1. Information Meeting for parents Tuesday 7th February
Maths at RA Butler
Information Meeting for parents
Tuesday 7th February

2. Aims of the meeting:
Enable you to understand the changes that occurred in mathematics due to the curriculum change in 2014;
Provide you with a greater understanding of how mathematics is taught in school
Develop an understanding of the importance of mental maths and associated strategies
Share with you the importance of using concrete resources and the development from this to pictorial representations (drawings/jottings) to the more abstract form (written calculations)
Find out what specific areas you would like support with in regards to how best to support your child at home

3. This meeting is …
NOT going to show the specifics of how we teach key concepts, skills or methods.
Going to give you an opportunity to request the sort of help and guidance you would like
Going to signpost you to where you can already get support

4. The history and the changes to the National Curriculum
In September 2014 the Government released an updated version of the National Curriculum
In 2014 it was compulsory for years 1, 3, 4 & 5
Year 2 and Year 6 continued with the old curriculum for one final year as they were to be tested on this learning.
By September 2015 all year groups were following the 2014 curriculum.
At RAB we tried hard to run both curriculums alongside one another so that the children would move up in to the next year group in a stronger position.

5. What did the changes mean for our children?
The change to the curriculum meant that things a child might previously have learnt in Year 7 began to be concepts a child would need to know in year 6.
Some concepts were taken out of the curriculum in each year group and others were added.

6. EYFS Early learning goal – numbers
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Early learning goal – shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
To give you an idea of what that looked like...
This is the current Early learning goals from EYFS – this is what the average Reception aged child should be aiming to be able to do by the end of the year.
The EYFS curriculum changed first and then the rest was brought in to line with it.

7. End of KS 1 - Year 2 What’s gone?
Rounding two-digit numbers to the nearest 10
Halving/doubling no longer explicitly required
Using lists/tables/diagrams to sort objects
What’s been added ?
Solving problems with subtraction
Finding/writing fractions of quantities (and lengths)
Adding two 2-digit numbers
Adding three 1-digit numbers
Demonstrating commutativity of addition & multiplication
Describing properties of shape (e.g. edges, vertices)
Measuring temperature in °C
Tell time to nearest 5 minutes
Make comparisons using < > = symbols
Recognise £ p symbols and solve simple money problems.
There were significant changes in all year groups, as you can see in Year 2

8. End of KS2 - Year 6 What’s gone? What’s been added ?
Detail of problem-solving processes no longer explicit
Divisibility tests
Calculator skills move to KS3 PoS
Rotation moves to KS3
Probability moves to KS3
Median/Mode/Range no longer required
What’s been added ?
Compare and ordering fractions greater than 1
Long division
4 operations with fractions
Calculate decimal equivalent of fractions
Understand & use order of operations
Plot points in all 4 quadrants
Convert between miles and kilometres
Name radius/diameter and know relationship
Use formulae for area/volume of shapes
Calculate area of triangles & parallelograms
Calculate volume of 3D shapes
Use letters to represent unknowns (algebra)
Generate and describe linear sequences
Find solutions to unknowns in problems
By the time we get to Year 6 whilst a few key concepts have been taken away, many new ones were added.

9. National Curriculum 2014
'The national curriculum for mathematics aims to ensure that all pupils.....become fluent......reason mathematically..... and can solve problems.' These statements, from the National Curriculum, will form the focus of accountability measures : i.e. national curriculum tests / inspections.

10. Year 2 reasoning question examples

12. Year 6 reasoning question examples
Of course the children in Year 6 don’t just have to know how to use each of those key skills they also have to be able to apply those skills within a word problem or in a range of contexts.
How quickly can you complete these word problems?

13. = a = 2 b = 3

14. It is important that when teaching a new concept, particularly calculation the children are first introduced to the concrete representation of the mathematical concept using a range of manipulatives;
before moving on to a pictorial representation of the concrete;
Only once the children are secure with these visual representations, should they then be taught the abstract (written method).
At RAB we aim to develop the children’s fluency with calculation strategies before encouraging them to take their learning to a mastery level by applying these skills in new and different situations/contexts.

15. Concrete Experiences Concrete representation
This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.
Children all across the school use concrete materials not just the younger children
Show some of the examples displayed at the front of the hall.

20. Pictorial Experiences
Pictorial representation Using representations, such as a diagram or picture of the problem.

23. Abstract Experiences Abstract representation
The abstract stage - a pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6

26. Recap

27. Core features of the new curriculum
Conceptual understanding
2. Mathematical reasoning
3. Problem solving

28. Fluent
Children should: 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 the ability to recall and apply knowledge rapidly and accurately.

29. What does that mean at RAB?
72.4 x ÷ 3
2.43 x ÷ 4
x ÷ 6
In KS2 once the children have been introduced to a concept they will have the opportunity to develop their fluency. That means they will practise a skill until they can use if confidently.
We usually only ask the children to complete 6 examples at this stage of the process, because if they can do 6 accurately they can do any number.
You might like to have a go at these Year 6 questions from last month.

30. ANSWERS
72.4 x 6.3 = ÷ 3 = 2.73
2.43 x 4.5 = ÷ 4 = 0.29
x 14.3 = ÷ 6 = 2.7
In KS2 once the children have been introduced to a concept they will have the opportunity to develop their fluency. That means they will practise a skill until they can use if confidently.
You might like to have a go at these Year 6 questions from last month.

31. Mild, Medium or Spicy
From Year 2 up many of our teachers will give the children the option to choose their level of challenge.
The tasks are explained to the children and then they are able to self-assess where they start.
Obviously this is carefully overseen by the teachers, no child will be allowed to consistently choose what that is too easy for them and whilst we always want our children to risk-take and challenge themselves we would not want them to choose a task that was much too hard.
Some teachers use colours instead.
Some teachers will even have a ‘flamin’ hot challenge for the extra brave!

32. Reasoning
Children should: Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.

33. What does that mean at RAB?
7. Jake cycles at an average speed of 16.4 kilometres per hour. If he cycles for 48 hours, how far will he have travelled?.
8. A rope is 248 metres long. It is cut into 12 equal lengths. How long is each piece?
Here the children are having to read the problem and solve it with in a context, using their reasoning skills to work out which maths they need to use.
16.4 x 48 = 787.2km
248 divided by 12 = 20.6 recurring

34. ANSWERS
Jake cycles at an average speed of 16.4 kilometres per hour. If he cycles for 48 hours, how far will he have travelled?
787.2 km
8. A rope is 248 metres long. It is cut into 12 equal lengths. How long is each piece?
20.66m or 2066cm
Here the children are having to read the problem and solve it with in a context, using their reasoning skills to work out which maths they need to use.
16.4 x 48 = 787.2km
248 divided by 12 = 20.6 recurring

35. Problem solve Children should:
Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

36. What does that mean at RAB?
Find the smallest number that can be added to 92.7 to make it exactly divisible by 7.
How about 8?
Much more open-ended, the children really need to think about the problem and which maths skills they need to use.

37. ANSWERS
Find the smallest number that can be added to 92.7 to make it exactly divisible by 7.
How about 8?
The children need to work out that the next number that is divisible by 7 is 98, therefore the smallest number they can add is calculated by working out 98 – 92.7 = 5.3
Much more open-ended, the children really need to think about the problem and which maths skills they need to use.

38. Mastery For a child to demonstrate mastery they should be able to:
explain all 3 representations of the mathematical concepts i.e. concrete, pictorial and abstract
be able to work confidently at the fluency, reasoning and problem solving stage of any concept
be able to apply their mathematical skills to any situation
To have truly mastered a skill a child has to be working at a high level

39. Mental Maths
It is essential children have secure knowledge and recall of mental facts including:
Place Value including decimals
Number bonds e.g = 5, = 50, = 500
Times tables from 0 to 12 and beyond
Corresponding division facts
Rounding to enable estimation of answers etc
Secure knowledge of Place value is ESSENTIAL – the children need to be able to look at a number and be able to partition it in to parts
e.g. 36 = 3 tens and 6 ones; 8,976 = 8 thousands, 9 hundreds, 7 tens and 6 units or ones; or even = 5 tens, 2 ones, 4 tenths and 8 hundredths
This knowledge is essential when calculating
If a child knows their number bonds quickly and rapidly then completing more complicated column addition and subtraction is so much easier; if they can also see the relationship between the simple bonds and the more complex ones using larger numbers then they are in a much stronger position
We cannot emphasise enough how important good recall of times tables facts and the corresponding facts is – it is a vital skill and helps with many concepts and skills in maths – not just simple calculating but also work with fractions, decimals, percentages and measures.
Being able to estimate an answer using knowledge of place value and tables recall e.g 138 x 5, could be rounded to 140 x 5 = (14 x 5) x 10 = 700, so our answer is going to be just a bit less than 700; 138 x 5 = 690

40. Number Sense!
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.

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

42. 10 minute maths
We introduced after Christmas a 10 minute maths session per day to give the children an opportunity to really practise their mental skills. It is not just a time to test the children but a time to teach them how to learn their tables, demonstrate the number patterns, explore the links to what they already know. The feedback from the children is that they love it!

43. What are the characteristics of a child who is good at maths?
takes risks
asks questions and explores alternative solutions without fear of being wrong
enjoys exploring and applying mathematical concepts to understand and solve problems
explains their thinking and presenting their solutions to others in a variety of ways
reasons logically and creatively through discussion of mathematical ideas and concepts
becomes a fluent, flexible thinker able to see and make connections

44. Props around the home
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.
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

45. 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

46. 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
A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.

47. And finally... Don't tell your child 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”
Do 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
Do get excited about maths and your child will get excited too!

48. Calculation Policy
Already on our website you will find a copy of our ‘Calculation Policy’ this shows you examples of the methods we use in school for each of the four operations, but to help even more…

49. Now...over to you!
Next term we are planning to run some concept specific workshops including ones that will show you the calculation methods we use in school
Please write on the sheet anything else about maths you would like to know more about or be shown how to do; and the time of day that would work best;
Explain that there is a sheet for each phase and that it is currently likely that we will run workshops on addition/subtraction, then multiplication/division and that these will probably be held in phases.
Ask parents to suggest a best time of day too.

50. Thank you for coming! We hope you found our workshop useful!