What year at school are children taught counting in method in Numeracy...

[MinimalistMommi]

...when they are taking a smaller number away from a bigger number to find the difference. My 6 year old who has just finished year one can't do it and it doesn't seem like she has been shown it?

[MinimalistMommi]

• counting on not counting in ??

[teeththief]

Can she do it using objects/number lines etc?

[NecesitoDormir]

My DD was taught this in reception using a number line.

[MinimalistMommi]

Yes, she can do it using a number line. She can find it on the number line and count on. But if I sled her what 11 take away 8 was it doesn't occur to her to use her fingers and count on from 8 to get the answer.

[MinimalistMommi]

*said

[NecesitoDormir]

Have you shown her this method? My DD enjoys maths and we use lots of opportunities to talk about numbers. She is now able to count on small amounts without a number line or her fingers.* How often does your DD practice?

*Caveat that DD is one of the eldest in the year.

[MinimalistMommi]

I showed her this morning and I helped her but she didn't really look like she got the reason why we were doing it LOL she doesn't practice much numeracy at home TBH and I would like to do some over the holidays. Not really sure how to approach it really though. I know levels are going out for September but she was a 1a at her parents evening which I know is expected level.

[Heels99]

Reception

[magichamster]

Children are generally taught to use number lines rather than fingers simply because fingers only go up to 10.

If you're going to practice numeracy over the holidays, try not to make it too formal - games like snakes and ladders, where they have to add up 2 dice (or die - I can never remember!), and then move a counter on a set number are good.

[MinimalistMommi]

LOL about fingers.
So she shouldn't be able to do it mentally by now then? Probably expecting too much. She can use number lines fine. Thanks for snakes and ladders idea!

[wonkylegs]

My 6yo DS can but he often just 'gets' maths in his head. He is only one of a very few in his y1 class who is really good with numbers. Most of the class seems to be far better at literacy than numeracy at this point.

[NecesitoDormir]

We play sum swamp. DD loves it and it encourages simple counting.

[sideshowbob2]

there are several different methods taught in year1, yes using a number line, you dive under to take away and just put the first number at one end and then count how many dives you need to take away, using a 100 square, crossing out each number taken away with a pencil or white board pen or hundreds, tens and ones method or HTU's as it was called in our day, google this methods and have a go over the holidays, tell your dd that you need some help as everything have changed since you went to school, as she will have been taught all of these methods, also some children at the end of year 1 are visual learners, so let her use something so she can see how many have been taken away, not all children can do numeracy in their heads straight away!! play dumb and get her to help you with things!!

[MinimalistMommi]

Thank you sideshow so is it ok that she uses something visual/pen paper to help her? She doesn't need to do it inside her head yet?

[Beautifullymixed]

Top year1's will be able to do this and expected to in class. All year 2's will learn the counting on method. At the end of year2 ,not all children are confident with this method though.

[Beautifullymixed]

We put the small number 'into our head' touching our head with hands as an action and count on using fingers if necessary.

Very simple and uncomplicated for the child.

[MinimalistMommi]

Thank you beautifully mixed!

[sideshowbob2]

children are allowed to use which ever method helps them plus during assessments some questions ask them to show how they worked out the answer, so your dd use pen and paper now is fine, i'm only an LST but have worked in a year 1 class all year with a little lad with ASD and he finds it hard to do it all in his head and we often use a whiteboard and pen too!!

[Barbierella]

You mean if the question is say 28-26 they need to add on 2 to get the answer rather than counting down 26 units from 28?

Is this what you mean?

[MinimalistMommi]

Yes that what I mean Barbie

Thank you side.

[IsItFridayYetPlease]

There is a conceptual jump between counting on to work out for example 34 + 7, and understanding the relationship between addition and subtraction to count on to work out a subtraction. Also I find the vocabulary for the difference is sometimes a challenge for Year 1/2's.

When I first teach subtraction I use the count backwards down the numberline, I wouldn't expect them to count on to find the difference until they were secure with that and the concept of 3+2 =5 so 5-2=3 (and 2+3=5 and 5-3=2), and 5 = 2+3, etc.

The counting on to find the difference is usually something I introduce in Year 2, unless the child is ready earlier.

[RelocatorRelocator]

Shut the Box is another brilliant game for subtly practising their number skills. Deceptively simple but my dcs love it.

[MinimalistMommi]

Thank you is for reassuring me, I think I was expecting too much. I will go back to using number line with her.

[Ferguson]

This is my standard numeracy info I send for people wanting help. It probably isn't quite what you need, but take from it anything that might seem relevant or helpful:

?QUOTE:

Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.

Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.

Number Bonds of Ten forms the basis of much maths work, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.

So:

ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other

etc, etc

then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.

To learn TABLES, do them in groups that have a relationship, thus:

x2, x4, x8

x3, x6, x12

5 and 10 are easy

7 and 9 are rather harder.

Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."

Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.

Then do similar things with 3x and 6x.

With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.

It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.

I am sorry it seems complicated trying to explain these concepts, but using Lego or counters should make understanding easier.

An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.

There are good web sites, which can be fun to use :

//www.ictgames.com/

//www.resources.woodlands-junior.kent.sch.uk/maths/index.html

UNQUOTE