Maths Curriculum Evening 2016. Keston PRIMARY SCHOOL Maths Curriculum Evening 2016.

• To understand how to help your children at home. Aims for the evening • To become more familiar with the expectations of the New Curriculum. • To understand how children learn to reason with maths and what this involves at Keston. • To understand how to help your children at home.

Starter. How many possible calculations can you make with the answer of 24? Can you use all four operations? x + - divide. Can you include brackets/BIDMAS?

Changes in the curriculum (reasoning) The expectations are higher. There is a bigger focus on fractions, decimals and percentages. There is less focus on mental maths but more focus on arithmetic skills. There is a bigger emphasis on reasoning. Have a look at some of the sample SATS papers for KS1 and KS2.

What is Reasoning? Mathematical reasoning  is providing maths in real life and different contexts. Reasoning enables children to make use of all their other maths skills and apply them to a new situation so it makes sense. Reasoning gives children the opportunity to justify and explain their mathematical thinking.

3.12 – 2.38 = 3.12 - ? = 2.38 3.1 2 – 2.? 8 ?. 7 4 Two numbers have a difference of 2· 38 . The smaller number is 3·12 . What is the bigger number? Two numbers have a difference of 2·3 . They are both less than 10. What could the numbers be? Reasoning is the opportunity to showcase their maths skills.

Reasoning activity We provide reasoning examples by: providing maths in real life contexts, different ways, investigations that make children explain their thinking and games. On the tables around you will find some really good reasoning examples for your child’s year group.

Arithmetic The New Curriculum has a bigger focus on written methods. You may know them as the more ‘traditional methods’ for addition, subtraction, multiplication, division. Children are now tested at KS1 and KS2 on their arithmetic skills. Such as: Finding percentages of amounts. Long multiplication and division. Finding fractions of amounts It is good to know these in a gadget filled world.

The early years foundation stage Starting points Early learning goals- By the end of Reception children are expected to: Count reliably with numbers 0-20, place them in order and say the number that is one more or one less than a given number. Using quantities and objects, they can add and subtract single digit numbers and count on or back to find the answer. They can solve problems, including doubling, halving and sharing. (Number) Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. (Shape, space and measure)

Real life maths All children need to learn maths in a real life context. We provide children with opportunities to explore mathematics so that it makes personal sense to them. There are many ways that this is done including: Using stories Real life experiences Linking learning to our topic Children need to be able to explain how they have calculated something using a method that suits them. If they can’t explain it, it usually means they don’t fully understand it.

Recording mathematical thinking Three ways to represent knowledge: concrete, pictorial and symbolic. It is important that children are able to record and explain their mathematical thinking in a way that suits them. Writing numbers or a number sentence is not always necessary. If children choose to write a number sentence they need to be able to explain how they worked out the answer. Children can use marks, symbols and pictures to help them to represent their thinking on paper.

Examples of children’s mathematical recordings…

Problem Solving Children need to be able to solve practical real life problems. To do this children need to have a good understanding of number, they need to know what each number represents and which number comes before and after. As they go through the school they will also learn number patterns and rules, for example number bonds to 10.

Supporting your child at home: Cooking, measuring out ingredients with your child. Talking about the weight and quantity of the ingredients. Setting the table, how many plates will we need? Do we have enough? Singing number rhymes such as: - Ten green bottles. - Five little speckled frogs. - One, two, three, four, five, Once I caught a fish alive. Number hunts when out and about, what numbers can the children see on doors or car number plates? Jigsaw puzzles. Playing games such as snakes and ladders. Asking your child to help you pay for items when out shopping, what coins do we need to use? Looking at and naming the shapes of things when out and about. Sharing stories and counting different things in the pictures.

KS1 EXPECTATIONS

Depth of learning Longer time, smaller steps Intelligent practices Scaffolding children to make connections. If I know this, then I know…ask your children in real life situations e.g. supermarket. Encouraging children to look for patterns. Variation, rather than repetition. Challenge Through effective questioning. Simple, then more complex problem solving. Expecting children to ‘reason’ their answer- ‘prove it’, ‘convince me.’

Supporting your child at home Any time that you can spend supporting your child with their maths will have a big impact. • Ask your children to explain or demonstrate what they have been learning in school Ask why and how they know Provide problems in context Use the nrich website • Encourage them to see maths as something that anyone can be good at!

Curriculum Expectations ks2 In KS2 we build on knowledge from KS1 and extend it providing reasoning examples. We aim for children to master a subject by providing the maths in lots of different contexts. Children are encouraged to decide which method they want to adopt to solve a problem and answer questions mentally. Children begin to develop more mathematic vocabulary and talk for learning. When you go and look at the your child's year group table you can see examples of what the Curriculum is for your child.

Parent worries .. What’s the most appropriate way to teach addition, subtraction, multiplication and division? I am not sure if I am teaching it the right way/ not sure what to do/how to do it.

How to support your child at home https://www.youtube.com/watch?v=ggYdPef3Nuk o (fractions) https://www.youtube.com/watch?v=kwh4SD1ToFc (addition) Pinterest - https://uk.pinterest.com/search/pins/?q=how%20to%20teach%20time&rs=typed&term_ meta[]=how%7Ctyped&term_meta[]=to%7Ctyped&term_meta[]=teach%7Ctyped&term _meta[]=time%7Ctyped BBC bitesize. Ensure you introduce maths as fun! Cooking, looking for shapes, number plate puzzles, counting money, shopping, get children involved in practical activities. • ‘I have the number … what's the question?’ • Play card games and board games. Most card games require collecting totals, matching or remembering numbers that have gone before. They are excellent practise for mental arithmetic!

Times table Plea! By year 4 children should know all their times tables. Really helps all other areas of maths - transfers knowledge. Apps on your phone Singing Rhythms and claps Interactive games Repetition- repetition- repetition