Number bonds to 10 Number bonds to 20 Counting in 2s 5s 10s.

Slides:



Advertisements
Similar presentations
End of year expectations
Advertisements

The new maths curriculum in KS2
The new maths curriculum in KS1 Sellincourt Primary School November 2014.
Maths in Year One. What do we learn? Number o Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number o Count,
GREEN STREET GREEN MATHS CURRICULUM EVENING. Much of the publicity about the changes to the National curriculum has focused on ‘higher expectations’ in.
Information for parents regarding calculation and the New National Curriculum.
Wednesday 30th September
The New Mathematics Curriculum. Aims The national Curriculum for mathematics aims to ensure that all pupils; Become fluent in the fundamentals of mathematics,
Maths Workshop
Thinking is at the heart of Mathematics and therefore should be at the heart of mathematical teaching and learning.
End of year expectations in Maths for Year 1 Count reliably to 100, forwards and backwards starting from 0, 1 or any number Count on and back in multiples.
Welcome to Year 1 Ms Bennett/Ms Beale Class 3 Miss McSherry Class 4.
Mental Maths at St John’s. How Maths teaching has changed -To give children the chance to explore ways of finding an answer, and being able to explain.
Maths Curriculum Aims: How is the new curriculum different?
Odd one out Which is the odd one out? Why? 6, 15, 28, 36, 66.
The new maths curriculum
Year 1 Block A. 1 A1 I can talk about how I solve problems using counting. I can talk about adding/subtracting. I can record additions/subtractions. I.
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Aims The aim of this workshop is to familiarise parents with the methods we use for calculations with children working in key stage 2 (years 3 – 6). Please.
Year 2 Block A. 2A1 I can use place value and number facts to solve problems and explain my methods to the class, I know that I can add numbers in any.
Curriculum Evening November 2015 Year 1 and 2 Mathematics.
Year 1, 2 & 3 Maths. September new mathematics curriculum. It sets out targets for each year group. Expectations for children of that age group.
Symphony Assessment System Information for Parents September 2015.
Sitwell Junior School Georgina Brown Teaching and Learning Consultant Rotherham School Improvement Service.
Confidence – don’t put your own feelings about maths onto your child
Welcome to our Maths Evening. Aims for this evening  A reminder of the definition of ‘mastery’.  Update on our approach to the new mathematics curriculum.
Year 1 Maths Calculation Evening 4th November 2015.
Number (add and subtract) add and subtract numbers mentally, including: * a three-digit number and ones * a three-digit number and tens * a three-digit.
Don’t Panic Mr Mainwaring! Life in Year 1. Letters and Sounds recap: What is it? Letters and Sounds is designed to help teach children how the alphabet.
Developing problem solving and reasoning Parents meeting 28 th January 2016.
WELCOME KS1 Maths Talk Miss P-F and Mrs Mullaney.
KS2 Mathematics Parents Workshops. Aims New curriculum for mathematics at KS2 Standard written method for KS2 Mental calculation strategies used at KS2.
Welcome to our Maths Evening March 3rd Aims for this evening  A reminder of the definition of ‘mastery’.  Update on our approach to the new mathematics.
Keeping Up With the Children - Maths. What maths have you done today?
Maths investigation and application In mathematics the art of proposing a question must be held of higher value than solving it. Georg Cantor.
Year 3 and 4 Multiplication. National Curriculum Objectives YEAR 3 -recall and use multiplication and division facts for the 3, 4 and 8 multiplication.
Number & Place Value Year 1Year 2 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write.
Mathematics End of Year Expectations. Year 1 Meeting Year 1 Expectations Year 1 Expectations: Number Count reliably to 100 Count on and back in 1s, 2s,
Year 2 Place value & calculation. 2Pv&C1 6. I can add and subtract a two-digit number and ones number using concrete objects, pictorial representations.
Maths Parent Workshop Autumn (Mention raffle ticket!!) Aims The national curriculum for mathematics aims to ensure that all pupils: become fluent.
Year 1 and 2 Numeracy Workshop. Aims of the session oYoYear 1 and 2 curriculum oCoCommon misconceptions and approaches to teaching in year 1 and 2. oHoHomework.
Arithmetical Proficiency: Exploring the implications for mental and written calculations in the new programmes of study.
Maths Year 2 Autumn 1: Numbers within 100; Add and subtract 2-digit and 3-digit numbers Autumn 2: Addition and subtraction problems; Multiplication and.
Wednesday 24th September 2016
25/01/2017 Maths Workshop Wednesday 25th January 2017.
Magic Squares Have a go at the activity while you are waiting.
Marvellous Maths at East Preston Infant School!
Maths at Mount Hawke and the new curriculum..
Maths The aim of this evening is to share some strategies for how we teach the four Mathematical operations. To explain the theory behind the White Rose.
Welcome to Pluto Class Maths Workshop.
Shears Green Infant School
Year 1 Maths Overview Number: Number and Place Value
Curriculum Evening Maths at St Nic’s
Welland Primary School Early years and KS1 Maths evening
Maths Workshop - Neptune
KS1 Maths Parent Workshop
Thinking is at the heart of Mathematics and therefore should be at the heart of mathematical teaching and learning.
Year 1 Block A.
Year 2 Block A.
Much Woolton Catholic Primary Parents’ Workshop Thursday 7th December
Mathematics.
Maths Calculations Workshop Autumn 2017
Parents’ Coffee Morning
Much Woolton Catholic Primary Parents’ Workshop Monday 27th November
Maths Parent Workshop Thursday January 25th 2018
Welcome to our Maths Evening
Maths Open Morning November 2018
Practical Maths Workshop
How is my child taught mathematics?
Year 1 Maths Framework.
Presentation transcript:

Number bonds to 10 Number bonds to 20 Counting in 2s 5s 10s

New Curriculum The national curriculum for mathematics aims to ensure that 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 the ability to recall and apply knowledge rapidly and accurately 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.’

Year 1 end of year expectations Number, place value and calculation Measurement Geometry – properties of shape, position and direction.

Number, place value and calculation 1 1I can count, read and write numbers to 100 in numerals 2I can count in multiples of twos, fives and tens 3 I can identify one more and one less from a given number (0-100) 4 I can use the language of: equal to, more than, less than (fewer), most, least (0-100) 5 I can identify and represent numbers using objects and pictorial representations including the number line 6I can read and write numbers from 1 to 20 in words 7 I can read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs 8 I can represent and use number bonds and related subtraction facts within 20

Number, place value and calculation 2 9 I can add and subtract one-digit and two-digit numbers to 20, including zero 10 I can solve one-step problems that involve addition, using concrete objects and pictorial representations, and missing number problems such as 7 = I can solve one-step problems that involve subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – I can solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Number, place value and calculation 3 13 I can solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher 14 I can recognise, find and name a half as one of two equal parts of an object, shape or quantity 15I can recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Measurement 16 I can compare, describe and solve practical problems for lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] 17 I can measure and begin to record lengths and heights(non-standard) 18 I can compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than](non-standard) 19 I can measure and begin to record mass/weight (non-standard) 20 I can compare, describe and solve practical problems for capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] 21 I can measure and begin to record capacity and volume 22 I can recognise and know the value of different denominations of coins and notes 23 I can begin to compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later] 24 I can measure and begin to record time (hours, minutes, seconds). 25 I can tell the time to the hour and half past the hour and draw the hands on a clock face to show these times 26 I can recognise and use language relating to dates, including days of the week, weeks, months and years 27 I can sequence events in chronological order using correct language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

Geometry 28 I can recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles] 29 I can recognise and name common 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] 30 I can describe position, direction and movement, including whole, half, quarter and three-quarter turns