Introduction to the new Mathematics Primary Curriculum Parent Meeting 30/9/14

00/00/2013Your Name Aims Reason mathematically Problem solving and using and applying in context Fluency with conceptual understanding

00/00/2013Your Name National Curriculum Key messages the curriculum is presented on a year-on-year basis content has generally become more challenging calculators only to be used for those who are “secure in written and mental arithmetic to allow them to explore more complex problems” ICT tools should be used “to aid conceptual development”.

00/00/2013Your Name National curriculum Key messages There is greater emphasis on- fluency with understanding quick accurate recall precision problem solving analysis use of mathematical vocabulary to communicate, justify or prove mental expectations are explicit algebra is explicit in 6

00/00/2013Your Name Primary Mathematics: what has changed? Fewer things in more depth Firmer foundations with less acceleration Earlier and more challenging requirements for multiplication tables Formal algebra Clear expectations around both mental and written calculations Increased expectations around proportional reason e.g. calculations with fractions

Year 1 count to 100 instead of 10 count in multiples of 2,5 and 10 instead of just 2 multiplication and division problems including using arrays fractions including quarters volume draw hands on a clock face (to show time to the hour/half past)

Year 2 Use signs Higher mental mathematics expectations count forward or backward (in steps of 2, 3, 5, 10) use number facts (to 20) to derive and use facts up to 100 use multiplication/division facts (x2/x5/x10), including recognising odd/even numbers compare and sequence intervals of time Commutative rule Inverse operations used to check calculations Greater range of fractions Use standard measures and read a thermometer

Year 3 4,8,10 and 100 calculate mentally with 3 digit numbers 8 x table tenths add and subtract fractions with the same denominator measure perimeters read Roman numerals I to XII identify perpendicular and parallel lines

Year 4 count in multiples of 6,7,9 and 1000 and negative numbers write Roman numerals to 100 column addition and subtraction of numbers up to 4 digits tables to 12x12 count up and down in hundredths more emphasis on decimals to two places solve two-step problems in contexts (addition/subtraction) and harder multiplication problems including distributive law

Year 5 read write and order numbers to count in steps of powers of 10 of any number read Roman numerals to 1000 interpret negative numbers in context work with prime numbers and factors including prime factors use rounding to check answers to calculations recognise and use cube numbers and the notation compare and order fractions whose denominators are multiples of the same number add and subtract fractions with the same denominators and related fractions multiply proper fractions and mixed numbers by whole numbers estimate the area of irregular shapes

Year 6 efficient written methods are expected multiply and divide simple fractions explicit mention of algebra identify common factors, common multiples and prime numbers name the parts of a circle construct pie charts use common factors to simplify fractions; use common multiples to express fractions in the same denomination use decimal notation to 3dp (including Measures)