1. Welcome to our Maths Evening

2. Your Child’s mathematical journey in school To really highlight just how far the children progress in Mathematics in 7 years I asked Miss Foster and Mr Smith to provide film of a typical maths calculation in their year group. Kynance – Year 6

3. “Why do they do it differently these days?” ‘When children reach the age of 5 many parents get a dreadful shock. They find their children bringing home vocabulary and methods that they just don’t recognise.’ ‘Parents keen to help realise that…they don’t understand what their child is doing and… when they try to demonstrate how to do something differently, all they manage to do is confuse the child.’ Taken from: ‘Maths for Mums and Dads’

4. This evening we will… Inform you how we teach maths at Stithians in line with the new maths curriculum. Look at practical maths in the different age groups and key stages around the school.

5. Key themes in mathematics in the new curriculum Spoken communication and reasoning Reading and spelling mathematical vocabulary Problem solving and application of knowledge Calculators not being used as a substitute for good written and mental arithmetic Focus on mental calculation and written calculation Strands now: number measurement geometry (shape and space) statistics

6. Mathematics – Years 1 & 2  Rounding to nearest 10 removed from KS1  Y1: No data handling required  Y1: Counting & writing numbers to 100  Y1: Write numbers words to 20  Y1: Number bonds to 20  Y2: Finding fractions of quantities  Y2: Adding two-digit numbers  Y2: Telling the time to nearest 5 minutes  Y2: Make comparisons using = symbols  Y2: Solve simple money problems using £/p

7. Mathematics – Years 3 & 4  No ratio required in LKS2  Written division moved to UKS2  No calculator skills included  Carroll / Venn diagrams no longer required  Y3: Formal written methods for + & —  Y3: Compare, order & + & — easy fractions  Y3: Vocabulary of angles & lines  Y3: Time including 24h clock & Roman numerals  Y4: Recognise equivalent fractions/decimals  Y4: Solve fractions & decimals problems  Y4: Perimeter/area of compound shapes  Y4: Know multiplication tables to 12 x 12

8. Mathematics – UKS2  No calculator skills included  No probability included  Data handling greatly reduced content  Y5: Use decimals to 3dp, including problems  Y5: Use standard multiplication & division methods  Y5: Add/subtract fractions with same denominator  Y5: Multiply fractions by whole numbers  Y6: Long division  Y6: Calculate decimal equivalent of fractions  Y6: Use formula for area & volume of shapes  Y6: Calculate area of triangles & parallelograms  Y6: Introductory algebra & equation-solving

9. Assessment July 2015 was the last year national curriculum ‘Levels’ are used at the end of Key Stages Children will be tested at the end of Year 2 and 6 2016 on maths that reflects the new curriculum. Children will be given standardised scores. There will also be a ‘performance descriptor’ of the expected standard for Key Stage 2 pupils – (below/towards/at national standard/mastery standard) The focus will be on ‘arithmetic’ and ‘mathematical fluency, solving problems and reasoning’.

10. The 4 ‘Cornerstones’ of Calculations. What distinguishes an 11 year old who is confident at number and calculation from another pupil that struggles? The confident child is secure in the following: 1. Understanding of place value e.g. 104/ 1004, 3.4 X 10 = 3.40, £1.05 as a decimal = 1.5, 0.2 x 0.2 = 0.4 instead of 0.04 2. A good bank of number facts memorised at their disposal Number bonds to 10, 20, 100, Times table facts etc 3.Images and Models – ‘Something to see whilst calculating’ Number tracks, beaded lines, landmarked lines, empty number lines, Maths grid, money 4.Ability to double and halve’ 1,000,000 divided by 8

11. In Key Stage 1 and 2 your child will learn… Maths for up to 1 hour each day.

12. Your child will learn… How to use the 4 operations effectively.

13. We will focus on these two tonight….

14. Your child will learn… How to apply these skills in a range of real life situations (problem solving).

15. Helping at home 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 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) Some Dos… …And Some Don’ts!

16. Thank you for taking part…….. Please feel free to walk around the classrooms and watch the children taking part in practical maths activities. It may be helpful to start at your child’s class and work your way round KS1 and KS2 to see progression. Please ask staff any questions about the calculation strategies used when you visit the classrooms. Recommended reading: Maths for Mums and Dads by Rob Eastaway and Mike Askew This powerpoint will be put on the school website.