This page “Poems about Maths KS1” has been written by my AI with some input from me.

Please let me know in the comments below if there are any mistakes or if you have suggestions for other poems.

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## Maths

Maths is a great way

To learn about shapes and space

More about the world we live in

## KS1 Maths

KS1 is so much fun

We get to learn about counting

and ordering everyone

We learn which number is first

and which one is last

we also learn about place value

It’s really amazing stuff

and it all helps us when we grow up

to be able to do the maths!

## Counting

My teacher tells me to count

and get in order

ones, tens, hundreds

thousands and more.

But sometimes it is hard

especially when it’s not a number

I need to know.

Like if I’m trying to find my place

in a line or a space.

But I try my best

and I’m getting better at it each day

so maybe one day I’ll be able to say

I can count and I can order

Up to a million and beyond!!

## Shapes

In math class today we learned about shapes.

The teacher said that a square has four equal sides,

while a rectangle has two pairs of parallel sides.

A triangle has three sides that are equal in length,

while a circle has no corners

and a ball is the shape of a sphere.

Adding one plus one is always two

It’s very simple and easy to do

When we add more, the total grows

And we can see how much we’ve amassed.

With addition, we can keep track

Of just how big our number has become

By adding one more, we get to see

The sum of all that was added before.

## Subtraction

Subtraction is the simple act of taking away.

One minus one is nothing, but when you add them back

together they make two once again.

This is the principle that we use in subtraction:

to take away a number, we just subtract it from the other.

We can use this method to find out how much is left

after something has been taken away.

## Multiplication

Times tables, what a bore!

You must learn them if you want to soar

Through your math classes with ease

But don’t worry, it won’t be long

Before you’re breezing through each song

Of all the times tables there are

You’ll have them memorized in no time.

## Division

When we divide something,

We can see it in smaller parts.

This makes it easier to understand,

And helps us learn about maths.

We can see division in everyday life,

Whenever we share something round.

It’s a way of working out how many there are,

Of anything that we might find.

## I can count

I can count from one to ten,

twelve, thirteen, fourteen

fifteen, sixteen, seventeen

eighteen, nineteen and twenty!

I can count higher but I must be careful

or I’ll lose track and get all muddled up.

One hundred, two hundred

three hundred, four hundred

five hundred, six hundred

seven hundred and eight hundred!

Nine thousand, ten thousand

eleven thousand and twelve thousand!

thirteen thousand, fourteen thousand

fifteen thousand and sixteen thousand!

## The Place Value of a Number

There’s something quite amazing

About the place value of a number

As we move along the digits

The value of each one is clear

When we add them all together

We get the number that we sought.

## A Square, Rectangle and Oval

A square is a shape with four right angles.

It has four sides and four corners.

A square is perfectly symmetrical.

A square is always the same shape, no matter how you look at it.

A rectangle is a shape with four straight sides.

It has two short sides and two long sides.

A rectangle can be any size, big or small.

A rectangle can be symmetrical or not symmetrical

Depending on where you draw the line.

An oval is a shape with one big curve and no angles.

It has two equal lengths and one big curve in the middle.

An oval can be any size, big or small.

An oval can be symmetrical or not symmetrical

Depending on where you draw the line.

## Shapes for drawing

Circles, squares, rectangles-

these are our friends

We’ll learn about them in school today

and we’ll never forget

Their shapes are so simple and neat

and easy for us to see

They’re perfect for drawing or painting

or making into a toy.

## 3D shapes

There are so many 3D shapes

Cube, cylinder, cone, sphere

They all have different features

And can be used in different ways.

Cubes are perfect for building towers

Cylinders are great for making tubes

Cones are perfect for holding sweets

And spheres make great balls.

## Telling the time

Tell the time, tell the time

It’s ticking away like a countdown

In hours and minutes and seconds

We keep track of it so we know where we stand

What today has in store for us

What tomorrow may bring

The clock on the wall is our guide

It tells us when to wake up

When it’s time for bed

When to eat and when to work

It helps us make sense of our days

So tell me, what time is it now?

Is it morning or afternoon?

Is it close to supper time?

## Telling the time

Tells us what hour it is

And what day it is

A very simple thing

But so important to know

Especially for when we’re late!

We tell the time by looking at a clock

And finding the hour and minute hands

We can tell what time it is by how they point.

## I Can Count Money

I can count money, pennies and pounds.

I know what a penny is, and a pound.

I can count up to 20, all on my own.

I know that a penny is worth 1p,

And a pound is worth 100 pennies!!

## How Is Maths Evident In Children’s Everyday Lives?

When looking at different ways of supporting children’s learning it is important to ask the question, “how is maths evident in children’s everyday lives?”

If we incorporate this into natural discussions and living this will support what they are learning in formal settings.

One way to do this is to consider different areas of the home and then outside.  In this article, I will concentrate on the kitchen.

My suggestions will be divided into KS1 and then KS2 and beyond.  These are only rough guides.

Some pre-school children will be ready to try out some of the activities under Key Stage 1.

A child’s success isn’t based on where they start, but on where they finish. Continuing education is more important than learning something by a specific age, so don’t worry if your child isn’t able to do something that you expected them to, just gently guide them in the right direction and try to make it fun for both of you.

## Maths in Children’s Everyday Lives in the Kitchen

Finding maths in the kitchen is perhaps the easiest and most obvious place to start so that is why I have chosen it for this article.

## KS1 Children

There are endless things in the kitchen that you can count:

– Ingredients, jars tins, saucepans, cutlery, pasta pieces, and so on.

Then, you can use a multitude of questions rather than just asking children to count something. At other times you can just explain what you’re doing so that they hear appropriate vocabulary.

“How many eggs were there altogether?”

“How many eggs have I got left?”

“How many eggs have I used?”

” Auntie Sue and Jack are coming for dinner today. How many knives and forks will we need?”

“There are already 3 forks on the table. How many more do we need?”

Groups of…

Use inexpensive ingredients to experiment with making groups of different sizes.

“Using pasta pieces can you make me 3 groups of 4?”

“Now make me two groups of 6.”

“Which is the biggest? How do you know?”

These could be painted and then glued onto a piece of paper in appropriate groups and kept as evidence of an investigation, or just as a piece of artwork that the children like looking at.

Measuring

Measuring is perhaps the most obvious thing to do in the kitchen that uses maths.

This could be part of a cooking activity or it could just be done on its own.

“Measure out 3 cups of flour.”

“How much does this egg weigh?”

“Which is heavier, stevia or sugar?”

“Which spoon is the longest?”

Position

The position is part of the maths curriculum for younger children.

“Please take out the top box.”

” I’m going to put the cake on the middle shelf.”

“Let’s put some icing on top of the cake.”

“Take the orange out of the box.”

Fractions

” I’m going to eat half a muffin.”

“Let’s cut this apple into quarters.”

“I want to put this cake into 6 pieces. First I’m going to cut it in half, next I’m going to cut each half into 3 pieces so I’m going to cut it into thirds. This will give me 6 pieces altogether as 2 x 3 is 6.”

Shapes

“Are there any cubes in the kitchen?”

“This rolling pin is a cylinder shape.”

“What shapes can you see in the Toblerone box?”

## KS2 Children – and beyond

Have a look at the sections above. Some of the KS1 questions can be adapted for KS2

These suggestions and questions are just a very general guideline. You’ll need to adapt them depending on the age and ability of your child.

Money

Make a shopping list and then estimate how much the total bill is likely to be.

“I’m going to get us two fish and one portion of chips. That should cost us £10.54. What change should I get from £20?”

“Here is £10. Go to the ice cream van outside and choose three different ice creams. Make sure it comes to less than £6 as I need £4 in change for the car park later tonight.”

Food

“How many potatoes do you think we should cook for the four of us?”

“How much do they weigh?”

“What weighs the most – the cauliflower or the cabbage?”

“What’s the difference?”

“Is it cheaper to eat chips or baked potatoes?”

“How did you work that out?”

“Is there more fat in a pan au chocolat or an almond croissant?”

“What is the difference as a percentage?”

“Which of these soups has the greatest percentage of vegetables in it?”

“Which is better value- a multipack of 24 bags of crisps costing £4.15, or a 6-pack of crisps costing £1.05?”

“How much money could you save using a box of milkshake powder and milk compared with buying ready-made milkshakes?”

Cooking

” How hot does the oven have to be?”

“How long does it usually take to heat up to that temperature?”

“Shall we time it?” ” Let’s guess and see who is nearest.”

“How long will it take to cook?”

“If I put it in at 3 when will it be ready?”

“If I want it to be ready by 6 when do I have to put it in the oven?”

“In what order should I put things into the oven, so that everything is ready by 7:30?”

Labels

Looking at labels on food can be a huge source of inspiration.

You can find the same sort of information on online shopping sites

Online shopping sites

Online shopping sites have huge amounts of data. You can spend quite a long time on any one product or do some comparisons.

As an example, on on on I’m going to look at a tin of Heinz vegetable soup on the Tesco website:

https://www.tesco.com/groceries/en-GB/products/258147794

So here we have a photo and we can immediately start discussing the picture.

“What is the soup going to have in it, do you think?”

Then we can have a look at the offers.

“How much is each tin if you buy 4 of them?”

“How much is each tin  if you buy by 8 of them?”

“How accurate is 24p for 100g for one tin?”

“Would you pay more for 7 tins or 8 tins?”

Nutritional values

You’ll notice nutritional values like these on all foods in the UK.

In just this one little diagram we have weights, decimals, percentages, comparisons, ratios and conversions! No wonder some schools do whole topics around food labels.

These figures show the recommended maximum that any adult should eat within one day.

“If someone lived off soup for a day, how many tins should they eat as a maximum so as not to go over any of the recommended amounts?”

“Find a recipe for vegetable soup and compare the amount of salt that goes into a homemade recipe and a tin of soup. What do you notice?”

“What is 5% as a fraction?”

“What is the ratio of saturates to fats?”

Ingedients

Finally let’s have a look at the ingredients.

“How much water do you think there is in this can?” – you don’t have to know the answer to all the questions, you can just ponder some of them.

“Why don’t they give the percentage for all of the ingredients?”

“Do you think they ought to?”

“What is the ratio of tomatoes to peas by weight?”

“Could you make up a soup recipe and include the percentage of each ingredient?”

## Finally…

I’m sure that as you have been reading this article you will have been thinking of lots of ideas of your own and they will be the best ones.

Also, listen out for your children’s questions. They will be even more interested in exploring what possible answers are if they have come up with the question themselves.

Of course, their questions won’t sound quite like my one did.

They might be more like:

“Where is my cup?”

“Why is soup so runny?”

“Why don’t you cut bigger pieces of cake?”

“Can’t you add more salt when you’re cooking?” – ok this might be from an older person! But you could explore it as a family.

Where next:

Try my Online Fractions Games page