Mathematics Curriculum Evening - PowerPoint Presentation

Slide1

Mathematics Curriculum Evening

Aims of the evening

To look at the changes within the new National Curriculum.To explain those written strategies that are used in class and to explore ways to support this learning at home.To launch the online Maths program.

Changes

to the Curriculum

Some elements now appear earlier

(e.g.

count to

100 by end of Year 1, 12x12

to be known by

end of Year 4).

Increased

emphasis on

practising,

“so pupils develop the ability to recall and apply knowledge rapidly and accurately

”.

Less

emphasis on moving children

to do

work

from a

higher year

group

– greater emphasis

on deepening understanding and

demonstrating

this through reasoning, justifying and problem

solving - ‘

mastery

’.

4

strands

remain the

same

- Number

, Measurement, Geometry (S,S&M), Statistics (Data handling

).

Curriculum Content

Early Years curriculum:Count reliably with numbers from 1 to 20, 1 more or 1 less Use quantities and objects to add and subtract single-digit numbers Solve problems, including doubling, halving and sharingUse everyday language to talk about size, weight, capacity, position, distance, time and money Year 1 curriculum:Count & write numerals to 100, forwards and backwards from any given numberNumber bonds secured to 20Use of vocabulary such as equal, more than, less than, fewer, etcSequence events, using today, tomorrow, after, beforeRecognise half as one of 2 equal partsYear 2 curriculum:Read, write, compare and order numbers to at least 100, make comparisons using < > = symbols 2,5,10 times-tables Recognise place value of each digit in a two-digit number (eg 23 is 2 tens & 3 units) Add two 2-digit numbers (23+34=57) and three 1-digit numbers (2+3+4=11)Find/write fractions of quantities (and lengths) eg ½, ¼, ¾ Recognise and use symbols for £ and pMeasure temperature in °C Tell time to nearest 5 minutes

Year 3 curriculumRead, write, compare and order numbers up to 1000 Count from 0 in multiples of 4, 8, 50 and 100Find 10 or 100 more or less than a given number Recognise the place value of each digit in a three-digit number (H,T,U)Formal written methods for addition/subtraction (2,5,10) 3,4, 8 times-tables Measure using m/cm/mm, kg/g, l/mlCompare, order, add & subtract fractions with common denominators Identify angles larger than/smaller than right anglesTell time to the nearest minute, including 24-hour clock, use Roman numerals, know the number of seconds in a minute, number of days in each month, year and leap year Year 4 curriculumCount from 0 in multiples of 6,7,9,25 and 1000Find 1000 more or less than a given number Recognise the place value of each digit in a four-digit number (Th,H,T,U)Round decimals to whole numbers Solve problems with fractions and decimals to two decimal places Divide by 10 and 100 Use inverse operations to check calculationsAll times-tables to 12x12Translation of shapes Find perimeter/area of shapes Solve time conversion problems

Assessments

Levels

National Curriculum

levels

have been removed

and will not be replaced.

From September 2015, there will be

performance descriptors

*

just for the end of Years 2 & 6

, which will be used to assess:

whether

a child is working

‘below’, ‘towards’, ‘at’

or

‘above’

the

national

standard

at end of

Year 2

whether

a child is

‘at’

or

‘not at’

the

national

standard

a

t

the end of

Year

6.

SATs

All children in

Yr

2 and 6 will

continue

to sit SATs:

KS1

tests

will

be

externally set

but be

teacher marked

- results

will be used

to

inform

the teacher’s own assessment.

KS2 tests will be

externally

set and marked

and results will be used

to

determine

a

standardised score

that can be compared

nationally.

*Please note - these

performance descriptors are currently being consulted on and will be published September 2015

.

Reception and KS1Practical & visual ‘hands-on’ learning.Children begin by learning how to count accurately using a range of objects.They then learn how to use a numberline.Children should begin to build a ‘mental numberline’ as well as using counting-on skills using fingers.

Written

Strategies - Addition

Upper KS1

Place Value & PartitioningChildren learn that each 2-digit number is made up of ‘Tens’ and ‘Units’.Using this they can partition numbers in different ways:

KS2

Children continue to partition numbers, developing a secure understanding of place value, which prepares them for using more formal written methods.

The use of counters

and other manipulative objects is still an important resource to help children develop a secure understanding of column addition: 247 + 125 =

Finally, children become proficient at formal written methods and are able to decide which method is the most appropriate.

How could you support your child at home?

Reception and KS1As with addition, children begin with practical equipment. They then use number lines to count back e.g. ‘I have 10 sweets and I give 4 to my friend’.

Written Strategies

- Subtraction

KS1 continued

Or count up to find a small difference:

Children then use partitioning to subtract Tens and Units separately:

Again, as with addition, children continue to partition numbers (expanded method) and use practical objects to develop a secure understanding of place value:

KS2

Children

then move onto

compacted methods:

Finally, children become proficient at formal written methods and are able to decide which

method is the most appropriate.

=

How could you support your child at home?

Multiplication

In Reception, children begin by counting in 2s and 10s. In KS1 children count in 2s, 5 and 10s. They then learn that multiplication is repeated addition e.g. 2+2+2 = 6 and can represent it as “3 lots of 2”:In KS2 children continue to learn their times tables by counting and chanting. They build up their repertoire of memorised number facts and become quicker at recalling them.Children then use partitioning to multiply by 1- and 2-digit number13 x 18 = 234 124 x 26=3224

X

10

8

10

100

80

3

30

24

130 + 104 = 234

This then leads onto formal methods:

In Reception children learn about sharing objects equally.In KS1 children begin to divide a group of objects evenly and record it using ‘dots and circles’ linked to their 2, 5, 10 times tables. 6÷2 = 3In KS2 children continue to learn division facts linked to their times tables.They learn to use ‘chunking’ and remainders, then formal methods:

Division

Other ways to help your child at home

Talk about Maths at home, find real-life opportunities to practise, just as you would with reading.Play board games, use playing cards, dominoes and dice.Chant and use number bonds, both for + and –.Chant and use times-tables (multiplications and division facts).Have times-tables grids and 100 squares on fridge….Remember not just number – shape, measurement and time.Use mathematical language.Make Maths relevant and FUN!

Online Maths Program

In response to parental requests, trialled 3 different programs:Thank you!Importance of traditional pen and paper methodsMyMaths – most popular with parents and teaching staffHow will we use MyMaths to support learning at home?Friday 7th March – all families will be able to familiarise themselves with the program, using open school log-inFrom Friday 14th March …..Years 1, 2 and 3differentiated MyMaths activities linked to week’s learning, using children’s individual log-incontinue with traditional Maths homework 1/week Reception open access to MyMaths to explore the various games and activitiesadditional new weekly Maths activityUse of My Maths is optional