Welcome to our Maths Workshop Please help yourself to a copy of the school calculation policy and a maths vocabulary booklet from the table at the back.
Maths Across Key Stage 2
Coverage in Key Stage 2 Year 3 Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measurement Geometry
Coverage in Key Stage 2 Year 4 Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measurement Geometry Statistics
Coverage in Key Stage 2 Year 5 Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measurement Geometry Statistics
Coverage in Key Stage 2 Year 6 Number and Place Value Addition and Subtraction Multiplication and Division Fractions and Decimals Ratio and Proportion Algebra Measurement Geometry Statistics
The Three Strands of the National Curriculum Fluency Reasoning Problem Solving
C P A Approach
Concrete Resources
Pictorial Resources
JRS Calculation Policy
Teaching for Mastery T
Mastery Documentation Year 3 Year 3 count from 0 in multiples of 4, 8, 50 and 100 work out if a given number is greater or less than 10 or 100 recognise the place value of each digit in a 3-digit number (hundreds, tens, and ones) solve number problems and practical problems involving these ideas The Big Ideas The value of a digit is determined by its position in a number. Place value is based on unitising, treating a group of things as one ‘unit’. This generalises to 3 units + 2 units = 5 units (where the units are the same size).
Mastery Documentation Year 4 Year 4 count in multiples of 6, 7, 9, 25 and 1000 order and compare numbers beyond 1000 count backwards through 0 to include negative numbers round any number to the nearest 10, 100 or 1000 The Big Ideas Imagining the position of numbers on a horizontal number line helps us to order them: the number to the right on a number line is the larger number. So 5 is greater than 4, as 5 is to the right of 4. But –4 is greater than –5 as –4 is to the right of –5. Rounding numbers in context may mean rounding up or down. Buying packets of ten cakes, we might round up to the nearest ten to make sure everyone gets a cake. Estimating the number of chairs in a room for a large number of people we might round down to estimate the number of chairs to make sure there are enough. We can think of place value in additive terms: 456 is 400 + 50 + 6, or in multiplicative terms: one hundred is ten times as large as ten.
Mastery Documentation Year 5
Mastery Documentation Year 6
Planning at JRS Show (Represent) Do (Fluency) Think (Probing Questions) Explain (Further Extension) Solve Explore a new topic in a very hands on way. Using and applying in a variety of ways. Answering questions that help the children make links. Using reasoning skills to explain their understanding. Using a range of skills to solve a multi step problem.
Beginning and Ending of Topics
Useful Links NRICH http://nrich.maths.org/ ICT Games http://www.ictgames.com/ BBC Bitesize http://www.bbc.co.uk/education/levels/z3g4d2p Crickweb http://www.crickweb.co.uk/ks1numeracy.html Top Marks https://www.topmarks.co.uk/ Maths Zone http://mathszone.co.uk/
Thank you for coming. If you have any questions please come and see me or ask your child’s class teacher. You will now have the chance to go and see all the wonderful work that the children have created this week!