1. Maths Curriculum Evening Mrs Carolyn Davenport Maths Co-ordinator

2. What do children learn? How do they learn? How can I help my child at home?

3. Maths everywhere...

4. Maths is: Number – number & place value, addition & subtraction, multiplication & division and fractions Measurement – length, time etc Geometry –shape, position and direction Year 6 – as above plus Ratio & Proportion and Algebra 2015 Arithmetic and Reasoning

5. Maths? Numeracy? Arithmetic?

6. Mowing or hiking?

7. What’s in it for the children? not always didactic visual kinaesthetic dialogue challenge pace support

8. How has maths been taught? pre-1990s: cubes, beads, didactic teaching, rote learning and algorithms (varied between schools) 1990s: National Curriculum introduced (included descriptions of what children should learn and what they should be able to do but wasn’t precise) 2000: National Numeracy Strategy

9. Maths today: apparatus to support younger children (Eg. Base 10) children use mental skills and recall known facts children choose from a range of strategies which they have been taught systematic – previous skills are built on incrementally differentiated – different questions and activities for different abilities

10. Maths learning behaviours: active listening - looking at the teacher or partner joining in - copying gestures, clapping, choral counting, singing and trying to answer orally recording in a particular way being able to focus on independent work but be ready to listen and join in when asked

11. A Maths lesson: Mental/oral Starter Main teaching, inependent, paired or group work Plenary

12. The importance of vocabulary

13. Addition and Subtraction When children are in years 1 and 2 they are not expected to do vertical calculations but that doesn’t mean they won’t learn that 20-3=17.

14. Addition and Subtraction This progresses to using horizontal recording of addition and subtraction to support their mental calculations. The examples across show two ways of adding 43 and 26. The first example splits the numbers into tens and ones (units) then adds the tens followed by the ones to give 69. The second example shows using a blank number line; starting with the largest number and then adding the tens and ones from the second number. In a school there are 43 boys and 26 girls. How many children are there altogether? Example 1 43 + 26 = 40 + 20 = 60 3 + 6 = 9 60 + 9 = 69 Example 2 See flipchart.

15. Subtraction For subtraction there are two ways of attempting a question which are often determined by the size of the numbers or the wording of a problem. In both examples you can see that children use a number line to support their thinking. The first example below shows using a blank number line to take away one number from the other, starting on the right with the larger number and counting back. The second example shows starting with the lower number and counting on to the larger number to find the difference between the two. Example 1 There are 45 sweets in a jar and 13 are eaten by the children. How many sweets are left? 32 35 45 -3-10 Example 2 One piece of rope is 46 metres long and the other is 29 metres long. How much longer is the first piece of rope. +1 +10 +6 29 3040 46

16. Different methods Have a go at using the method in the second example to solve this puzzle. On Monday 146 people went to see Les Miserables. Unfortunately, 28 people cried so much that they had to leave before the end! How many people watched the whole film?

17. Traditional methods v ‘modern’ methods A common error: 146 28 – 122

18. Traditional methods: when are children ready? Do they: know addition and subtraction facts to 20? understand place value and can partition numbers? add and subtract any pair of 2 digit numbers mentally? explain their mental strategies orally? know the 2,3,4,5 and 10 times tables? understand 0 as a place holder? multiply 2 and 3 digit numbers by 10 and 100? double and halve 2 digit numbers mentally? use multiplication facts to derive others? explain their mental strategies orally? record using informal jottings?

19. Multiplication

20. Progression 5 x 3 = 3 + 3 + 3 + 3 + 3 +3 +3 +3 +3+3 0 3 6 9 12 15 So, 5 x 3= 15

21. Expanded written method for multiplication or ‘grid’ method The children use knowledge of number facts and the idea of splitting the number into its different parts to help children understand the process of multiplication. See flipchart for an example of how to calculate 37 x 4 = using this method.

22. Division taught hand in hand with multiplication sharing repeated addition repeated subtraction Please see flipchart

23. Activity Solve 76 divided by 6 by trying the different methods discussed. Which did you prefer? Why? Which method do you think your child would like to use? How did you check your answer?

24. Informal written method for division Y5 example 256 divided by 7 256 70-10 x 7 186 140-20 x 7 46 42-6 x 7 4 Answer 36 remainder 4

25. Assessment: ongoing in lessons statutory at end of Key Stage 1 and Key Stage 2 arithmetic and reasoning assessing pupil progress (APP) new assessment model of ‘age-related’ expectations (expected and exceeding) ‘mastery’ Y1 ready, Y2 ready etc.

26. How to help your child at home Play times tables games. Play mental maths games including counting in different amounts, forwards and backwards. Encourage opportunities for telling the time. Encourage opportunities for counting coins and money; finding amounts or calculating change when shopping. Look for numbers on street signs, car registrations and anywhere else! Look for examples of 2D and 3D shapes around the home. Identify, weigh or measure quantities and amounts in the kitchen or in recipes. Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess.

27. Thank you!