1. Mental Maths at St John’s

2. How Maths teaching has changed -To give children the chance to explore ways of finding an answer, and being able to explain why it works -To give them the key skills needed to solve real world problems and examples- become fluent -To provide opportunities to apply these skills in practical situations

3. Developing understanding  Prompting thinking & questioning  Providing opportunities to manipulate, experience and see (use of resources)  Develop thinking through investigation  Reasoning and making connections  Engaging in talk  Enabling learning through drawing attention to.  Encouraging children to make links and generalise

4. Changing attitudes towards Maths...

5. What is mental maths? The ability to perform mental calculations is a key skill of being numerate. Children in primary schools should have the opportunity to experience a rich programme of mental maths activities. They should be given time to develop and discuss the strategies they use so that they learn to calculate accurately and efficiently.

6. This power point identifies what should be expected at the end of each year group for pupils of average to above average ability in Mathematics. Pupils who find mathematics difficult would not be expected to achieve these expectations and individual or group targets should be established for these pupils.

7. The ability to calculate ‘in your head’ is an important part of mathematics and an important part of coping with maths in everyday situations. The national curriculum makes it clear that children should learn number facts by heart and be taught to develop a range of mental strategies for quickly finding from known facts a range of related facts that they cannot recall rapidly. There are several ways of carrying out calculations and a mental approach is often the most efficient and needs to be taught explicitly.

8. The New Curriculum Raised expectations in Year 1:  To count to and across 100 and to read, write numbers to 100.  Solve one step multiplication and division problems  Use addition and subtraction symbols  Recognise, find and name one-quarter and one-half

9. Year 1 maths expectations (New Curriculum) Number and place value Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of twos, fives and tens Given a number, identifies one more and one less Addition and subtraction Represents and uses number bonds and related subtraction facts within 20 Fractions (including decimals) Recognises, finds and names a half as one of two equal parts of an object, shape or quantity Measurement Compares, describes and solves practical problems for: 1. lengths and heights eg long/short, longer/shorter, tall/short, double/half; 2. mass/weight eg heavy/light, heavier than, lighter than; 3. capacity and volume eg full/empty, more than, less than, half, half full, quarter; and 4. time eg quicker, slower, earlier, later. Tells the time to the hour and half past the hour and draws the hands on a clock face to show these times Properties of shape Recognises and names common 2-D and 3-D shapes, including: 1. 2-D shapes eg rectangles (including squares), circles and triangles; 2. 3-D shapes eg cuboids (including cubes), pyramids and spheres.

10. The New Curriculum Raised expectations in Year 2:  Count in steps of 2,3 and 5 from and number forwards and backwards  Use symbols  Use multiplication and division facts for the 2,5 and 10 times tables  Recognise and write fractions 1/3 ¼ 2/4 ¾  Use degrees Celsius  Tell time to the nearest 5 minutes  In statistics, interpret and construct simple pictograms, tally charts, block diagrams and tables.

11. Year 2 maths expectations ( New Curriculum) Number and place value Counts in steps of two, three, and five from 0, and in tens from any number, forward and backward Compares and orders numbers from 0 up to 100 Uses and = signs correctly Uses place value and number facts to solve problems Addition and subtraction Solves problems with addition and subtraction by: 1. using concrete objects and pictorial representations, including those involving numbers, quantities and measures; and 2. applying an increasing knowledge of mental and written methods. Recalls and uses addition and subtraction facts to 20 and 100: 1. fluently up to 20. Multiplication and division Recalls and uses multiplication and division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers Solves problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts Fractions (including decimals) Recognises, finds, names and writes fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects or quantity Measurement Solves simple problems in a practical context involving addition and subtraction of money of the same unit including giving change Geometry: properties of shape Compares and sorts common 2-D and 3- D shapes and everyday objects Geometry: position and direction Uses mathematical vocabulary to describe position, direction and movement including movement in a straight line, and distinguishes between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) Statistics Asks and answers questions about totalling and comparing categorical data.

12. Mental Mathematics  Mental Math’s Strategies: -Use number bonds to 10, 20 and 100- ways of making 7,17,37 etc -Use doubles and near doubles -Counting on and backward in ones, tens -Partition into tens and units -Put the biggest number first - Add 10 then add 1 = adding 11 -Add 10 then subtract 1 = adding 9 -Subtract 10 then subtract 1 = subtracting 11 -Subtract 10 then add 1 = subtracting 9

13. By the end of F2 – children should be able to : Count forwards and backwards from 1 – 10 and order these numbers Know 1 more and 1 less than a number to 10 Count and recognise numbers to 20 They should be familiar with simple addition and subtraction – by counting 2 small amounts and putting them together, taking some away and counting how many are left Recognise and name 2D shapes and use the language of measurement – taller/shorter, longer/shorter and order by size

14. Year 1 Recall all pairs of numbers that total 10 (4+6 or 3+7) Recall addition and subtraction facts for numbers up to 10 Know 1 more / less than a number; know 10 more / less than a multiple of ten To double numbers up to double 5 To count in 2s, 5s and And equivalent take-away facts: e.g. 10 – 5 = 5 10 – 6 = 4 etc Recognise and write numbers to 20 confidently and beginning to recognise and write numbers to 100 Know their 10 times table

15. Year 2 Recall all pairs of numbers that total 10 and 20 (4+6=10 so 4+16=20) Recall all pairs of multiples of ten that total 100 (40+60=100) Count on in tens from any 1 digit number (4, 14, 24, 34 etc) Add and subtract multiples of 10 (50+20=70 and 40-20=20) By the end of the year all children should be able to recall the 2, 5 and 10 times table and the related division facts Double numbers up to double 10; corresponding halves Tell the time to 0’Clock, half past, quarter past and quarter to Know doubles of numbers to 10 and doubles of

16. End of Key Stage Test The new Key Stage 1 maths test will comprise two papers: Paper 1: arithmetic, worth 25 marks and taking around 15 minutes. Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There will be a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method). Children will not be able to use any tools such as calculators or number lines. https://www.gov.uk/government/publications/2016-key-stage-1-mathematics-sample-test-materials-mark-schemes-and-test-administration- instructions