The new maths curriculum Icknield Primary School November 2015

Aims • An introduction to key themes and mathematical concepts in the new primary maths curriculum • Key changes in each year group

Programmes of study content Number Number and place value Addition and subtraction Multiplication and division Fractions Ratio and proportion Algebra Measurement (conversions, area, perimeter) Geometry (previously shape and space) Properties of shapes Position and direction Statistics (previously data handling)

3 main aims of the 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.

Aim 1- What is fluency? Efficiency. An efficient strategy is one that the student can carry out easily, keeping track of sub problems and making use of results to solve the problem. Accuracy includes careful recording, knowledge of number facts and other important number relationships, and double-checking results. Flexibility requires the knowledge of more than one approach to solving a particular kind of problem, and the ability to select the most appropriate one.

Aim 2 Reason mathematically by: following a line of enquiry “ I wonder if…” conjecturing relationships and generalisations “ I think that… I’ll try this out, I’ve found a rule” and developing an argument, justification or proof using mathematical language “No prime numbers can be even because…”

Aim 3 • 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. resources

Aim 3 • 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. resources – Numberlines, counters, diennes, cubes, clocks, bead strings, place value cards, digit cards, number fans. Representations

Representations in Calculations

Key Messages To develop written calculation strategies, children need: Secure mental strategies from YR. A solid understanding of the number system. Practical, hands on experience including counters and base 10 apparatus. Visual images including number lines and arrays. Secure understanding of each stage before moving onto the next. The questions at the forefront of their minds: ‘Can I do it in my head? If not which method will help me?’

Implementation of the new National Curriculum 2014-15 Years 1, 3 and 4 and 5 2015-16 Years 2,6 (and 3,4) Summer 2016 ( KS2 testing)

Reception class expectations Children count reliably with numbers from one to 20, place them in order and 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. They solve problems, including doubling, halving and sharing.

Some key changes in Year 1 count to 100 instead of 20 (forwards and backwards) from any given number Count in multiples of 2,5 and 10 Number bond addition and subtraction facts to 20 Missing number problems e.g. 11= ? - 9 multiplication and division problems (pictorially) including arrays are now included (was in Years 2 and 3) using halves and quarters

Some key changes in Year 2 more emphasis on the mental mathematics expectations – count in steps of 3, inverse operations for checking now explicit in Year 2 Deeper understanding of addition- commutativity (any order) Deeper understanding of multiplication- commutativity greater range of fractions are explored including equivalents of quarters and finding thirds in measures children are expected to be able to read a thermometer. Combinations of coins Tell the time to 5 minutes

Some key changes in Year 3 Multiplication tables and division facts (3 x 4 x 8 x) Add and subtract 3 digit numbers mentally Start to use formal methods if ready(columnar addition) Multiplication and division mental methods (4 x 5 = 20 so 40 x 5 = 200) Scaling problems (for every- start of ratio) Adding and subtracting fractions with the same denominator Measure perimeter of 2D shapes Roman numerals Read the time to the nearest minute

Some key changes in Year 4 Count backwards through zero Roman numerals to 100 Multiplication/division facts up to 12 x 12 Multiplying three single digit numbers (6 x 4 x 2) Starting formal multiplication strategies Counting in hundredths Round decimals to nearest whole number Compare numbers with up to 2 decimal places Convert 12 hour to 24 hours clock times Plot 2D shapes on a co-ordinate grid

Some key changes in Year 5 Read write and order numbers to 1 million Read and write roman numerals to 1000 (M) Solve multi-step problems Multiply a 4 digit by a 2 digit number Recognise cube numbers Compare and order fractions with different denominators Add and subtract fractions different denominators Multiply fractions by whole numbers Convert metric and imperial units

Some key changes in Year 6 Read, write and order numbers up to 10 million Use formal methods of long multiplication and division (when have mastered informal methods) Add, subtract, multiply and divide fractions with different denominators Use a formulae to calculate the area and volume of shapes Calculate the area of paralellograms Calculate volume using standard units Find unknown angles in shapes Illustrate and name the parts of circles Construct pie charts Algebra

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