Maths at King’s Court

Aims 2014 curriculum Context in maths Mental maths Models and images Written strategies

The New Curriculum

2014 National Curriculum As you may well be aware, the new National Curriculum was implemented in September 2014. There are now new statutory ‘Programmes of Study’ for Maths and English that all children are expected to follow.

2014 National Curriculum However, current year 2 children are still going to be tested under the old framework and will sit the same SATs at the end of the academic year.

Mathematics is an interconnected subject… Aims The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Are there changes? Yes! As a generalisation, children are now expected to learn more from a younger age. Children are expected to adopt more formal written calculations strategies from an earlier stage in their learning.

For example… 2006 Primary Framework 2014 Programme of Study Year 1 Count reliably at least 20 objects Year 2 Count in 10s, 5s or 2s 2014 Programme of Study Year 1 Count to 100 Year 2 Count in 2s, 3s, 5s and 10s

By the end of year 4 children are now expected to know all of their times tables to 12 x 12 and have a secure understanding of their related division facts and the concept of inverse. X ÷

Year group overview

What are we doing to support these changes? Children receive weekly maths homework to consolidate what they have been learning in class and to assist with the learning and practise of important maths facts.

What are we doing to support these changes?

Context

Context Maths can be very abstract, especially for younger children. Therefore providing a context is vital. Children need to learn about the ‘maths around them’ and learn why maths is so important and embedded into our every day lives.

“It is important not to under estimate the role of simple interactions in the home, and the role of puzzles, games and patterns in the mathematical development and inspiration of young people. Such problems and puzzles can be more important than all of the…questions.” Boaler, J. The Elephant in the Classroom (2009)

Through play Going to the shops Ordering from catalogues TV guides Planning a journey using timetables Planning a party Cooking – recipes Building things with 3D shapes

Games are powerful!

Through Stories Number work Calculations Data handling Shape Division-grouping Days of the week Months Years

Mental Maths

Why is it important to learn maths facts? Learning maths facts is essential. Quick recall of maths facts develops confidence. It enables the children to make links within the maths curriculum and across the primary curriculum as a whole.

How do we practise maths facts in school? We practise maths facts regularly in class and send them home for homework. The oral and mental starter of maths lessons frequently includes the teaching and practise of maths facts.

The maths facts learnt in year 1 will be built upon in year 2, and so on. We approach the teaching and practise of maths facts in a range of ways to ensure that the children are consolidating and enjoying their learning.

Learning by rote Reciting Songs Rhymes Games Mini tests/challenges

Some examples... In what ways could we practise number bonds? Number Bonds to 10 0 + 10 = 10 1 + 9 = 10 2 + 8 = 10 3 + 7 = 10 4 + 6 = 10 5 + 5 = 10 6 + 4 = 10 7 + 3 = 10 8 + 2 = 10 9 + 1 = 10 10 + 0 = 10 Number Bonds to 20 0 + 20 = 20 1 + 19 = 20 2 + 18 = 20 3 + 17 = 20 4 + 16 = 20 5 + 15 = 20 6 + 14 = 20 7 + 13 = 20 8 + 12 = 20 9 + 11 = 20 10 + 10 = 20 11 + 9 = 20 12 + 8 = 20 13 + 7 = 20 14 + 6 = 20 15 + 5 = 20 16 + 4 = 20 17 + 3 = 20 18 + 2 = 20 19 + 1 = 20 20 + 0 = 20

Number bonds... Actions Making patterns 6 + 4 = 10

Using your fingers Number bonds to 10 Number bonds of multiples of 10 to 100 Counting in 2s, 5s & 10s Counting on or back

Doubles & Halves Bingo

Times Tables Around the world cards

Dice Dice are great to play games with and can reinforce maths facts!

Time Interactive clocks

Imaginary Number Lines 10 20 24 10 + 14 = 24 For more complex mental calculations, the children are encouraged to visualise a number line.

How can you support your child at home? Continue to practise the maths facts that we have outlined. Provide a context: Discuss units of measurement when cooking. Talk about coins and change when shopping etc.

Continued practise both at school and home will reinforce and consolidate your child’s understanding and recall of a wide variety of maths facts. As a result this builds confidence and aids enjoyment!

Written Strategies

“You seem to do it differently nowadays!”

We teach the understanding before the method.

It all starts with practical, hands-on maths.

All teaching of the 4 operations focuses on the understanding of place value. T U 34 3 Tens = 30 4 units = 4

Addition - partitioning T U T U 34 + 22 = 56 T + =50 U + = 6

34 22 + 56 Tens Units Addition – column method Practical method alongside written method

We try to limit the number of strategies we teach the children in the early stages so that it is not overwhelming for them. We want them to feel secure and confident with the strategies that they use.

However, we do expose the children to a wide range of strategies and representations during whole class teaching so that they become familiar with alternative methods. e.g. horizontal and vertical number lines.

Using and Applying

It is important that the children are able to apply their mathematical knowledge to a range of problems and contexts.

Times tables need be learnt off by heart and applied to a range of problems. e.g. I want to buy 3 sweets that cost 5p each. How much money do I need?

Rapid recall of maths facts and number bonds is extremely useful in such circumstances as the children are able to make connections a lot more easily.

RUCSAC

John has 43 marbles and Amy has 67 marbles John has 43 marbles and Amy has 67 marbles. They each put their marbles into a bag. How many marbles are there altogether?

Logic Problems

Logic Problems

Assessment

We assess the children in daily lessons to inform our future teaching We assess the children in daily lessons to inform our future teaching. This is an on-going, informal process.

Key Stage 1 At the end of year 2 the children undertake their Key Stage 1 Maths SAT. This consists of a range of questions involving number, shape, measures and data handling. Many of the questions are worded problems that involve careful interpretation. RUCSAC

Maths Packs Maths packs will be available for £3.00. These include a range of apparatus that we use in class on a daily basis. If you would like one, please sign up on the sheet and they will be distributed to your child as soon as possible.

Thank you! We hope that this has been a beneficial insight into how we teach maths in school. Please feel free to look at the resources and books that are on display.