1. Sharing Success in Mathematics

2. How can I support my child effectively ? What has changed with the new curriculum? What can I use at home to help my child?

3.  The final version of National Curriculum for mathematics aims to ensure 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 are able to recall and apply their knowledge rapidly and accurately to problems 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. 3

4. 1. higher expectation overall - benchmarked against age-related expectations in other nations 2. progression shown year-by-year 3. conceptual development of number addressed in detail, especially in relation to arithmetic and proportionality 4. fewer things in more depth in primary 5. all pupils expected to build firm foundations and not be accelerated to content expected in secondary school 6. Introduction of formal algebra 4

5. Earlier and more challenging requirement for multiplication tables Clear expectations around written methods in addition to mental methods Earlier and more challenging requirement for fractions and decimals Increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles In detail :

6. Mathematical Proficiency  Mathematical proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently, efficiently, and appropriately. Procedures and understanding are developed in tandem. 6

7. Arithmetic Proficiency: achieving fluency in calculating with understanding  An appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately. 7

8. 76 + 48 7800 – 5600 42 x 50 42 x 50 5002 – 4996 373 + 27 373 + 27 160 ÷ 5 Have a go!

9. Addition and Subtraction

10. Where does it all start? 10 9 8 7 6 5 4 3 2 1

12. Numicon imagery - motivated representation structured to reveal relationships between numbers and to help children to make connections

13. What patterns could you explore with odd and even numbers?

15. 76 + 48 = 76 Addition with a number line 116 76 + 40 124 + 8 86 +10 96 +10 106 +10 116 +10 124 +8

16. 100 + 70 + 6 + 100 + 40 + 7 300 + 20 + 3 100 10 = 323 176 + 147 = Addition

17. Subtraction Imran has 43 conkers; he gives 24 away to his friends. How many does he have left? 43 – 24 = 4333 -10 23 -10 20 -3 19 19 conkers

18. Subtraction Sam has saved 93p, Amy has 55p. How much more money does Sam have than Amy? 93 – 55 = 55 93

19. 803 - 526 187 Mistakes children make: 6 1013 803 - 526

21.  14000 children born in Avon in the West of England in 1991- 92  Carried out by the University of Bristol  Nunes, Bryant et al (University of Oxford) looked at factors affecting mathematical achievement

22. ISBN: 978-0-224-08635-6

23. Contact Details: claire.mosley@thehoward.org claire.mosley@