Fractions and the new mathematics curriculum Thursday 5th May 2016 SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Aims of this meeting What has changed for primary schools? What has changed for each year group? How can we help at home? SANDFIELD PRIMARY SCHOOL

Aims of the new curriculum The final version of National Curriculum for mathematics aims to ensure 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 are able to recall and apply their knowledge rapidly and accurately to problems 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. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Agenda for today Expectations for the children Fractions in year 1 - Activities we can do to teach, practise and embed Fractions in year 2 – Activities & practical resources Fractions in year 3 - Activities & internet resources Fractions in year 4 – Activities & real life situations Fractions in year 5 – Activities and links with decimals and percentages Fractions in year 6 – Activities and everything else! SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 1 Pupils should be taught to: recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 1 Half of one Find half of one object that can be broken / contents moved, e.g., playdough, container of water, string, piece of fruit, and piece of paper Find half of one object that cannot be broken, e.g., metre stick. Half of a shape Find half of a range of different paper shapes (different sizes and orientations). Recognise / talk about an object that is half of something. Make links between half a circle and half past on the clock face. Know that two halves of a shape can combine to make one. Know that half of one shape might be larger or smaller than half of another one. Half of a quantity more than one Find half of a quantity of objects that can be moved, e.g., counters. Know that objects might not always share equally into two groups – there may be one left. Find half of a quantity that cannot be moved, e.g., objects in a picture. Find half in the context of measures and money, e.g., ‘Where is half way between 0 and 20 cm on the ruler? Half Know the difference between half of one and half of a quantity. Understand what the symbol ½ represents. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity Half of one shape may be bigger (or smaller) than half of another one Paper shapes – fold in half and discuss how you do this – must be equal Show different size halves – with original shape SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 2 Pupils should be taught to: recognise, find, name and write fractions 1/3, 1/4, 2/4, 3/4 of a length, shape, set of objects or quantity write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2 SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity Counting in quarters – use objects and collect and notice if equivalent Round table with quarter circle shapes On number line – length and number Different starting points and markings SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 3 Pupils should be taught to: count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 recognise, find and write fractions of a discrete set of objects: unit fractions and non- unit fractions with small denominators recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators recognise and show, using diagrams, equivalent fractions with small denominators add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 compare and order unit fractions, and fractions with the same denominators solve problems that involve all of the above. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity Find your partner Sets of cards with pictures / fractions – match up Use dominoes to make these Now stand in order - fraction of number SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 4 Pupils should be taught to: recognise and show, using diagrams, families of common equivalent fractions solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number add and subtract fractions with the same denominator recognise and write decimal equivalents to ¼, ½, ¾ SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity Cuisenaire Make up families halves / thirds / quarters Any fit together? Fraction wall Use these to calculate fractions of number - bar method or Singapore method SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 5 Pupils should be taught to: compare and order fractions whose denominators are all multiples of the same number identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5 add and subtract fractions with the same denominator and denominators that are multiples of the same number multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams read and write decimal numbers as fractions [for example, 0.71 = 71/100] recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Year 6 Pupils should be taught to: use common factors to simplify fractions; use common multiples to express fractions in the same denomination compare and order fractions, including fractions > 1 add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = 1/8] divide proper fractions by whole numbers [for example,1/3 ÷ 2 = 1/6 associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8] SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Activity SANDFIELD PRIMARY SCHOOL

Fraction jargon – demystify!

Fraction jargon – demystify!

Fraction jargon – demystify!

Fraction jargon – demystify!

Fraction jargon – demystify!

Fraction jargon – demystify!

SANDFIELD PRIMARY SCHOOL

Aims of the new curriculum The final version of National Curriculum for mathematics aims to ensure 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 are able to recall and apply their knowledge rapidly and accurately to problems 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. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Not at Sandfield! In his primary review, Sir Peter Williams commented: “The United Kingdom remains one of the few advanced nations where it is socially acceptable, fashionable even, to profess an inability to cope with mathematics. That is hardly conducive to a home environment in which mathematics is seen by children as an essential and rewarding part of their everyday lives.” SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Success in math does not depend on how many answers you know, but by what you do when you don't know the answer. Anon SANDFIELD PRIMARY SCHOOL

Supporting your child at home – year booklets Resources This presentation will be on school website Maths resource packs are available to order from the office £10 DCSF booklet Understanding progress in mathematics – a guide for parents Google or look at teacher.net.gov.uk/publications DCSF-00267-2010 Supporting your child at home – year booklets Available on website and from school office SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL A Mastery Curriculum The government wants to make it clear that schools should be working towards a mastery curriculum that broadens and deepens pupils’ knowledge rather than accelerate pupils into new curriculum content. SANDFIELD PRIMARY SCHOOL