Transcript New Curriculum

Mental Maths at St John’s
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 examplesbecome fluent
- To provide opportunities to apply these skills
in practical situations
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
Changing attitudes towards Maths . . .
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.
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.
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.
The New Curriculum
Raised expectations in Year 1:
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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
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.
The New Curriculum
Raised expectations in Year 2:
 Count in steps of 2,3 and 5 from and number forwards and
backwards
 Use < and > 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.
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.
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
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
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
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
https://www.gov.uk/government/publications/2016-key-stage-1-mathematics-sample-test-materials-mark-schemes-and-test-administrationinstructions
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.