Transcript Mathematics Curriculum Key Changes

Aims
• An introduction to key themes and
mathematical concepts in the new
primary maths curriculum
• Key changes in each year group
Programmes of study content
Number
• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions
• Ratio and proportion
• Algebra
Measurement (conversions, area, perimeter)
Geometry (previously shape and space)
• Properties of shapes
• Position and direction
Statistics (previously data handling)
3 main aims of the new
curriculum
The national curriculum for mathematics aims to ensure that all
pupils:
•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.
•reason mathematically by following a line of enquiry,
conjecturing relationships and generalisations, and developing an
argument, justification or proof using mathematical language
•can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication,
including breaking down problems into a series of simpler steps
and persevering in seeking solutions.
Aim 1- What is fluency?
Efficiency. An efficient strategy is one that the
student can carry out easily, keeping track of sub
problems and making use of results to solve the
problem.
Accuracy includes careful recording, knowledge of
number facts and other important number
relationships, and double-checking results.
Flexibility requires the knowledge of more than one
approach to solving a particular kind of problem, and
the ability to select the most appropriate one.
Aim 2
Reason mathematically by:
 following a line of enquiry “ I wonder if…”
conjecturing relationships and generalisations “ I
think that… I’ll try this out, I’ve found a rule”
and developing an argument, justification or proof
using mathematical language “No prime numbers can
be even because…”
Aim 3
• can solve problems by applying their mathematics
to a variety of routine and non-routine problems with
increasing sophistication, including breaking down
problems into a series of simpler steps and
persevering in seeking solutions.
resources
Aim 3
• can solve problems by applying their mathematics
to a variety of routine and non-routine problems with
increasing sophistication, including breaking down
problems into a series of simpler steps and
persevering in seeking solutions.
resources –
Numberlines, counters, diennes, cubes, clocks, bead
strings, place value cards, digit cards, number fans.
Representations
Representations in
Calculations
Key Messages
To develop written calculation strategies, children need:
o Secure mental strategies from YR.
o A solid understanding of the number system.
o Practical, hands on experience including counters and base
10 apparatus.
o Visual images including number lines and arrays.
o Secure understanding of each stage before moving onto the
next.
o The questions at the forefront of their minds:
‘Can I do it in my head? If not which method will help
me?’
Implementation of the new National Curriculum
2014-15
Years 1, 3 and 4 and 5
2015-16
Years 2,6 (and 3,4)
Summer 2016 ( KS2 testing)
Reception class expectations
Children count reliably with numbers from one
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.
Some key changes in Year 1
0 count to 100 instead of 20 (forwards and backwards)
from any given number
0 Count in multiples of 2,5 and 10
0 Number bond addition and subtraction facts to 20
0 Missing number problems e.g. 11= ? - 9
0 multiplication and division problems (pictorially)
including arrays are now included (was in Years 2 and
3)
0 using halves and quarters
Some key changes in Year 2
0 more emphasis on the mental mathematics
expectations – count in steps of 3,
0 inverse operations for checking now explicit in Year 2
0 Deeper understanding of addition- commutativity
(any order)
0 Deeper understanding of multiplicationcommutativity
0 greater range of fractions are explored including
equivalents of quarters and finding thirds
0 in measures children are expected to be able to read a
thermometer.
0 Combinations of coins
0 Tell the time to 5 minutes
Some key changes in Year 3
0 Multiplication tables and division facts (3 x 4 x 8 x)
0 Add and subtract 3 digit numbers mentally
0 Start to use formal methods if ready(columnar
addition)
0 Multiplication and division mental methods (4 x 5 =
20 so 40 x 5 = 200)
0 Scaling problems (for every- start of ratio)
0 Adding and subtracting fractions with the same
denominator
0 Measure perimeter of 2D shapes
0 Roman numerals
0 Read the time to the nearest minute
Some key changes in Year 4
0 Count backwards through zero
0 Roman numerals to 100
0 Multiplication/division facts up to 12 x 12
0 Multiplying three single digit numbers (6 x 4 x 2)
0 Starting formal multiplication strategies
0 Counting in hundredths
0 Round decimals to nearest whole number
0 Compare numbers with up to 2 decimal places
0 Convert 12 hour to 24 hours clock times
0 Plot 2D shapes on a co-ordinate grid
Some key changes in Year 5
0 Read write and order numbers to 1 million
0 Read and write roman numerals to 1000 (M)
0 Solve multi-step problems
0 Multiply a 4 digit by a 2 digit number
0 Recognise cube numbers
0 Compare and order fractions with different
denominators
0 Add and subtract fractions different denominators
0 Multiply fractions by whole numbers
0 Convert metric and imperial units
Some key changes in Year 6
0 Read, write and order numbers up to 10 million
0 Use formal methods of long multiplication and
division (when have mastered informal methods)
0 Add, subtract, multiply and divide fractions with
different denominators
0 Use a formulae to calculate the area and volume of
shapes
0 Calculate the area of paralellograms
0 Calculate volume using standard units
0 Find unknown angles in shapes
0 Illustrate and name the parts of circles
0 Construct pie charts
0 Algebra
How can you help your child?