1. Seely Primary and Nursery School
Maths Inspire Morning
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2. Timetable
:- Teaching Maths from Nursery to Year :- Maths Activities in Foundation and KS :- Maths Activities in KS :- Coffee Resources used in school and opportunities for questions
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3. Our Aim:
At Seely we want all our children to enjoy mathematics and achieve their full potential.
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4. Maths in the Foundation Stage
Mathematics in the Foundation Stage comprises of two strands:
-Number
-Shape, Space and Measures
Mathematics takes place on a daily basis in 2 ways:
Whole class teaching, in a well structured format, reviewing previous learning, introduction to new ideas and concepts and then applying them.
Play activities, planned provision of materials to support early skills, accessed independently by the children following their own interests.
Mathematics also takes place during the week through:
Focussed activities, carefully differentiated small group work, led by an adult.
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5. Daily Mathematics Sessions
Review: learning from previous session.
Teach: adult models how to solve a problem.
Practise: children then work with adult to solve similar question.
Apply: children solve problem of their own independently
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6. Maths in Key Stage 1 and 2
The children experience maths through mental and oral sessions, whole class teaching and group tasks, which the children complete independently or are guided through the activity by an adult.
The New 2014 Maths Curriculum consists of the following Programmes of Study;
Number and Place Value-counting, reading and writing numbers.
Addition and Subtraction
Multiplication and Division
Fractions (including decimals and percentages from Key stage 2)
Geometry- properties of shapes and position and direction
Measurement –length, weight, capacity, volume, time and money
Statistics – (from Yr2) data handling, creating charts/graphs.
From Yr 6 pupils will be required to study:
Ratio and proportion
Algebra
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7. Aims of the New National Curriculum
To give children key skills needed to solve real world problems and examples.
To provide opportunities to apply these skills in practical situations.
To give children the chance to explore ways of finding an answer, and being able to explain why it works.
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8. FS and KS1 Mental Arithmetic
Year
Key Skills F2
Pairs of numbers that make 10
Addition facts for totals to 5
Count in 2s to 20
Yr 1
Number bonds to 10/20
Addition and subtraction facts for totals to 10
Addition doubles for all numbers to 10 e.g. 8+8
Odd and even numbers to 20
Count forwards and backwards in ones to 100 and beyond.
Count in 2s, 5s and 10s
Yr 2
Addition and subtraction facts to 20
All pairs of multiples of 10 to make 100 e.g
What must be added to a two-digit number to make the next multiple of 10 e.g. 52+ ? = 60
Addition doubles for all numbers to 20 e.g and corresponding halves e.g. half of 34
Doubles of multiples of 10 to 50 e.g and corresponding halves e.g. half of 80
Odd and even numbers to 100
Multiplication and division facts for the 2, 5 and 10 times tables.
Count in steps of 2, 3 and 5 from 0.
Count in 10s from any number.
Count in fractions from any number up to 10 e.g. 1, 1 ¼ , 1 ½ , 1 ¾ ,2……..
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9. Key Stage 1 -Key Skills (taught in a practical context)
Counting forwards/backwards in:
1s, 2s, 3s, 5s and 10s
Odd and even numbers
Pairs of numbers to make 10/20
Addition and subtraction facts
Doubling and halving
Multiplication and division facts
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10. KS2 Mental Arithmetic Year Key Skills Y4 Yr 6
1000 more or less than a given number
Sums and differences of pairs of multiples of 10, 100 or 1000
Addition doubles of numbers to For e.g and the corresponding halves
What must be added to any three-digit number to make the next multiple of For e.g ? = 600
What must be added to a decimal with units and tenths to make the next whole number. For e.g ? = 8
Yr 6
Addition and Subtraction facts for multiples of 10 to 1000 and decimal numbers with one decimal place. For e.g ?=930
?- 1.4 = 2.5
What must be added to a decimal with units, tenths and hundredths to make the next whole number e.g ? = 8
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11. Key Stage 2 -Key Skills (taught in a practical context)
Times tables and division facts
Number bonds to 100
Doubling and Halving
Rounding and estimating
Quick recall of Number bonds to 20, 50 and 100
Strong Mental Calculation Strategies
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12. Formal written methods Moving to written procedures too fast can mean:
Children add/subtract the digits in a column by rote, without understanding what their value is, or what a sensible answer is likely to be.
Children who rely on written procedures can be more likely to look for a calculator when stuck, not a mental strategy.
Children can hide their understanding of mathematical concepts behind having a good memory for procedure.
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13. Attainment Level 1 Level 2 Level 3 4 5 Level 6
The current Yr2 and Yr6 pupils will be the last group of children to take the SATs in their current format and levels of attainment will be reported to parents.
-By the end of Year 2 most children will be working within level 2 and some children will have moved into Level 3.
-By the end of Year 6 most children will be working within Level 4 and some will have moved into Level 5 or 6
Assessment is changing and as a result we will be required to assess pupils without giving a level of attainment. Parents/carers will be told if their child is working at the age related expectations for their year group.
Level 1
Level 2
Level 3 4 5
Level 6
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14. Examples of Mathematical Activities: (within the addition and subtraction strand)
When children are solving mathematical problems they are encouraged to explore and use a range of strategies. Foundation 1 Put some apples on the tree and some on the ground. Q:Where are more? On the ground or on the tree? Encourage your child to say the sentence “there are more on the…………”.
Foundation 2 Put 5 apples on the tree. Q:What if 2 more grew? What if there was one less/fewer? L/O – I can understand more, less and fewer.
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15. Year 2
Nathan had a collection of 46 coins. His friend gave him another 29. How many coins does he have now?
Fran baked 97 cakes for the school cake sale. She sold 73. How many were left unsold?
Ben had 25 football stickers. Bobby has 36. How many do they have in total? How many more stickers does Bobby have?
L/O – I can solve problems using addition and subtraction.
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16. Year 4 Children should be able to solve problems such as:
I have read 134 of the 512 pages of my book. How many more pages must I read to reach the middle?
There are 8 shelves of books. 6 of the shelves hold 25 books each. 2 of the shelves have 35 books each. How many books altogether are on the shelves?
I think of a number, subtract 17, and divide by 6. The answer is 20. What was my number?
You start to read a book on Thursday. On Friday you read 10 more pages than on Thursday. You reach page 60. How many pages did you read on Thursday?
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17. Year 6
Kieran was saving to buy a laptop for £ and a printer for £ How much money does he need to save?
Maddie saved £ She wanted to buy a new TV. It cost £ Has she enough money left to buy a games console costing £474.99?
The children could be given a selection of amounts of money, e.g. £852.79, £ , £60.98, £ They could pick two of the amounts and find their totals and differences. They could then make up problems to go with their calculations.
For each problem, ask the children to check their answer by rounding the amount to the nearest pound or £10. They could also use this method to estimate what the answer might be at the beginning.
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18. Resources
Children are taught to use a range of resources to support their work.
Examples of resources we use are included in your pack:
Number line to 20
0-100 digit cards
0-10 digit cards
100 square
Blank number line
Place value cards
Apples on a tree
Your pack also includes a whiteboard pen for use with a number line or 100 square, and a ruler.
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19. Parent Tool Kit www.nnparenttoolkit.org.uk Advice about Maths
How the National Curriculum works
Helping with Maths homework
Teaching Methods
Family Maths Activities
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20. Top tips
Be positive about maths! Never say things like ‘I can’t do maths’ or ‘I hated maths at school’... your child might start to think like that themselves...
Point out the maths in everyday life. Include your child in activities where you use maths such as using money, cooking and travelling.
Praise your child for effort rather than talent - this shows them that by working hard they can always improve.
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