1. Wednesday 14 th October 2015

2. Aims  To inform you further about some of the key changes to the mathematics curriculum  To explain how these changes have impacted the way we teach maths in school  To demonstrate some of the strategies and equipment that the children use in school  To provide you with practical ideas of how to best support your child’s learning at home

3.  Research published in 2014 suggested that half of parents are unaware of the changes in the national curriculum for primary maths (Telegraph 2014)  Only half of those surveyed, realised that the new content is intended to be more demanding  Out of all the subjects, maths was identified by the highest proportion of parents as the hardest subject to help their child with

4.  The 2014 National Curriculum for mathematics has been designed to raise standards in maths, with the aim that the large majority of pupils will achieve mastery of the subject Broken down into:  Number ◦ Number and place value ◦ Addition and subtraction ◦ Multiplication and Division ◦ Fractions, decimals and percentages  Measures  Geometry ◦ Properties of shape ◦ Position and direction  Statistics

5. WHAT’S OUT WHAT’S IN  A separate strand for ‘using and applying’  Calculators  Informal methods of calculation (now calculation paper)  More challenging objectives, especially in number  Formal written methods introduced earlier  Greater expectations in fractions  Roman numerals  Times tables up to 12x12 (end of Year 4)  Equivalence between metric and imperial measures  Algebra  Long division and multiplication in Year 6

6.  Fluency in mathematics – ability to develop conceptual understanding and recall and apply knowledge accurately and rapidly  Reason mathematically – follow line of enquiry, develop arguments, justification and proof using mathematical language  Solve problems – apply mathematics to routine and non-routine problems. Develop perseverance

7.  THE STRUCTURE OF A UNIT Diagnostics Where are we? What do they know? Instruction Teaching skills Non-routine problem solving Thinking mathematically Doing maths Being mathematica l Applying Word problems & practical problems Doing Maths Being Mathematical

8. Doing Maths Activities for testing and rehearsing skills One correct answer Answering questions presented by the paper Think carefully Memory recall Being Mathematical Multiple approaches and outcomes are possible Answering questions presented by children themselves Think bigger….. Promotes wider thinking, speculation and conjecture Working systematically and methodically Find ways of recording Generalising and reasoning

9.  Pupils are expected to move through the programmes of study at broadly the same pace  Pupils who grasp concepts rapidly will be challenged through rich and sophisticated problems, rather being accelerated through new content

10.  Models and images are key to securing understanding and fluency  Every table in school has access to maths resources  Taught how to use them  Use of equipment helps children understand rather than just learning ‘tricks’

12. Step 1  Visual representation including fingers, cubes, numicon etc  Maths language – multiplication, lots of, groups  Sign recognition  Multiplication number stories

13. Step 2  Pictorial representation of repeated addition

14. Step 3

15. Step 4

16. Step 5 Step 6  short written method leading to long multiplication

17.  Playing number games, including board games like ‘Snakes and Ladders’ has been proven by research to increase children’s understanding of relative number size as well as counting.  Look for and talk about numbers in the environment  Play games e.g bingo, double my number  Shopping and giving change  Cooking  Telling the time and reading timetables

18.  Maths for Mums and Dads – (Rob Eastaway and Mike Askew – available from Amazon)  You can do maths – be positive and avoid phrases such as “You’re just like me, I found maths tricky!”  Regular practise of number bonds (10, 20, 100 and related facts)  Regular times tables practise (out of order and division facts)  Asking ‘Why?’ and ‘How do you know?’  Mathletics