1. Fractions and the new mathematics curriculum
Thursday 5th May 2016
SANDFIELD PRIMARY SCHOOL

2. SANDFIELD PRIMARY SCHOOL
Aims of this meeting
What has changed for primary schools? What has changed for each year group? How can we help at home?
SANDFIELD PRIMARY SCHOOL

3. Aims of the new curriculum
The final version of National Curriculum for mathematics aims to ensure all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
SANDFIELD PRIMARY SCHOOL

4. SANDFIELD PRIMARY SCHOOL
Agenda for today
Expectations for the children Fractions in year 1 - Activities we can do to teach, practise and embed Fractions in year 2 – Activities & practical resources Fractions in year 3 - Activities & internet resources Fractions in year 4 – Activities & real life situations Fractions in year 5 – Activities and links with decimals and percentages Fractions in year 6 – Activities and everything else!
SANDFIELD PRIMARY SCHOOL

5. SANDFIELD PRIMARY SCHOOL
Year 1
Pupils should be taught to:
recognise, find and name a half as one of two equal parts of an object, shape or quantity
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
SANDFIELD PRIMARY SCHOOL

6. SANDFIELD PRIMARY SCHOOL
Year 1
Half of one
Find half of one object that can be broken / contents moved, e.g., playdough, container of water, string, piece of fruit, and piece of paper
Find half of one object that cannot be broken, e.g., metre stick.
Half of a shape
Find half of a range of different paper shapes (different sizes and orientations).
Recognise / talk about an object that is half of something.
Make links between half a circle and half past on the clock face.
Know that two halves of a shape can combine to make one.
Know that half of one shape might be larger or smaller than half of another one.
Half of a quantity more than one
Find half of a quantity of objects that can be moved, e.g., counters.
Know that objects might not always share equally into two groups – there may be one left.
Find half of a quantity that cannot be moved, e.g., objects in a picture.
Find half in the context of measures and money, e.g., ‘Where is half way between 0 and 20 cm on the ruler?
Half
Know the difference between half of one and half of a quantity.
Understand what the symbol ½ represents.
SANDFIELD PRIMARY SCHOOL

7. SANDFIELD PRIMARY SCHOOL
Activity
Half of one shape may be bigger (or smaller) than half of another one Paper shapes – fold in half and discuss how you do this – must be equal Show different size halves – with original shape
SANDFIELD PRIMARY SCHOOL

8. SANDFIELD PRIMARY SCHOOL
Year 2
Pupils should be taught to:
recognise, find, name and write fractions 1/3, 1/4, 2/4, 3/4 of a length, shape, set of objects or quantity
write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2
SANDFIELD PRIMARY SCHOOL

9. SANDFIELD PRIMARY SCHOOL
Activity
Counting in quarters – use objects and collect and notice if equivalent Round table with quarter circle shapes On number line – length and number Different starting points and markings
SANDFIELD PRIMARY SCHOOL

11. SANDFIELD PRIMARY SCHOOL
Year 3
Pupils should be taught to:
count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
recognise, find and write fractions of a discrete set of objects: unit fractions and non- unit fractions with small denominators
recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
recognise and show, using diagrams, equivalent fractions with small denominators
add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7
compare and order unit fractions, and fractions with the same denominators
solve problems that involve all of the above.
SANDFIELD PRIMARY SCHOOL

12. SANDFIELD PRIMARY SCHOOL
Activity
Find your partner Sets of cards with pictures / fractions – match up Use dominoes to make these Now stand in order - fraction of number
SANDFIELD PRIMARY SCHOOL

13. SANDFIELD PRIMARY SCHOOL
Year 4
Pupils should be taught to:
recognise and show, using diagrams, families of common equivalent fractions
solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
add and subtract fractions with the same denominator
recognise and write decimal equivalents to ¼, ½, ¾
SANDFIELD PRIMARY SCHOOL

14. SANDFIELD PRIMARY SCHOOL
Activity
Cuisenaire Make up families halves / thirds / quarters Any fit together? Fraction wall Use these to calculate fractions of number - bar method or Singapore method
SANDFIELD PRIMARY SCHOOL

15. SANDFIELD PRIMARY SCHOOL
Year 5
Pupils should be taught to:
compare and order fractions whose denominators are all multiples of the same number
identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5
add and subtract fractions with the same denominator and denominators that are multiples of the same number
multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
read and write decimal numbers as fractions [for example, 0.71 = 71/100]
recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
SANDFIELD PRIMARY SCHOOL

16. SANDFIELD PRIMARY SCHOOL
Activity
SANDFIELD PRIMARY SCHOOL

17. SANDFIELD PRIMARY SCHOOL
Year 6
Pupils should be taught to:
use common factors to simplify fractions; use common multiples to express fractions in the same denomination
compare and order fractions, including fractions > 1
add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = 1/8]
divide proper fractions by whole numbers [for example,1/3 ÷ 2 = 1/6
associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8]
SANDFIELD PRIMARY SCHOOL

18. SANDFIELD PRIMARY SCHOOL
Activity
SANDFIELD PRIMARY SCHOOL

19. Fraction jargon – demystify!

20. Fraction jargon – demystify!

21. Fraction jargon – demystify!

22. Fraction jargon – demystify!

23. Fraction jargon – demystify!

24. Fraction jargon – demystify!

25. SANDFIELD PRIMARY SCHOOL

26. Aims of the new curriculum
The final version of National Curriculum for mathematics aims to ensure all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
SANDFIELD PRIMARY SCHOOL

27. SANDFIELD PRIMARY SCHOOL
Not at Sandfield!
In his primary review, Sir Peter Williams commented:
“The United Kingdom remains one of the few advanced nations where it is socially acceptable, fashionable even, to profess an inability to cope with mathematics. That is hardly conducive to a home environment in which mathematics is seen by children as an essential and rewarding part of their everyday lives.”
SANDFIELD PRIMARY SCHOOL

28. SANDFIELD PRIMARY SCHOOL
Success in math does not depend on how many answers you know, but by what you do when you don't know the answer.
Anon
SANDFIELD PRIMARY SCHOOL

29. Supporting your child at home – year booklets
Resources
This presentation will be on school website
Maths resource packs are available to order from the office £10
DCSF booklet Understanding progress in mathematics – a guide for parents
Google or look at teacher.net.gov.uk/publications DCSF
Supporting your child at home – year booklets
Available on website and from school office
SANDFIELD PRIMARY SCHOOL

30. SANDFIELD PRIMARY SCHOOL
A Mastery Curriculum
The government wants to make it clear that schools should be working towards a mastery curriculum that broadens and deepens pupils’ knowledge rather than accelerate pupils into new curriculum content.
SANDFIELD PRIMARY SCHOOL