Maths at Scott Primary School Information Evening for Parents Tuesday 6th February 2018

How close can you get to 1000? A Challenge to start

Aims of this Evening What the current Maths Curriculum looks like; How Maths is presented in 3 different strands and what is included in each strand; The progression of learning as your child moves through the school; The methods for calculation we use in schools now, seen first hand (they have changed since we were at school!); What you can do to support your child with their maths learning at home. Aims of this Evening

Why we are holding this maths evening The way children are taught maths has changed, and parents are having to get to grips with concepts and terms like number lines, number grids, chunking and partitioning that have been introduced since their school days. Nick Dowrick, director of Every Child Counts, says it is vital that parents understand the methods that are being used in schools today. Why we are holding this maths evening

Why we are holding this maths evening Lynn Churchman, President of the National Association of Mathematics Advisers, has some advice for parents: “When you are parents, as adults you have been doing maths for a long time and you have your own experiences and your own already established knowledge that has been inculcated at an early age – it’s almost instinctive. What you’ve got to do, and this is where it’s hard for parents, is lift yourself out of your own mindset about how you did it and not be worried when your six- year-old can’t instinctively tell you what 17 and six is.” Why we are holding this maths evening

The National Curriculum 2014 “Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.” “ It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” The National Curriculum 2014

The National Curriculum for Mathematics Aims to ensure that all pupils Become fluent in the fundamentals of mathematics, including through varied and frequent practice … to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. This is the fluency strand of the maths curriculum. The National Curriculum for Mathematics

The National Curriculum for Mathematics Aims to ensure that all pupils Reason mathematically by following a line of enquiry, developing arguments, justifications and proof using mathematical language This is the reasoning strand. This is also the strand that needed introducing to ensure that children have a clearer understanding of maths ideas and concepts. The National Curriculum for Mathematics

e.g. Samit says that 18 x 4 = 72 What different calculation could you use to check the answer?

The National Curriculum for Mathematics Aims to ensure that all pupils Can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps and persevering in seeking solutions. This is the problem solving strand. The National Curriculum for Mathematics

A packet contains 1.5kg of oats. Every day Maria uses 50g of oats to make porridge. How many days will the packet last?

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged to use their knowledge in a range of ways. Pupils who take longer to establish their understanding will be given opportunities for consolidation in small group activities. Teaching for mastery

So How can I help at home? The Golden Rules Keep it simple – practise what they are already learning at school. Keep it fun – there are lots of games and computer games which have a maths element to them. Top Trumps is a good example. There is an excellent website called nrich which has great ideas for working mathematically in a fun way. Keep it real – practise maths for real purposes such as going shopping, sorting out laundry, measuring for cooking etc. Children are more motivated to learn when there is a real purpose for their learning. Look at the school Calculation policy – can be found on the school website. So How can I help at home?

So How can I help at home? (Cont.) Assist with homework (paper-based activity once a fortnight) MyMaths (set once a fortnight – all children given a login) So How can I help at home? (Cont.)

Maths, Fun? How about this joke? A talking sheepdog gets all the sheep in the pen for his farmer. He comes back and says, “All 40 accounted for.” The farmer says, “I’ve only got 36 sheep!” The sheepdog replies, “I know, but I rounded them up.” Maths, Fun?

What does this all look like in class? Here is your opportunity to find out! Teachers will now deliver 2 x 20 minute demo lessons with groups of up to 6 children. They will be demonstrating methods that they use with the children in regular maths lessons – choose 1 class for the first 20 minutes (probably your child’s class) After 20 minutes, a bell will ring and you are free to choose another year group to watch how maths differs/ is the same with a contrasting age range. At the end, the children will be brought back to the hall. What does this all look like in class?

Aims of this Evening What the current Maths Curriculum looks like; How Maths is presented in 3 different strands and what is included in each strand; The progression of learning as your child moves through the school; Some of the resources we use to help the children become confident mathematicians; The methods for calculation we use in schools now (they have changed since we were at school!); What you can do to support your child with their maths learning at home. Aims of this Evening