1. Maths: This Evening -Introduction to new 2014 maths curriculum
-Expectations & progression for each year group
-How we teach maths
-How you can help at home

2. We all need to work together to ensure that the children have positive learning experiences
Maths is Fun!

3. Maths
In Year 1 the new maths curriculum has been taught since Sept 2014 while the current Year 2 are following the old maths curriculum.

4. Broad aims of the New Curriculum
1.That pupils develop mathematical fluency 4

6. Broad aims of the New Curriculum
2. Can reason mathematically-follow a line of enquiry 6

7. Broad aims of the New Curriculum
3. an emphasis on problem-solving at the heart of the curriculum 7

8. Problem Solving Week

9. Encourage your child to talk about their maths
Why is that answer correct?
Can you explain how you did it?
What is that answer? How do you know you are correct?

10. The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this children need to learn quick and efficient methods, including appropriate written methods.

11. We want children to ask themselves:
Can I do this in my head?
Can I do this in my head using drawings or jottings?
Do I need to use a written method?
Do I need a calculator?

12. The Detail
Primary: 
higher expectations overall; especially in relation to number and recall of addition, subtraction, multiplication and division number facts.
A strong emphasis has been placed on mental and written calculation of whole numbers
By the end of Year 1, children will be expected to recall and use number bonds and related subtraction facts within 20
More reasoning and problem solving
a steer away from use of calculators until the later primary years.
Fewer things to teach but expected more depth.
Data handling less prominent in KS1 Data handling out/statistics in
Fractions at Key Stage 2 but need to have experience of fractions in a meaningful way early on

13. EYFS
The Early Years Foundation Stage Mathematics programme is split into two areas:
Numbers and Shape
Space and Measure

14. Linking into Early Learning Goals at the end of the year…
Using quantities and objects, they add and subtract two single digit numbers and count on and back to find the answer
Uses the language of more or fewer to compare two sets of objects
Finds the total number of items in two groups by counting them all
Finds one more or one less from a group of up to five objects, then ten objects
In practical activities and discussions, begin to use the vocabulary involved in adding and subtracting
They solve problems involving doubling, halving and sharing.

15. Headlines New to Year 1 New to Year 2
•Count to and across 100, forwards and backwards, from any given number.
•Count in multiples of twos, fives and tens.
•Represent and use number bonds and related subtraction facts within 20.
•Solve problems using pictorial representations and arrays.
•Show an understanding of volume.
•Describe three quarter turns.
New to Year 2
•Use place value and number facts to solve problems.
•Find one third of shapes and quantities.
•Measure temperature using degrees centigrade.
•To understand volume.
•Tell and write the time to five minutes.

16. What mathematics do we teach?
How will the curriculum be organised? The 2014 Programme of Study for Mathematics will be structured and sequenced under the following domains, with content arranged into yearly blocks which children will be expected to master.
What mathematics do we teach?

17. Maths Curriculum 2014 (Year 1 onwards)
Maths is broken down into 3 areas
Number
+,-,x,/ also fractions, measurement
Geometry
Properties of 2D and 3D shapes / position, direction & movement
Statistics
Constructing charts & interpreting data
Throughout and underpinning these strands is using and applying word problems, real-life connections and cross curricular opportunities

18. Expectations - Number & place Value
Year 1
Count , read and write numbers to 100 (1-20 in words)
Count in multiples of 2, 5 & 10
Identify and represent numbers using objects and use language of more than, less then, equal etc
Count to & across 100, forwards & backwards. Know one more/one less 2
Read and write numbers to at least 100 in numerals and words
Count in steps of 2,3 & 5 from 0 and 10’s from any number, forward and backwards
Identify, represent & estimate numbers using different representations, including number lines
Recognise place value in two digit numbers (tens / ones)
Compare numbers to 100 using <> and = signs
Use place value and number facts to solve problems

19. Expectations - fractions
Year 1
Recognise, find and name a half and quarter of an object, shape or quantity 2
Recognise, find, name & write 1/3, ¼, ½ & ¾ of a length or set.
Write simple fractions such as ½ of 6 = 3, understand equivalence to 1/2 3
Count up & down in tenths; recognise that 1/10 arises from dividing by 10
Add, subtract and order fractions <1 with same denominators
Recognise, find & write fractions of a discrete set of objects. 4
Count up & down in hundredths; recognise that 1/100 arises from dividing by Recognise equivalence to ¼, ½ & ¾
Compare decimals to 2DP. Round decimals with 1 DP
Link decimals to solving money problems
Compare fractions with different denominators
+,-, x & / of mixed number & improper fractions
Converting between decimals, fractions & %

20. Expectations - Measurement
Year 1
Compare, describe and record length, mass, capacity & time in solving practical problems
Recognise and know value of coins & notes
Sequence events chronologically e.g. first, next, tomorrow, next week etc,
Recognise and use language relating to dates e.g. days of the week, months years etc.
Tell the time to the hour and half hour, being able to draw hands on a clock 2
Choose & use appropriate units of measure
Find different combinations of coins to equal same amount. Use and combine £ and p, giving change in practical applications
Tell & write the time to nearest 5 minutes, including quarter past / to the hour
Know the number of minutes in an hour and hours in a day 3
Measure, compare, add and subtract lengths, mass and volume
Measure perimeter of 2D shapes
Add & subtract amounts of money
Tell the time on analogue, 12 hour and 24 hour clocks to the nearest minute.
Know the number of seconds in a minute and the days in each month 4
Convert between units e.g. km – m & hours to minutes
Calculate the perimeter of rectilinear figures in cm and m
Find the area of rectilinear shapes by counting squares
Calculating areas of composite rectilinear shapes
Conversion between metric and imperial units
Solve problems of time and measure including conversions between units

21. Expectations - Geometry
Year 1
Describe position, direction and movement including whole, half, quarter and three-quarter turns. Name common 2D and 3D shapes 2
Identify properties of 2D shapes including symmetry in a vertical line.
Identify properties of 3D shapes, including #edges, faces and vertices
Identify 2D shapes on the surface of 3D shapes 3
Draw 2D and make 3D shapes using modelling material.
Start to recognise angles as a property of shape, that a right angle is 90 degrees and there are 4 right angles in a full turn
Identify horizontal and vertical lines 4
Compare and classify 2D and 3D shapes
Identify acute and obtuse angles
Identify lines of symmetry in different orientations
Complete symmetrical diagrams.
Use coordinates in the first quadrant and describe translations
Draw & calculate missing angles / Construct 2D shapes given angles and dimensions. Use position in all four quadrants

22. Expectations - Statistics
Year 1
No requirements 2
Interpret & construct simple pictograms, tally charts, tables. Count and sort objects into categories. Answer questions about data. 3
Interpret & present data using bar charts, pictograms ad tables. Solve one and two step problems using the information presented 4
Interpret & present discrete and continuous data using bar charts and time graphs. Solve comparison, sum and difference problems using the information presented
5. As above but examining line graphs and timetables.
6. Introduction of pie charts and calculation of the mean.

23. How do our children learn in Maths lessons ?
Lots of talking
Thinking
Self-discovery
Problem solving
Asking questions
Real-life learning
Practical and engaging lessons

24. The Daily Lesson Mental starter Main Introduction and Group Activity
Independent/Group Activity
Plenary/wrap up session

25. How many numbers can you make using these digits?
Mental Starter
How many numbers can you make using these digits?
What’s the biggest number you can make?

26. FS and KS1 Mental Arithmetic
The emphasis in KS1 is on mental arithmetic BUT based on practical activities. Useful things to practise at home include:
Doubles and halves
Bonds of 10, 20 and 100
Adding 2 small numbers
Adding or subtracting
Using different vocabulary

27. Problem Solving …
Put the numbers 1 to 4 in the circles so that the difference between each pair of joined numbers is more than 1
(Year 1)
(Year 2)
Put 15 buttons in three boxes so that each box has 3 more buttons than the one before.

28. Use of resources to support your child’s learning:
There are a variety of resources that we use to support children’s learning. These are on the tables for you to look at shortly.

29. Mathematical Vocabulary
Mathematical language is crucial to children’s development of thinking.
Understanding spoken or written instructions
‘draw a line between…’ find two different ways to…’
Being familiar with mathematical vocabulary
e.g. ‘difference’ ‘subtract’, ‘divide’, ‘product’
Understanding confusing mathematical terms
e.g. ‘odd’ ‘table’, ‘area’ – these have different everyday meaning in English

30. The Characteristics of a Numerate Primary Child
Has a sense of the size of a number
Knows where numbers fit in the number system
Recalls number facts and uses these to aid mental calculations
Uses a range of methods for calculating
Uses a calculator when needed
Makes sense of number problems and adopts strategies to solve them
Makes estimates and checks answers
Discusses strategies used
Explains their mathematical ideas
Feels confident

31. Need help with maths then
visit our school website and look at our parents guide to calculation methods.

32. How you can help at home ….
Practice tables and other number facts every day
Help with Homework, don’t do it for them.
Allow your child to handle and use money
Give your child opportunity to cook / shop/tell the time
Play games involving number
Encouraging children to become involved in real life problems – e.g. How much carpet do I need? How many fencing panels should I buy? 32