1. KS2 Maths Meeting
Thursday 28th September

2. Outcomes for the session
To gain an understanding of the core mathematical focuses in Key Stage Two Maths this year
To understand how calculations are developed throughout Key Stage One and Two
To learn about fluency in Maths within the classroom
To develop ideas and skills to support your child with fluency at home

3. Core focuses for this year in Key Stage Two
In , Key Stage Two developed and improved pupils’ ability to problem solve and reason.
However, fluency and pupil’s ability to answer questions at speed and with accuracy was still an area that needed to be focused on as a priority.

4. What is Fluency?
Fluency refers to knowing key mathematical facts and methods and recalling these efficiently
Fluency consists of three elements:
Efficiency
Accuracy
Flexibility

5. Efficiency
This implies that children do not get bogged down in too many steps or lose track of the logic of the strategy. An efficient strategy is one that the student can carry out easily, keeping track of sub-problems and making use of intermediate results to solve the problem.
Examples:
Pupils will be able to see links between numbers
8 + 7: splitting = 10, then add another 5
Near doubles: 8+ 8 = 16, -1 = 15
: add 200 subtract 2 or

6. Accuracy
Depends on several aspects of the problem-solving process, among them careful recording, knowledge of number facts and other important number relationships, and double-checking results.
Examples:
To solve 14 x 7 : pupils would make links to facts they already know. For example: I know that 10 x 7 = 70 and 4 x 7 = 28 therefore = 98.
Pupils can use their quick recall of number facts accurately for more complex questions .

7. Flexibility
This requires the knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the numbers involved, and also be able to use one method to solve a problem and another method to check the results.
Examples:
Adding larger numbers using different methods or methods they are confident with: expanded, compact, mental methods such as partitioning or nearly number facts.

8. Fluency demands more of students than memorising a single procedure – they need to understand why they are doing what they are doing and know when it is appropriate to use different methods.

9. How we support children in school to become fluent
As with much of mathematics, the key to fluency is in making connections, and making them at the right time in a child’s learning.  
Manipulatives We learn by moving from the concrete to the abstract and structured apparatus such as Dienes can be helpful for learning about place value or number bonds. However the meaning isn’t in the manipulatives themselves – it has to be constructed by children over a period of time, through playing around with them and connecting them directly to mental and recorded calculation.
Maths mastery programme from Reception to Year 2.
Calculation policy: Development of blocks/number line/written calculation

10. Talking about their work
Quality talk is important. 
It is not simply children sharing how they did a particular calculation, but describing why and how it worked, and how their method is the same or different to those of others. 
Examples of maths discussion: Odd one out, hard and easy example, what else do you know, another-another- another….In other words, giving children opportunities to use those higher-level skills of comparing, explaining and justifying. Pattern spotting

11. Consolidation in meaningful contexts
By offering children practice in context we help them to make links between the types of situations that a particular strategy might suit. Often linked to theme and overall projects.
Year 4 linking rounding and place value to Roman topic
Year 6 linking calculations, ratio and fractions to projects linked to shopping and building

12. The coloured shapes stand for eleven of the numbers from 0 to 12
The coloured shapes stand for eleven of the numbers from 0 to 12. Each shape is a different number.
Can you work out what they are from the multiplications below?

13. Can you fill in the matrix (table square) below?
The numbers 2 -12 were used to generate it with, again,
just one number used twice.

14. How fluency can be supported at home.
Learning the core facts – times tables with linking division facts/number bonds.
Quick fire and not in order. Making links to known division facts. Parent giving multiple and child giving next one up/below
Number songs on website and youtube for different times tables.
Little and often - in the car, around the house, whilst cleaning teeth, counting around the house.
When out putting into context - getting children to put maths into context - money.
Snap – number bonds, times table and answer
Loop cards (dominoes) – question on one side of card links to answer on the other.
Times table bingo
Any game can have a mathematical link- snakes and ladders make link to core facts, answering question before moving on.