope to add some more in the not too distant future, using larger numbers.

Go to our new worksheets for Year 1:

Year 1 Reading and writing numbers

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]]>Pupils should be taught to:

• read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

• represent and use number bonds and related subtraction facts within 20

• add and subtract one-digit and two-digit numbers to 20, including zero

• solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 4 = ? – 5.

This is a rather brief account and does not really give justice to all the important concepts that will need to be covered during the year. Starting with adding on using objects and images to help, children will move on to using number lines to help before gaining a really good knowledge of addition facts such as 4 + 5.

These addition facts are just as important as knowing times tables in later years and will provide the foundation for much of the maths to follow. By the end of the year children should know these facts so well they will find it as easy as answering the question, “What is your name?”

Without knowing these facts children will find it almost impossible to make good progress in the future. That is why we have so many addition resources, including addition grids, ‘brainwhizzes’ etc. and indeed we have just added a further set which looks at adding two single digit numbers with totals above 10; such as 6 + 8.

If your child is finding maths hard don’t be afraid to go back to these resources as many children in Year 2 and above could well do with the practising 1-digit addition pages before trying to do mental arithmetic with harder numbers.

Why not take a look at our great range of addition resources for Year 1?

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