St Benet’s Catholic Primary School Parent Maths Workshop

Aims of the Workshop To outline the main changes to the new primary maths curriculum. To provide parents with ideas and activities that they can use at home to support children’s maths development. To outline the clear progression of the four calculation methods and how these are taught at St Benet’s.

Key Aims of the New Maths Curriculum Fluent recall of mental maths facts e.g. times tables, number bonds. Etc. To reason mathematically – children need to be able to explain the mathematical concepts with number sense; they must explain how they got the answer and why they are correct. Problem solving – applying their skills to real-life contexts.

Key Differences new maths Curriculum: Simple fractions (1/4 and 1/2) are taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8). By the age of nine, children are expected to know times tables up to 12×12 (used to be 10×10 by the end of primary school). End of KS2 mental maths test has been replaced with an arithmetic test.

Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts. Number Sense!

How do we teach maths in early years and key stage 1?

Carpet session each day linked to Maths Cross-curricular table top activities and outdoor activities Lots of talking Thinking Self-discovery Problem solving Using manipulatives Asking questions Real-life learning Practical and engaging lessons – fascinators! Booster groups ‘I hear and I forget. I see and I remember. I do and I understand.’ (A Chinese proverb)

Early Learning Goal (end of Reception) expectations for Number Can count reliably with numbers from one to 20, Can place 1-20 in order Can say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. Can solve problems, including doubling, halving and sharing.

Working at the expected standard key stage 1 number • The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones). • The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations. • The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100). • The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33).

• The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28). • The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins). • The pupil can identify 1/3, 1/4, 1/2, 2/4, 3/4 and knows that all parts must be equal parts of the whole.

Working at the expected standard end of key stage 2 • The pupil can demonstrate an understanding of place value, including large numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the difference between the largest and smallest whole numbers that can be made from using three digits.) • The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8). • The pupil can use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut from the roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?).

• The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1/5 or 0.2 or 20% of the whole cake). • The pupil can calculate using fractions, decimals or percentages (e.g. knowing that 7 divided by 21 is the same as 7/21 and that this is equal to 1/3 ; 15% of 60 • The pupil can substitute values into a simple formula to solve problems (e.g. perimeter of a rectangle or area of a triangle). • The pupil can calculate with measures (e.g. calculate length of a bus journey given start and end times; convert 0.05km into m and then into cm). • The pupil can use mathematical reasoning to find missing angles (e.g. the missing angle in an isosceles triangle when one of the angles is given; the missing angle in a more complex diagram using knowledge about angles at a point and vertically opposite angles).

ADDITION

SUBTRACTION

MULTIPLICATION

MULTIPLICATION cont.

MULTIPLICATION cont.

DIVISION

DIVISION cont.

DIVISION cont. Long division – Upper KS2 Th H T U ÷ T U 2379 ÷ 16 = 1 1 4 8 6 2 3 7 9 -

Key Instant Recall Facts Times tables up to 12 x 12 Square numbers Prime numbers Fraction, decimal and percentages equivalences Metric conversions Buy one – get 3 free 6 x 7 = 42 7 x 6 = 42 4.2 ÷ 7 = 0.6 42 ÷ 7 = 6 42 ÷ 6 = 7

Good practice in mathematics All children need to learn maths in a real life context. As well as knowing 7x7=49. Children need to be able to do the following: There are 7 fields, each field has 7 sheep in them. How many sheep are there in total? Children need to be able to explain how they have calculated or solved a problem. In the new curriculum, written calculations are taught at an earlier age. The mental methods are essential for supporting pupils understanding of these written calculations. Two points are clear about what mathematical skills children need in life. Educationalists say that children today need to learn 2 key skills. The ability to calculate mentally and the ability to estimate. Mental calculation skills are vital. Just have a think how often you use mental maths in your own lives. Shopping- working out change. Working out how many packets of biscuits or crisps you need to buy for a children’s birthday party. Working out how long it is before you need to leave to pick up children from school. Working out how many days left to do all your Christmas shopping? A lot of maths in life is done in your head. But within that I hope that you’re also estimating. When working out how long you have until you need to come to school, you round to the nearest hour or half hour. So in school, we encourage children to estimate. If they are faced with a problem. I have 18 sweets in 1 bag and 33 in another bag. How many in total? Children in maths lessons today would be encouraged to round to the nearest 10 in their head and work out 20 add 30 to approximate an answer. Alongside the ability to estimate, Educationalists today also say that children need to develop other key skills in maths. Children need to learn maths in a context. Therefore in school we aren’t just giving children lists of sums to complete. We are asking them to really think. Research shows that many children who can tell you what 7 x 7 = 49 cannot answer a question in a real life context. E.g. There are 7 fields, each has 7 sheep in them. How many sheep are there altogether. Children need to be able to explain. What they are doing. You may well say well what about the written calculations. Well these are still taught, but there is a balance. Research shows that teaching children written procedures at too early a stage in their mathematical development can have an adverse effect upon their ability to operate mentally. In line with many other countries, mental calculation skills are being taught and focussed upon, and the introduction of written methods are delayed until children are ready. At St Benet’s we certainly would expect children by the time they leave school to know, understand and use a written strategy for more complex maths calculations but emphasis early on is placed on mental calculations. If we look at the next slide, this will hopefully illustrate the point in hand.

Assessment at St Benet’s Half termly tests to assess children’s progress in line with the key objectives for their year group Use to inform future lesson planning Show where they are up to in relation to year group objectives (emerging, developing, secure) SEN children might be working on a stage below Gaps used to set children’s targets

How you can help at home Telling the time. The ability to estimate. To use maths in a real life context. Cooking. Shopping Practise times tables Support with homework using methods we’ve shown you.

How to help at home – USEFUL WEBSITES www.mymaths.co.uk – teaching sequences www.conkermaths.com (being updated at the moment) www.sumdog.com – tailored games for children Our calculation policy