Transcript Fluency in the new National Curriculum

Introducing Rainbow Maths at
Bowmansgreen Primary School
Wednesday 14th January 2015
Fluency in the new National
Curriculum
One of the three aims of the new curriculum
states that pupils (of all ages, not just
primary children) will: become fluent in the
fundamentals of mathematics, including
through varied and frequent practice with
increasingly complex problems over time, so
that pupils develop conceptual
understanding and the ability to recall and
apply knowledge rapidly and accurately.
What is mathematical fluency?
Mathematical fluency is the ability to recall number facts, to
know when to use these number facts and to be able to
apply these readily to a range of situations.
There are certain aspects of maths that children need to be
fluent in. Children need to be fluent in addition, subtraction
and multiplication bonds.
This is not an end in itself but so that the children’s working
memory can be freed up when tackling other, often more
engaging aspects of maths. Knowing these facts enables
children to focus upon understanding the concept of
fractions, for instance or to solve problems.
What is Rainbow Maths?
Rainbow maths involves a series of steps
towards the end of the Rainbow that enable
practice and testing on number bonds and
multiplication tables.
When does Rainbow Maths take
place?
Rainbow maths is timetabled after lunch for 10
minutes for years 1 to 5. This happens every day
to ensure consistency throughout the school
and to allow rapid progress!
Year 6 do Rainbow maths sessions during the
maths lesson starter because of timetabling
requirements.
What are the expectations for our
children?
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We now have very high expectations!
These are from the new National Curriculum and apply to all
primary aged children.
Year 1
“Represents and uses number bonds and related
subtraction facts within 20”
Year 2
2, 5, 10 x table and division facts
Year 3
3, 4, 8 x table and division facts
Year 4
All tables and division facts up to 12 x 12
Year 5
“Multiplies and divides numbers mentally using
known facts” e.g. 50 x 6 = 300
Year 6
“Continues to use all known facts to calculate
mental statements with increasing complexity”
What are the stages of learning in
Rainbow maths?
There is a system of stages to challenge children
and these are in order of the colours of the
rainbow.
Red level
Addition and subtraction facts to 10
We start with facts to 5 and build up.
We use concrete apparatus to teach before
using number tracks rather than lines.
Orange level
Addition and subtraction facts to 20.
Bridging through 10 using apparatus to develop
mental images and then without.
Use the Numicon 10 frames and rods or
multilink to fill up from bottom left to top and
then start again bottom right. Use two colours
to make this clear. Alternatively use egg box 10
frames and small cubes.
Yellow level
0, 2, 5 and 10 x tables
We use equipment to support learning. We use
a variety of methods e.g. Songs, chants. We also
use arrays and look for patterns on 100 square.
We refer to division facts so that the children
make the connection between multiplication
and division.
Green level
3, 4, 9 and 11 x tables
As above, we continue to use equipment to
support learning and a variety of methods.
We continue to connect multiplication and
division facts.
Blue level
6, 7, 8 and 12 x tables
Indigo level
Up to 12 x 12 and division facts
Violet level
For two days a week;
Children revisit basic skills revising multiplication
facts up to 12x12 and division facts, or for
example, find common factors and multiples,
prime numbers.
For three days a week;
Problem solving to apply these skills.
How do we assess children?
Testing happens when we feel that children are ready to move
to the next level . We need to make sure that we are not over
testing, rather than teaching, particularly in the younger age
groups. However, children need the opportunities to be
extended if they have completed a level.
To move to the next level children have to complete the
assessment accurately within 2 minutes (30 questions).
Where children are working below age related expectations,
they are given opportunities to have some access to age related
learning as well as working at their level. For instance, they may
be working at yellow level but they join in and say times tables
with the rest of the class at times.
We display a chart like this in the classrooms and the children
are proud to see their achievements and progress.
Rainbow maths assessment sheet
Red
Names
add
Orange
subtract
add
subtract
Yellow
Bridge
10
0
2
Green
5
10
A
3
4
Blue
9
11
A
6
7
Indigo
8
12
A
Violet
Multip
Div
12
12
100
How do we reward success?
When children complete a level successfully,
they can receive a certificate to take home.
How can I help my child to
succeed?
Talk to your child about Rainbow maths and find out which level they are working towards and take it from there.
One of the most powerful things you can do is to link maths to real life – ‘mathematise’ experiences. (Freudenthal).
Look for opportunities to use and apply times tables and addition and subtraction facts to every day activities – this is meaningful
to children.
Use objects to support counting in 2’s eg. knife and fork on dinner table.
There is evidence from research that children learn best when they are enjoying themselves! There are many times tables games
available online and children are much more likely to be motivated by playing games than rote learning from a book – Woodlands
Junior Kent is always a great website to visit but there are many others. Alternatively, you can download many free apps, for
instance on iphone or ipad.
At shops such as WHSmith there are many workbooks that you can buy, to help practise times tables and number facts. Try to
choose one together as different children are motivated by different things – some love collecting stickers for instance.
A golden rule for work at home is that little and often is better than a long frustrating session!
Try to work with your child when they are not tired and try to involve them in the decision making process about what you choose
to do together.
Above all, be a good maths role model and let them see that you value the importance of maths! Adults are far more likely to put
down their own maths abilities and express strong dislikes about maths and this can effect children. You don’t hear many adults
saying that they are useless at reading and that they hated it at school but it is common to hear this about maths!
We believe that all children can achieve to the best of their potential if they are given good teaching and we have high
expectations! Thank you for supporting us with this at home.