1. Children’s ideas of mathematics

2. Maths can sometimes be challenging so can also make some people feel uncomfortable! We will be discussing what is needed for children to become confident and competent mathematicians, who have a strongly developed ‘sense of number’. Using Loop Cards – working together & having fun Awe and Wonder

3. National Numeracy Strategy 1999 “Raise achievement in mental calculation.” “Mental calculation requires efficient methods of working with numbers ‘in your head’ and NNS says that teaching written methods too early can prejudice children’s chances of this.” Emphasis on being ‘numerate’ – hence its name of ‘Numeracy Strategy’. Mathematics Curriculum from September 2014 DFE: mathematics “The majority of the new national curriculum will come into force from September 2014, so schools have a year to prepare to teach it. From September 2015, the new national curriculum for English, mathematics and science will come into force for years 2 and 6”. “ Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems.” Primary Framework Mathematics 2006 Introduced in 2006 and revised in 2011. ‘A clearer structure for teaching mathematics has been provided by simplifying the structure of the objectives’. Debatable!

4. Each child’s entitlement Best chance when assessed Secondary school Further education Adults use maths in everyday life For a chosen career

5. Practical approaches to develop understanding, confidence and enjoyment. Traditional methods to develop and consolidate knowledge and skills.

6. Policies Schemes of work Planning for learning Children’s work Practical resources

7. 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

8. From September 2014 the mathematics curriculum will be organised into … Number, measures, geometry, statistics In addition Year 6 will be taught Ratio & Proportion and algebra Fractions Percentages Temperature Time Money 2 & 3D shape Angles Data Handling Area Perimeter Decimals

10. Understanding of Number Whatever stage the children are at with their learning, and whatever method is being used, it must be underpinned by a secure and appropriate knowledge of number facts, along with those mental skills that are needed to both carry out the process and judge it was successful. Alphabet Land The new number names for 1,2,3,4.. Are A,B,C,D … You must NOT translate these number names into the banned names one, two, three … Answer the following questions in order. You may use finger, objects or construct a number line (with the new number names) to help you. How many fingers on your left hand? How many fingers do you have altogether? C + D = ? B + E = ? K – B = ? G + D = ? D x C = ? What strategies are you using? Practical – using fingers helps! Relationships between numbers and the strategies for addition, subtraction, multiplication. Answers to ‘Alphabet Land’ GEi G K L

11. Developing a sense of number

12. By the time children leave primary school they will have been taught mental, written (and calculator) methods that they understand and can use correctly. Children should be able to decided which method is the most appropriate when faced with a calculation. There are many ‘correct’ strategies but it is more effective for children to learn just a few and learn them well. Refer to the school’s Calculation Policy.

13. Lewis Carroll: ‘Alice Through the Looking Glass’ talking with Humpty Dumpty “How many days are there in a year?” “Three hundred and sixty-five,” said Alice. “And how many birthdays have you?” “One.” “And if you take one from three hundred and sixty-five, what remains?” “Three hundred and sixty-four of course!” Humpty Dumpty looked doubtful. “I’d rather see that done on paper,” he said.

14. 4.5 27 old age pensioners want to go to see the lights in Blackpool in 6 taxis and want to share the taxis. How many taxis will be needed? You have 27p to spend and want to buy CHOCOLATE. The chocolate bars cost 6p How many chocolate bars can you buy? What is 27 divided by 6 ? But what if the question is ….. 5 4

15. 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) Put 15 buttons in three boxes so that each box has 3 more buttons than the one before. (Year 2) Count all the rectangles in this diagram. (Year 4) X49 818 312 3514 2 Complete this multiplication table (Year 6)

16. Answers … 2413 X5492 2108184 31512276 735286314 15492

17. 123 456 789 10 11 12 13 14 15 192021 22161718 24 23 26 25 3635 3429 30 31 27 28 33 32 36

18. This section outlines the key concepts, facts and skills that form the development of children’s calculation strategies Four Operations of Number Ways of recording Children learn to use models and images – eg number lines to record or explain steps As mental methods become more refined so too are their informal written methods These methods become more efficient and succinct; leading to effective written methods

19. Carry out a standard written method of column addition Partition and recombine Using number lines

20. Carry out a standard written method of column subtraction 45 63

21. 32 x 3 = 96123 x 7 = 86123 x 17 = 391

22. Up to 3 by 1-digit division …. with remainders … but no ‘carrying’ within the problem 3 by 1-digit division …. with remainders and ‘carrying’ within the problem Division by repeated subtraction Sharing

23. Know by heart all the facts for 2,3,4,5,6,7 and 10 x tablesAND Recognise and use multiplication as the inverse of division ……. 7 x 6 = 42 42 ÷ 6 = 7

24. Talk Playing games Consolidating learning … eg counting on Practical tasks… cooking, sewing, DIY Construction toys Time Money Measures – estimating Reinforcement of number bonds, tables … learning by ‘heart’ Being positive

25. You have worked hard and completed activities … Enjoying mathematics NOT been writing NOT worked alone or in silence Thank you for supporting our mathematics information evening!