1. Petersgate Infant School Parents’ Curriculum Workshop Mathematics 21 st October 2015

2. Key ideas (Numeracy Strategy 1997) Every pupil should receive good direct teaching in the daily lesson that: demonstrates, explains and illustratesgives them instruction and demonstrates, explains and illustrates mathematics, setting the work in different contexts and linking it to other work, using resources that help to model processes and facts.

3. More key ideas alternative Lessons allow pupils to show what they know, explain their own thinking and suggest alternative ways of tackling “problems” or puzzles. The (numeracy strategy) emphasised the importance of good, mental number skills. Mental methods “first resort”. (still true!) Mental methods should always be the “first resort”. (still true!)

4. Key ideas Learning number facts is very important – (parents can help here!) Learning how to solve problems is just as important !

5. National Curriculum 2015 Changes in the demands and expectations from EYFS to Year 2 Emphasis on knowing number facts Emphasis on “fluency, problem solving and reasoning” Greater emphasis on calculations (at the expense of other mathematics) - now 75% of the maths curriculum Key performance indicators (phased)

6. Activity time... Cross totals Use the digits 1 2 3 4 5 The sum of the digits in the vertical and horizontal lines must be the same. What totals can you make?

7. Early Years “mental” mathematics involves... counting with, and without, objects; take away, differenceusing mathematical language – heavier, shorter, altogether, take away, difference, shape names, number names; (takes time to learn!) drawing pictures and diagrams to aid understanding; (this helps develop mental imagery) trying to capitalise on children’s natural interest in the world around them, fostering a love for learning. using games to help reinforce and use number facts (again, parents can help)

8. From mental to written methods of calculation chosen depending the numbers involved “ Methods of calculation should be chosen depending on the nature of the calculation and the numbers involved.” e.g. 200 – 99 ! Totally mental methodsTotally mental methods (you can do it all in your head) –Instant recall e.g. 5 + 3 double 6 –Rapid recall e.g. 18 + 713 – 6 6 x 4 is double 6 and double again

9. From mental to written methods of calculation Partial written methodsPartial written methods (you cannot do it all in your head – especially in KS1) –We may use … Informal jottings – idiosyncratic – keeping track as you work (back of an envelope maths) e.g. using (blank) number lines or partition strategies, and practical resources –KS1 will use “Informal written recording” – to support intermediate mental steps e.g. using (blank) number lines or partition strategies, and practical resources

10. National Curriculum Year 1 and 2 programmes of study (Word docs)

11. Year 1 calculating Addition and subtraction –Using objects –Using number lines –Using bead strings (numbers to 20) Multiplication and division (15 3 5) –Using physical objects –Using simple arrays –Using repeated addition –Using number lines

12. Year 2 Calculating Addition and subtraction –Using empty number lines –Using partition (supported with practical PV resources) –Using “formal” methods ? (non-statutory guidance - summer) Multiplication and division (20 4 5) –Using arrays –Using repeated addition –Using multiplication facts (2,3,4,5,10)

13. From mental to written methods of calculation (Year 3 onwards…) Written methodsWritten methods (for larger numbers, or too many numbers to deal with mentally) –Non-standard ‘algorithms’ e.g. expanded methods – but using a vertical layout and practical PV resources – Year 3 –Standard algorithms (compact methods) (only when mental knowledge is secure and there is evidence of sound understanding – Year 4)

14. How can parents help? Sing and say number rhymes and count together – e.g. “5 speckled frogs...” or “5 little men in a flying saucer...” Play cards and board games. (e.g. Junior Monopoly – various contexts) Read and write numbers together. Notice numbers in the world around you e.g. buses, cars, house numbers, times on clocks. Practise remembering number facts (through games/cards), learning to tell the time.

15. How can parents help? Discuss real life number tasks e.g. when shopping (money), setting the (video) HDD (time), preparing for a party, putting away shopping (shape, weight, capacity) Take and compare measurements – objects, people, pets! (tape measure, ruler, scales) Take an interest in, and help with, any homework. please, do not But please, do not pressure them to use YOUR YOUR own methods!

16. Activity time... Consecutives Adding and subtracting –Consecutive numbers –Non-consecutive numbers Sums of consecutive numbers