1. Maths at St Joseph’s December 2015

2. Current position for both attainment and progress is high

3. Method: Singapore Maths Government fully behind the use of this method. Many schools in the borough have converted this year to a mastery approach. Proven success in other schools. Makes learning for all pupils easier due to scheme focussing on understanding and fluency..

4. Traditional characteristics of pupils High performing – quick at recalling numbers, can easily memorise and use a number of steps to solve a calculation Low performing pupils – limited number bond and table knowledge, can only remember a few number of steps to solve a calculation Importantly, they show very little difference when it comes to understanding the mathematics they are doing. i.e. They can multiply fractions but can’t explain why their method works.

5. Deeper Understanding Eduardo says, “The population of Mexico City is 11 million (to the nearest million) and the population of New York is 11.2 million (to the nearest hundred thousand).” He says, “The population of New York must be bigger than the population of Mexico City because 11.2 million is bigger than 11 million.” Do you agree with him? Explain your answer.Year 6 Year 1

6. Structure of a typical maths lesson in KS2 Quick mental maths Review of recent learning Introduction of new objective through class teaching Paired work to consolidate new learning Individual work to assess whether the children have grasped the new learning Same day marking – any misconceptions are addresses by the TA/CT on that day. Homework to consolidate the new learning Homework marked next day – any misconceptions addresses by TA/CT that day.

7. Homework The use of homework is integral to the new method. Research from the South- West indicated that it had the largest impact of pupil achievement. The sole purpose is to allow the children to consolidate the day’s learning in maths so they do not forget it! People don’t learn things by just doing them once. A 24 hour delay in revisiting a topic is far too long for many children. It should not take more than fifteen minutes. All children are expected to complete it. Please ensure your child knows their tables and basic number bonds. It is just a matter of practice. Children who struggle with mathematics usually do not know either and as they progress up the school, this inability hinders them increasingly.

8. Teaching of calculations We follow a concrete, pictorial, abstract approach. Concrete materials are offered to pupils in a progressive way: Objects Straws (as these can be physically bundled into groups of ten) Diennes (which still display the fact that ten is made up of ten ones) Counters In some schools parents are offered the opportunity to hire equipment whilst their children are in KS1 would you be interested?

9. What we all used to call units we now call ones.

10. Mental Arithmetic When you help you child add two-digit numbers to a two-digit number could you use the following method. 54+23=54+3=5757+20=77 Knowledge of number bonds to 20 must be secure by the end of year 2

11. 10 TensOnes 1111 11 1 1 1 1 11 74 + 52 10 2 7 1 Teaching Column Addition – from year 3 Regrouped (Carry)

12. 10 11 72 74 - 1 6 1 1 1 1 1 11 1 1 1 Teaching Column Subtraction – from year 3 Regroup (borrow) 52

13. Multiplication – use of arrays in years 3 and 4 to cement understanding Knowledge of tables must be secure by the end of year 4 i.e answer 6x7 in 5 secs

14. From Year 5 mastery of the algorithm

15. Division

16. Finally, the bar model

17. Fractions +