1. Lower Juniors LKS2 Parent Workshop

2. Aims of the National Curriculum
The curriculum aims that all children: 
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.
can 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.

3. Block teaching of all concepts
Allows time for children to reach mastery and use apparatus to develop and explain their learning.

4. Manipulatives
In maths, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts in a developmentally appropriate, hands-on and an experiencing way.

5. Concrete, pictorial, abstract
Concrete representation The enactive stage - a child is first introduced to an idea or a skill by acting it out with real objects. In division, for example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Pictorial representation The iconic stage - a child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects. Abstract representation The symbolic stage - a child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6
The concrete-pictorial-abstract approach, based on research by psychologist Jerome Bruner, suggests that there are three steps (or representations) necessary for pupils to develop understanding of a concept. Reinforcement is achieved by going back and forth between these representations.

6. Counting resources

7. Base 10 & place value counters

8. Lower Junior Maths Methods
Calculation policy available and will be ed to you along with the slides from tonight.
Useful when supporting on Doodle maths
Should you require any further explanation regarding a particular method or feel your child needs further clarification; speak to the class teacher.

9. Reasoning and applying
Maths needs to be based in real-life contexts.
In order to develop a love of maths in children, we need to make sure we are not misrepresenting the subject as pages of calculations. Mathematicians describe maths as the study of patterns whereas students describe maths as a list of rules and procedures that need to be remembered.
Talking in maths is extremely important!
Children need to be explain what they have done and why they have done it.

10. Games and ideas Keep maths fun!
Sudoku puzzles, logic games etc. are far more valuable for helping children with their maths.
Shopping – find me the cheapest tin of beans, calculate change
Walking – house numbers, number of steps, cars driving by
Cooking – doubling/halving quantities, measuring
Board games and card games
Problem solving questions
Guess the number games
Ask questions!

11. Telling the time
This skill is learnt via regular practise and real life contexts.
Whilst this skill is taught in school it cannot be mastered.

12. Times tables Separate doodle maths times tables app.
New assessment introduced at the end of year 4 to assess up to 12x tables.
Weekly times tables tests, however their revision is not limited to this.