1. Year 5 and 6 Monday 17th November 2014 Maths Meeting

2. Outline of the presentation Coten End vision. Curriculum 2014 What’s changed? Essentials for Year 5 and 6 How we teach calculation methods at Coten End? Statutory assessments How can parents help?

3. Coten End vision

4. At Coten End, we believe: Maths is a vital part of everyday life: it teaches children how to make sense of the world around them. It develops their ability to calculate, solve problems. Numbers are one way that we communicate between ourselves about our world; therefore, we need to understand what numbers represent how numbers are used and how to describe the world mathematically. Maths is a core subject with a range of cross-curricular links (e.g. data handling in Science, measures in Geography) but most often, is best taught discretely, using opportunities from other subjects to rehearse skills in a context. Numeracy involves developing confidence and competence in number work; shape, space and measure; handling data and the using and applying of these skills. At Coten End we firmly believe that all pupils deserve the highest quality “diet” of mathematical teaching and learning experiences. Children will learn individually, in pairs and in a group throughout their time at Coten End. They will also experience using a range of equipment, including ICT, to develop their mathematical understanding We aim to ensure that all children are able to appreciate how Mathematics links to everyday life and we promote, in particular, the fundamental skills of time telling, weights and measures, money (including finding change) and reading and interpreting timetables.

5. Curriculum 2014

8. Early Years Foundation Stage Mathematics The early learning goals Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

9. Year 4 Changed contentHow it is different? count backwards through zero to include negative numbersFormerly Year 5 read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value New content recall multiplication and division facts for multiplication tables up to 12x12New content use place value, known and derived facts to multiply and divide mentally, including… multiplying together three numbers New content multiply two-digit and three-digit numbers by a one-digit number using formal written layout Formerly Year 5 multiply two-digit and three-digit numbers by a one-digit number using formal written layout New content add and subtract fractions with the same denominatorNew content round decimals with one decimal place to the nearest whole numberFormerly Year 5 read, write and convert time between analogue and digital 12 and 24-hour clocks Formerly Year 5 describe positions on a 2-D grid as coordinates in the first quadrantFormerly Year 5 describe movements between positions as translations of a given unit to the left/right and up/down Formerly Year 5 plot specified points and draw sides to complete a given polygonFormerly Year 6

10. Changed contentHow it is different? read Roman numerals to 1000 (M) and recognise years written in Roman numeralsNew content know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers Formerly Year 6 establish whether a number up to 100 is prime and recall prime numbers up to 19Formerly Year 6 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers Formerly Year 6 divide numbers up to 4 digits by a one-digit number using the formal written method of short division… New content recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed ( 3 ) New content compare and order fractions whose denominators are all multiples of the same number Formerly Year 6 add and subtract fractions with the same denominator and multiples of the same number New content multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams New content recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Formerly Year 6 read, write, order and compare numbers with up to three decimal placesFormerly Year 6 solve problems involving number up to three decimal placesFormerly Year 6 understand and use equivalences between metric units and common imperial units such as inches, pounds and pints Formerly Year 6 … estimate the area of irregular shapesFormerly Year 6 estimate volume and capacityNew content estimate and compare acute, obtuse and reflex anglesFormerly Year 6 identify angles at a point and one whole turn (total 360˚)Formerly Year 6 Year 5

11. Changed contentHow it is different? read, write, order and compare numbers up to 10 000 000 and determine the value of each digit New content multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication New content divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division New content add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions New content multiply simple pairs of proper fractions, writing the answer in its simplest form New content divide proper fractions by whole numbersNew content use, read, write and convert between standard units, converting measurements of … volume… from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places New content recognise when it is possible to use formulae for area and volume of shapes New content calculate the area of parallelograms and trianglesNew content find unknown angles in any triangles, quadrilaterals, and regular polygons New content illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius New content … construct pie chartsNew content Year 6

12. Statutory assessments

13. KS2 tests from 2016 (current Year 5 onwards) Paper 1 : Arithmetic1 paper 30 marks15 minutes Paper 2 and 3: Mathematical fluency, solving problems and reasoning 2 papers 40+40=80 marks 40 minutes and 40 minutes

14. Essential knowledge, Skills and understanding

15. Number bonds Addition and subtraction to 10 Eg. 10 – 9; 10 -7.....6+4; 5+5 Addition and subtraction within 10 4+ 5; 6 + 3 Addition and subtraction to20 17 + 3; 20-8 Addition and subtraction within 20 17-7; 16-9

16. Place value 432 = 4 hundreds 3 tens and 2 units uTh H T U. 1/10 1/100 1/1000 3 2 4 1. 5 6 7 What is the value of each digit?

17. Addition

18. 1.Empty number line

19. 2. Partitioning

20. 3. Expanded method Adding the tens first: Adding the ones first:

21. 4. Column method upto HTU +HTU Need to be able to: Add U +U. Have place value awareness. Organisation (layout) Ability to estimate. Can check answers for reasonableness.

22. Subtraction

23. 1.Using the empty number line

24. 2. Partitioning 74 – 27 = 74 – 20 – 7 = 54 – 7 = 47

25. 3.Expanded layout, leading to column method

26. 4.The expanded method for three-digit numbers

27. 5. Compact method of subtraction Need to be able to: Subtract U from U ; U from TU Have place value awareness. Organisation (layout). Knows to work from right to left. Understands conservation of number. Knows larger number goes “on top”. Knows you can only exchange one ten, hundred, thousand etc. Ability to estimate. Can check answer for reasonableness.

28. Multiplication

29. 1.Multiplication using a number line

30. 2. Mental multiplication using partitioning

31. 3.The grid method

32. 4. Expanded short multiplication, leading to compact method Need to be able to: Knows times tables Have place value awareness. Procedural fluency. Organisation (layout) Ability to estimate Can check by applying the inverse.

33. 5. Long multiplication Need to be able to: Knows times tables Have place value awareness. Procedural fluency. Organisation (layout) Ability to estimate Can check by applying the inverse.

34. Division

35. 1.Repeated subtraction using a number line 20÷4=5

36. 2. Develop and refine Number Line Method 84 ÷ 6

37. 3.Remainders

38. 4. Comapct method of division Need to be able to: Know times tables Understand the effect of x by 10 and 100. Have place value awareness. Can subtract HTU from HTU. Organisation (layout) Ability to estimate Can check

39. Fractions Fraction vocabulary: numerator and denominator How to find a fraction of an amount: ¼ of £36 = 36 ÷4 = £9 Fraction families (equivalent fractions): ¼ = 2/8 Addition and subtractions of fractions with the same denominator: 1/10 + 3/10 ; 5/6 – 1/6 Addition and subtraction of fractions with different denominators: 1/3 +1/2 : 3/5-1/2 Multiplication: numerator x numerator; denominator x denominator; simplify Division of fractions: 5/6 ÷ ½ = 10/6

40. How can parents help?

41. Essentials for Year 5 and 6 Know number bonds U+U (eg. 7+8; 5+3; 9+9 etc..) to give instant answer. Know number bonds U-U; TU-U (eg. 8-3; 4-3; 20-7; 15-8 etc..). Instant recall of times tables. Has a secure knowledge of place value Knows the effect of multiplying by 10 and then 100. Can round numbers eg. to the nearest 10 or 100; nearest integer; decimal place. Understands decimal, fraction and percentage equivalence Understands what a reasonable estimate is. Understands what a reasonable answer is. Understands what a half, quarter, third, fifth, tenth means). Can find a fraction of the total. Can understand mathematical vocabulary. Procedural fluency with understanding. Can tell the time and express it in 12 hour and 24 hour time. Able to calculate time differences. Solve money problems and use the correct notation. Conversion of measures Imperial vs. metric (comparisions) “Rules of thumb”

42. Useful websites: Nrich (problem solving activities; general reasoning) West Midlands net Mathletics ICT games Useful activities Reading clocks; telling the time Handling money (Monopoly!) “Tell me a fact”: number facts Rolling dice (board games) Let the children be the “expert”. Maths stories. Maths set: protractor; compass; ruler