Transcript Mathematics Curriculum Evening

Mathematics
Curriculum
Evening
Aims of the evening
1. To look at the changes within the new
National Curriculum.
2. To explain those written strategies that are
used in class and to explore ways to support
this learning at home.
3. To launch the online Maths program.
Changes to the Curriculum
• Some elements now appear earlier (e.g. count to 100 by
end of Year 1, 12x12 to be known by end of Year 4).
• Increased emphasis on practising, “so pupils develop the
ability to recall and apply knowledge rapidly and
accurately”.
• Less emphasis on moving children to do work from a
higher year group – greater emphasis on deepening
understanding and demonstrating this through
reasoning, justifying and problem solving - ‘mastery’.
• 4 strands remain the same - Number, Measurement,
Geometry (S,S&M), Statistics (Data handling).
Curriculum Content
Early Years curriculum:
• Count reliably with numbers from 1 to 20, 1 more or 1 less
• Use quantities and objects to add and subtract single-digit numbers
• Solve problems, including doubling, halving and sharing
• Use everyday language to talk about size, weight, capacity, position, distance, time and money
Year 1 curriculum:
• Count & write numerals to 100, forwards and backwards from any given number
• Number bonds secured to 20
• Use of vocabulary such as equal, more than, less than, fewer, etc
• Sequence events, using today, tomorrow, after, before
• Recognise half as one of 2 equal parts
Year 2 curriculum:
• Read, write, compare and order numbers to at least 100, make comparisons using < > = symbols
• 2,5,10 times-tables
• Recognise place value of each digit in a two-digit number (eg 23 is 2 tens & 3 units)
• Add two 2-digit numbers (23+34=57) and three 1-digit numbers (2+3+4=11)
• Find/write fractions of quantities (and lengths) eg ½, ¼, ¾
• Recognise and use symbols for £ and p
• Measure temperature in °C
• Tell time to nearest 5 minutes
Year 3 curriculum
• Read, write, compare and order numbers up to 1000
• Count from 0 in multiples of 4, 8, 50 and 100
• Find 10 or 100 more or less than a given number
• Recognise the place value of each digit in a three-digit number (H,T,U)
• Formal written methods for addition/subtraction
• (2,5,10) 3,4, 8 times-tables
• Measure using m/cm/mm, kg/g, l/ml
• Compare, order, add & subtract fractions with common denominators
• Identify angles larger than/smaller than right angles
• Tell time to the nearest minute, including 24-hour clock, use Roman numerals, know the number of
seconds in a minute, number of days in each month, year and leap year
Year 4 curriculum
• Count from 0 in multiples of 6,7,9,25 and 1000
• Find 1000 more or less than a given number
• Recognise the place value of each digit in a four-digit number (Th,H,T,U)
• Round decimals to whole numbers
• Solve problems with fractions and decimals to two decimal places
• Divide by 10 and 100
• Use inverse operations to check calculations
• All times-tables to 12x12
• Translation of shapes
• Find perimeter/area of shapes
• Solve time conversion problems
Assessments
Levels
• National Curriculum levels have been removed and will not be replaced.
• From September 2015, there will be performance descriptors* just for the
end of Years 2 & 6, which will be used to assess:
o whether a child is working ‘below’, ‘towards’, ‘at’ or ‘above’ the national
standard at end of Year 2
o whether a child is ‘at’ or ‘not at’ the national standard at the end of
Year 6.
SATs
All children in Yr 2 and 6 will continue to sit SATs:
o KS1 tests will be externally set but be teacher marked - results will be
used to inform the teacher’s own assessment.
o KS2 tests will be externally set and marked and results will be used to
determine a standardised score that can be compared nationally.
*Please note - these performance descriptors are currently being consulted on and will be
published September 2015.
Written Strategies - Addition
•
•
•
•
Reception and KS1
Practical & visual ‘hands-on’ learning.
Children begin by learning how to count accurately using a
range of objects.
They then learn how to use a numberline.
Children should begin to build a ‘mental numberline’ as well as
using counting-on skills using fingers.
Upper KS1
Place Value & Partitioning
• Children learn that each 2-digit number is made up of ‘Tens’
and ‘Units’.
• Using this they can partition numbers in different ways:
KS2
Children continue to partition numbers, developing a secure
understanding of place value, which prepares them for using
more formal written methods.
The use of counters and other manipulative objects is still an important
resource to help children develop a secure understanding of column addition:
247 + 125 =
Finally, children become proficient at formal written methods and are able to
decide which method is the most appropriate.
How could you support your
child at home?
Written Strategies - Subtraction
Reception and KS1
• As with addition, children begin with practical equipment.
• They then use number lines to count back e.g. ‘I have 10
sweets and I give 4 to my friend’.
KS1 continued
• Children then use
partitioning to subtract Tens
and Units separately:
• Or count up to find a small
difference:
KS2
Again, as with addition, children continue to partition numbers (expanded
method) and use practical objects to develop a secure understanding of place
value:
Children then move onto compacted methods:
=
Finally, children become
proficient at formal written
methods and are able to
decide which method is the
most appropriate.
How could you support your
child at home?
Multiplication
• In Reception, children begin by counting in 2s and 10s.
• In KS1 children count in 2s, 5 and 10s.
• They then learn that multiplication is repeated addition e.g. 2+2+2 = 6 and
can represent it as “3 lots of 2”:
• In KS2 children continue to learn their times tables by counting and
chanting. They build up their repertoire of memorised number facts and
become quicker at recalling them.
• Children then use partitioning to multiply by 1- and 2-digit number
13 x 18 = 234
124 x 26=3224
X
10
8
• This then leads
onto formal
10
100 80
methods:
3
30
24
130 + 104 = 234
Division
• In Reception children learn about sharing objects equally.
• In KS1 children begin to divide a group of objects evenly and record it
using ‘dots and circles’ linked to their 2, 5, 10 times tables.
6÷2 = 3
• In KS2 children continue to learn division facts linked to their times tables.
• They learn to use ‘chunking’ and remainders, then formal methods:
Other ways to help your child at home
• Talk about Maths at home, find real-life opportunities to
practise, just as you would with reading.
• Play board games, use playing cards, dominoes and dice.
• Chant and use number bonds, both for + and –.
• Chant and use times-tables (multiplications and division
facts).
• Have times-tables grids and 100 squares on fridge….
• Remember not just number – shape, measurement and time.
• Use mathematical language.
• Make Maths relevant and FUN!
Online Maths Program
• In response to parental requests, trialled 3 different programs:
o Thank you!
o Importance of traditional pen and paper methods
o MyMaths – most popular with parents and teaching staff
• How will we use MyMaths to support learning at home?
Friday 7th March – all families will be able to familiarise themselves with the program, using
open school log-in
From Friday 14th March …..
Years 1, 2 and 3
o differentiated MyMaths activities linked to week’s learning, using children’s individual
log-in
o continue with traditional Maths homework 1/week
Reception
o open access to MyMaths to explore the various games and activities
o additional new weekly Maths activity
• Use of My Maths is optional