1. Introduction to the new Mathematics Primary Curriculum Spring 2014

2. 00/00/2013Emma Blackman Aims Reason mathematically Problem solving and using and applying in context Fluency with conceptual understanding

3. National Curriculum Key messages the curriculum is presented on a year-on-year basis content has generally become more challenging

4. National curriculum Key messages There is greater emphasis on- fluency with understanding quick accurate recall precision problem solving analysis use of mathematical vocabulary to communicate, justify or prove mental expectations are explicit algebra is explicit in 6

5. Primary Mathematics: what has changed? Fewer things in more depth Earlier and more challenging requirements for multiplication tables Formal algebra in Year 6

6.  count to 100 instead of 10  count in multiples of 2,5 and 10 instead of just 2  multiplication and division problems including using arrays  fractions including quarters  volume  draw hands on a clock face (to show time to the hour/half past)

7.  Use signs  Higher mental mathematics expectations  count forward or backward (in steps of 2, 3, 5, 10)  use number facts (to 20) to derive and use facts up to 100  use multiplication/division facts (x2/x5/x10), including recognising odd/even numbers  compare and sequence intervals of time  Commutative rule  Inverse operations used to check calculations  Greater range of fractions  Use standard measures and read a thermometer

8.  4,8,10 and 100  calculate mentally with 3 digit numbers  8 x table  tenths  add and subtract fractions with the same denominator  measure perimeters  read Roman numerals I to XII  identify perpendicular and parallel lines  solve integer scaling and correspondence problems in which n objects are connected to m objects

9.  count in multiples of 6,7,9 and 1000 and negative numbers  write Roman numerals to 100  column addition and subtraction of numbers up to 4 digits  tables to 12x12  count up and down in hundredths  more emphasis on decimals to two places  solve two-step problems in contexts (addition/subtraction) and harder multiplication problems including distributive law

10.  read write and order numbers to 1000000  count in steps of powers of 10 of any number  read Roman numerals to 1000  interpret negative numbers in context  work with prime numbers and factors including prime factors  use rounding to check answers to calculations  recognise and use cube numbers and the notation  compare and order fractions whose denominators are multiples of the same number  add and subtract fractions with the same denominators and related fractions  multiply proper fractions and mixed numbers by whole numbers  estimate the area of irregular shapes

11.  efficient written methods are expected  multiply and divide simple fractions  explicit mention of algebra  identify common factors, common multiples and prime numbers  name the parts of a circle  construct pie charts  use common factors to simplify fractions; use common multiples to express fractions in the same denomination  use decimal notation to 3dp (including Measures)

12. EYFS Assessment arrangements Instead of making judgments about whether or not a child has attained scales points on a set of 13 scales relating to in relation to six areas of learning. Required to ‘make best fit judgments about children’s attainment in relation to a set of new definitions of expected performance in each of the newly defined ELGs.

14. TensUnits/0nes 27 35

15. Each of the following shapes has a value: = 7 =17 =? The value of the circle changes in each of the following problems. Can you discover its value in each problem, if the value of the shapes are being added together? =25 = 48

16. Units IIIIII IV V VI VII VIII IX Tens XXXXXX XL L LX LXX LXXX XC Hundreds CCCCCC CD D DC DCC DCCC CM ThousandsMMMMMM ¯¯ IV ¯¯ V ¯¯ VI ¯¯ VII ¯¯ VIII ¯¯ IX