Mathematics Curriculum

Evening

Aims of the evening1. 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 ContentEarly 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

AssessmentsLevels• 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 2o whether a child is ‘at’ or ‘not at’ the national standard at the end of

Year 6.SATsAll 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.

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.

Written Strategies - Addition

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:

KS2Children 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?

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’.

Written Strategies - Subtraction

KS1 continued

• Or count up to find a small difference:

• Children then use partitioning to subtract Tens and Units separately:

Again, as with addition, children continue to partition numbers (expanded method) and use practical objects to develop a secure understanding of place value:

KS2

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 number13 x 18 = 234 124 x 26=3224X 10 8

10 100 80

3 30 24

130 + 104 = 234

• This then leads onto formal methods:

• 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:

Division

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 methodso 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-inFrom Friday 14th March …..Years 1, 2 and 3o differentiated MyMaths activities linked to week’s learning, using children’s individual

log-ino continue with traditional Maths homework 1/week Reception o open access to MyMaths to explore the various games and activitieso additional new weekly Maths activity

• Use of My Maths is optional