Mathematics at Kingsland What do National Expectations look like? How can I help my child in maths?

Exciting things happening in Primary mathematics! 35 new Maths Hubs across the country (£41m) Salop and Herefordshire Maths Hub Mastery (Singapore, Shanghai) Mr Debenham (MaST and NCETM PD Lead) – Primary Mastery Specialist Teacher, Mastery Teacher Research Group, Y2 Oxford University Research Project Mr Powell – Mastery Teacher Research Group Mrs Wilson – Y1 Mastery of Number EYFS …??

Maths Priorities … in context … Last year: 92% achieved the “expected standard” in KS1, with 32% achieving “greater depth” 84% achieved the “expected standard” in KS2 These figures are well above the national average (70% at KS2)

Maths Priorities … in context … Our average scaled score for KS2 was 104, compared with the national average of 103 Our aim for this year is for more of our children to achieve the “higher score” of 110+, alongside increasing the number of children who achieve the “expected standard” (100+) The governor with responsibility for maths is Helen Webb

KS1 “Expected Standard” 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. The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note). The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug). The pupil can read the time on the clock to the nearest 15 minutes. The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).

KS2 “Expected Standard” 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; 8.09 = 8 + 9?; 28.13 = 28 + + 0.03). 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 15 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; 112 + 34; 79 of 108; 0.8 x 70). 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).

How can I help at home? Have a positive “CAN DO” attitude towards maths! Support with homework – discuss, use equipment, check, spot patterns, have fun Ask the children to explain their thinking Encourage them to use accurate mathematical language and vocabulary Telling the time Shopping and money

What’s the same? What’s different? 9 45 24

Which is the odd one out?

Which is the larger fraction? Fractions are proportions and their size is relative to item or quantity involved.

Always, sometimes, never true …? Subtraction always results in a smaller number.

Key Instant Recall Facts (KIRFs) The foundations and building blocks of maths Basic number facts Without being fluent in these, the children will be doing “harder” maths Help the children to spot patterns and make connections Regular practise Conkers KIRFs website

Why is maths important? “Mathematics is a creative and highly inter-connected 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.” (National Curriculum)