What can an "average" 6 year old (Year 1) do for addition and subtraction?

[aleto]

I've got an interview for a teaching assistant post and I've been told that I've got to do a Maths activity with a group of average ability year 1s. I haven't worked in a school for years, and have no idea what an average Year 1 can do. I was hoping to do an addition or subtraction related activity but need to know (vaguely) what they would be able to do. Working within 10? 20? Thank you!

Under what curriculum is multiplication not introduced until year 3? Both the old and new curriculum require children to know and use 2, 5 and 10 times tables by the end of year 2. Early multiplication concepts are dealt with in the EYFS and year 1.

I know some of the multiplication/division stuff was removed from the 1st draft of the new yr1 curriculum. They haven't moved multiplication completely though.

Tobysmum, the answer is nobody knows what the expectation is in terms of how many children will meet the criteria. It wasn't thought through that well.

And that's before you get to the issue of the objectives not needing to be taught in the year group they are placed in, only by the end of the keystage. Which means schools can move things around and teach things in different years if they want to.

The expectation (ELG) at the end of reception

"Mathematics ELG11–Numbers
Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using
quantities and objects, they add and subtract two single-digit numbers and
count on or back to find the answer.
They solve problems, including doubling, halving and sharing."

In Y1 Number children are expected to

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

given a number, identify one more and one less

identify and represent numbers using objects and pictorial
representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

read and write numbers from 1 to 20 in numerals and words.

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 7 = ? – 9.

solve one - step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

recognise, find and name a half as one of two equal parts of an object, shape or quantity.

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Did you read the thread title? What can an "average" 6 year old (Year 1) do for addition and subtraction ?

I really don't understand your aggression mr z.

It is the end of year 1. Surely the average child has by now nailed the 0-20 adding and subtraction? Average isn't the same as expected.

You're right Tobysmum, the most able children will meet all the expectation while average children won't.

ah right ok, that explains it better. It's all highly confusing at the moment for everyone.

The best solution might be to pitch it within 20 but consider how you could change the activity to make it slightly harder if the children can cope with it easily.

So perhaps a similar strategy with larger numbers or moving towards mental strategies rather than using physical objects or drawings.

Sorry I've caused so much controversy! I was thinking of doing a game where I have numbered houses (11-20) and then the children take it in turns to take a "letter" from a postbag and match it to the correct house. The envelopes would have sums on them instead of house numbers eg 11+3, 15-2 etc. I don't want to make it too hard so the children can't do it. The school is in a disadvantaged area so their average maybe lower than some other schools?

Eh?

Please don't assume "deprived area" means "low expectations"

I don't think that at all. I just want to make sure my activity isn't too hard. Sorry if I've said the wrong thing.

As a parent of a year 1 child I think your idea sounds great. Where I live the disadvantaged areas do mean the children are slightly below average for whatever reason so I totally understand what you meant there.
Perhaps have a back up activity in case the children do find it a little easy?

I hope the interview goes well.

As in any lesson you need to be prepared to simplify or challenge ...thinking on your feet