1. Welcome Maths Workshop Thursday 14 th April 2016

2. How Maths teaching has changed since the introduction of the New Primary National Curriculum 2014 -Giving children the chance to explore ways of finding an answer, and being able to explain why it works - maths is about spotting patterns, making links and understanding how pieces of knowledge fit together, not purely memorising facts and procedures by rote. -Giving children the key skills needed to solve real world problems and examples -To provide opportunities to apply these skills in practical situations

3. New National Curriculum Key messages the curriculum is presented on a year-on-year basis. Children shouldn’t be rushed through the basics. content has become more challenging, demanding quick mental recall of number facts and times tables. reasoning and problem solving has a renewed focus in the new curriculum. Focus on conceptual understanding and reasoning which will enable children to develop the necessary fluency to carry out mental calculations and written procedures with efficiency, flexibility, and accuracy. New focus on children being able to apply mathematical concepts in everyday situations and be able to problem solve in real life situations.

4. Time for a warm up! 5 12 21 Which is the odd one out, and why?

5. Year 1 New curriculum objectives for the end of year count to 100 instead of 10 count in multiples of 2,5 and 10 instead of just 2 multiplication and division problems fractions including quarters Know the time to the hour/half past multiplication and division introduced in the Foundation Stage

6. Year 2 New curriculum objectives for the end of year higher mental mathematics expectations count forward or backward (in steps of 2, 3, 5, 10) use multiplication and division facts (x2/x5/x10), including recognising odd/even numbers compare and sequence intervals of time commutative rule and inverse operations greater range of fractions use standard measures and read a thermometer

7. Year 3 New curriculum objectives for the end of year count in multiples of 4,8,10 and 100 calculate mentally with 3 digit numbers (whilst using jottings) tenths (fraction emphasis) add and subtract fractions with the same denominator measure perimeters read Roman numerals to 12 identify perpendicular and parallel lines

8. Year 4 New curriculum objectives for the end of year count in multiples of 6,7,9 and 1000 and negative numbers write Roman numerals to 100 tables to 12x12 count up and down in hundredths more emphasis on decimals to two places

9. Year 5 New curriculum objectives for the end of year count in steps of powers of 10 of any number read Roman numerals to 1000 work with prime numbers and factors recognise and use cube numbers (to power of 3) and the notation add and subtract fractions multiply proper fractions and mixed numbers by whole numbers

10. Year 6 New curriculum objectives for the end of year multiply and divide simple fractions Explicit algebra identify common factors, common multiples and prime numbers name the parts of a circle construct pie charts use decimal notation to 3dp

11. Use the manipulatives on your table to try these! Find 2 less than 7 What is 27 – 13? 62 – 45 = Take away 19 from 96 72 – 46 What’s the difference between 32 and 83?

12. Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts. Starting in Reception Number Sense!

13. Recalling facts It is important that children recognise number bonds, different pairs of numbers with the same total. 10 8 5 6 7 9 6 + 2 7 + 3 6 + 4 5 + 3 1 + 4 3 + 2 3 + 3 5 + 4 6 + 3 6 + 1 3 + 4

14. Place Value Place value is at the heart of the number system and understanding of place value is crucial. All digits have a value and a secure understanding of this will enable children to use and understand different calculation methods.

15. 1 3 9 2

17. Column methods Children with a secure understanding of place value will better understand the column method for addition and subtraction. Understanding place value will help children see the relationship between the columns.

18. Problem Solving Try these problems

19. Be Enthusiastic! The biggest influence on your child’s mathematical ability is you. Stay positive and enthusiastic. Make your own manipulatives, use what you have at home and put mathematical problems in a real context.

20. As parents we can really help our children enjoy and understand maths.

21. Miss Brain Learning Times Tables and our Times Tables Club

22. There is a difference, slight but important between learning your times tables and learning to multiply. Understanding multiplication requires conceptual understanding, this must come before the procedural task of learning times tables facts.

28. All children should do a table’s club test once a week. Children get five minutes to complete the test, in order to move on to the next badge children must complete the whole test in 3 minutes and they need to achieve this on 3 separate occasions.

29. ClubBadge Colour Test Counting Clublight blueCount in 2’s, 5’s and 10’s 17 ClubRed2’s, 5’s and 10’s 24 ClubYellow3’s and 4’s (+ 2’s,5’s,10’s) 37 ClubPink6’s and 7’s (+ 2’s, 3’s, 4’s, 5’s, 10’s) 54 ClubDark Blue8’s and 9’s (+ 2’s,3’s,4’s,5’s,6’s,7’s,10’s) 77 ClubGreen11’s and 12’s (+ 2’s,3’s,4’s,5’s,6’s,7’s,8’s,9’s 10’s) 100 ClubGold100 mixed questions Platinum Club 17Black/17As 17 club + corresponding division questions Platinum Club 24Black/24As 24 club + corresponding division questions Platinum Club 37Black/37As 37 club + corresponding division questions Platinum Club 54Black/54As 54 club + corresponding division questions Platinum Club 77Black/77As 77 club + corresponding division questions Platinum Club 100Black/Gold star 100 mixed questions + division

30. There are some useful sites online with advice and games http://www.theschoolrun.com/times-tables-the-best-ways-to-learn http://www.topmarks.co.uk/maths-games/5-7-years/multiplication- and-division http://www.bbc.co.uk/bitesize/ks1/maths/multiplication/play/ http://resources.woodlands- junior.kent.sch.uk/maths/timestable/interactive.htmhttp://www.theschoolrun.com/times-tables-the-best-ways-to-learnhttp://www.topmarks.co.uk/maths-games/5-7-years/multiplication- and-division Learning Times Tables

31. Helping at home Some Dos… …And Some Don’ts! Play (maths) with your child There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox Let your child win or be better than you Otherwise all they learn is that you are better at maths than them Recognise that there is more than one way of doing calculations You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded Be an actor Get excited about maths and your child will get excited too Don't expect them to understand after you've explained it once It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer Don't tell them you are hopeless at maths You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important” Don't get into an argument over homework It will be something that your child has covered in class, and if they really can't do it without a lot of tears and frustration, leave it and LET US KNOW! Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)

32. Helping at home KS1/ FS Play board games Cook – measuring and weighing Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! Money Comparing heights Birthdays, Months of the year, Days of the week Time

33. Props around the house A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. A traditional wall calendar-Calendars help with counting days, spotting number patterns and Board games that involve dice or spinners-helps with counting and the idea of chance A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting A calculator- A basic calculator will help with maths homework when required, there are also many calculator games you can play, too. Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial Dried beans, Macaroni or Smarties- for counting and estimating A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc A large bar of chocolate (one divided into chunks)- a great motivator for fractions work Fridge magnets with numbers on- can be used for a little practice of written methods Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing Unusual dice- not all dice have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting. Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010)

34. - Please help yourself to the information on helping your child at home.

35. - Thank you for attending our Maths Workshop Please feel free to ask any questions!