1. Pheasey Park Farm Primary School Maths Workshop Monday 24th November
Key Stage 2

2. AIMS
To provide a clear understanding of how maths is taught at Pheasey Park Farm in line with the new curriculum
To think about how your child’s mathematical learning can continue at home.
To ensure that our children become fluent in the fundamentals of maths, are able to reason mathematically and are tooled to solve problems.

3. New National Curriculum
One of the differences is that, for mathematics, English and science, the new curriculum will not apply in school years 2 and 6 until autumn This is to take account of the fact that new Key Stage 1 and 2 tests will not be available until summer 2016.
At Pheasey Park Farm the broad aims are embedded in the mathematics programmes of study, namely that pupils develop mathematical fluency and can reason mathematically, and we are very pleased that there is an emphasis on problem- solving throughout, making connections across mathematical ideas and applying knowledge in other subject areas.

4. Content – New Curriculum
Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions (including decimals and percentages)
Ratio and Proportion
Measurement
Geometry - properties of shapes
Geometry - position and direction
Statistics and KS3 Probability (Y6 AA children for secondary readiness)
Algebra

5. Examples of some of the things your child will be learning in Year 3
* recognise the place value of each digit in a three-digit number (hundreds, tens, ones) * solve number problems and practical problems involving these ideas. *add and subtract numbers mentally and using formal written methods of columnar addition and subtraction * estimate the answer to a calculation and use inverse operations to check answers * solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables * write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods *solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. *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 ]

6. Examples of some of the things your child will be learning in Year 4
*recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
* identify, represent and estimate numbers using different representations
*solve number and practical problems that involve all of the above and with increasingly large positive numbers
*read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
*recall multiplication and division facts for multiplication tables up to 12 × 12
*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
*recognise and write decimal equivalents to ¼, ½, ¾
*find the effect of dividing a one- or two-digit number by 10 and 100, identifying the 
value of the digits in the answer as ones, tenths and hundredths
* round decimals with one decimal place to the nearest whole number
*interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
*solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
*solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

7. Examples of some of the things your child will be learning in Year 5
* solve number problems and practical problems that involve all of the above
*read Roman numerals to 1000 (M) and recognise years written in Roman numerals
*add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) also mentally with increasingly large numbers
* solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
* recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
*solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
*recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
*solve problems which require knowing percentage and decimal equivalents of 1⁄2, 1⁄4,1⁄5, 2⁄5 and those fractions with a denominator of a multiple of 10 or 25.

8. Examples of some of the things your child will be learning in Year 6 (Old Curriculum)
Counting, mental strategies and rapid recall are developed further.
•Count forwards and backwards in equal steps extend to negative numbers
•Use all multiplication and division facts to support all areas of maths
•Read and write numerals from 0 to 1000,000, then beyond
•Doubles of numbers and corresponding halves up to including decimals
•Order numbers up to 100,000 including negative numbers and fractions
•Know equivalent fractions, find fractions of numbers and quantities, convert between fraction, decimals and percentages
•multiply or divide whole numbers and decimal numbers up to 10,000 by 10, 100 and 1000
•Calculate percentage of 2 or 3-digit number or quantities
•Use knowledge of square and prime numbers
•rounding of numbers.
Shape:
•Use knowledge and ability to identify, describe and classify 2D and 3D shapes and know their properties including symmetry to solve problems.
Money and problems:
•Solve money and no-money word problems, using the four rules in the context – using multi-step procedures.

9. Our Aim is for our children to :
Become fluent in the fundamentals of mathematics.
Become efficient in their choice of methods.
Have a solid procedural understanding of maths.
Have a deep conceptual understanding of maths.
Be able to reason mathematically.
Solve problems by applying their mathematical knowledge correctly.
We have a whole school approach to the teaching of maths.
Each year group plays a vital part in creating a Maths confident child with secondary readiness
Medium term plans are structure across the school to ensure children build upon existing skills

10. PD for New Numbers Count Teachers D4 S1
Making Connections
Adapted from Haylock and Cockburn (2008)
Symbols
Concrete Experiences
Pictures
Language
We currently have increased the range of maths resources available to help
our children learn practically and visually across the school. Numicon and
Base 10 are amongst some of the tactile equipment along with various ICT
resources to help bring maths alive for our children 5

11. The Four Operations – procedural application
Pheasey Park Farm Primary School has a new Calculation Policy that is now being referred to by all teachers across the school.
Children build up skills in order to leave primary school having secure written methods ready to tackle secondary maths.
Pheasey Park Farm – Calculation Policy
T:\Mathematics \Curriculum Grid.doc

12. Common Mistakes or Misconceptions
Place Value
Children should be confident and efficient when lining digits up in the correct place value column.
Unit digits – unit column
Tens digit – tens column
Hundreds digit – hundreds column
Tenths digit – tenths column
The value of the 0 – especially when multiplying by 10
This ensures that the value of each digit is accurate – making numbers and calculations accurate.

13. Using and Applying Problem solving – selecting the correct operation
‘PROBLEM-SOLVING APPROACHES OFFER CHILDREN THE ‘BUZZ’ OF WORKING THINGS OUT FOR THEMSELVES, OF MAKING SENSE OF SITUATIONS…..’ Thompson, I (2010)
Real-life maths – time, measures, money……
Approximating – developing a number sense

14. The learning of timestables at Pheasey Park Farm
Chant, rhymes and raps
Rapid recall games
Timestables splat
Fun timestable test
Any online resource – bbc revisewise
10 minutes everyday really helps

15. Any extra help can only benefit your child!
Maths at home
Any extra help can only benefit your child!
Important to ask your child about their learning at school – ask them what their Maths target is in their book.
Times table learning – perseverance from all!
Homework will be issued weekly
Telling the time – Santa could help here!
Board games.
Real – Life Opportunities
Complete a height chart, ask them to create a monthly schedule, read time tables, let them pay, estimate shopping bill together, bake a cake – measure ingredients, time the baking / cooling ……

16. Maths Activity booklet
Each term you will have a new Activity Booklet.
Practical maths ideas to do with your children.
Revise Books are available to purchase from the office – these may help your child read up on an area they are currently learning about or an area they find tricky

17. Maths Websites http://www.bbc.co.uk http://nrich.maths.org

18. Thank you ….. happy calculating!
Feedback – Please complete the Parent Workshop Questionnaire