Maths and the new curriculum

Tuesday 22nd September 2015

St Wilfrid’s CE Primary School

Understand the background to the recent changes to the new national curriculum in maths.

Understand what your child is expected to know at the end of their year group and how this has dramatically changed.

Understand the main changes to the new curriculum. Understand the changes to the way we are teaching

maths across the school Know the types of questions children have to answer in

homework and the objectives they will be focusing on Know how you can help your child achieve by helping

at home.

By the end of the session…….

“Our Primary Curriculum in maths and science focuses insufficiently on key elements of knowledge and is not demanding enough.” – DFE (2013)

“The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.” - National Curriculum for Maths Sept 2014

Why a new curriculum?

In mathematics there will be greater rigour. There is a greater emphasis on arithmetic and the promotion of efficient written methods of long multiplication and division (only when the foundations have been embedded). There will also be more demanding content in fractions, decimals and percentages.

The New Curriculum

Raising attainment and heightening expectations. – benchmarked against age related expectations in other ‘high performing’ nations.

Deeper learning rather than superficial learning- focusing on the breadth and depth of knowledge

Removal of levels to help this. Children's achievement will be measured as emerging, expected and exceeding end of year expectations.

All children mastering calculation with confidence. More time on fewer topics. Current Years 1 and 5 will be the first year groups to

be assessed in Year 2 and 6 SATS on the new curriculum.

Current Year 3 have only changed to the new curriculum this September so they will have a bigger jump to make.

Focus on Fluency, reasoning and solving problems.

Principles underlying Curriculum 2014 in maths

Based on three strands, which should underpin all mathematics…

FLUENCY: in the fundamentals of mathematics, through varied and frequent practise with increasingly complex concepts over time;

REASONING: conjecturing relationships and generalisations; developing an argument, justification or proof using mathematical language;

PROBLEM SOLVING: applying their mathematics to a range of problems with increasing sophistication.

The New Curriculum and its aims:

Applies to all subjects Attainment no longer given as a numerical

‘level’ such as Level 2,3 or 4 Attainment measured as……. EMERGING towards end of year group

expectations At EXPECTED year group expectations EXCEEDING end of year group expectations

Assessing without levels

‘old’ levels do not equate to new emerging/expected/exceeding statements.

This is because the new maths curriculum content per year group is different – some things have been added and some things taken away.

The end of year expectations are more challenging. Higher expectations.

Assessing without levels

End of year statements Year 3 Date

Num

ber and Place Value I can count from 0 in multiples of 4, 8, 50 and 100 and can find 10 or

100 more or less than a given number M

ultiplication and D

ivision I can recall and use multiplication and division facts for the

3, 4 and 8 times tables Date

I can recognise the place value of each digit of a number with hundreds, tens and units

I can calculate multiplication and division problems, both mentally and in writing, using the times tables, including two digit numbers times one digit numbers

I can compare and order numbers up to 1001 I can solve problems, including missing number problems,

involving multiplication and division, including factors and ratio

I can find, show and estimate numbers using objects and pictures

I can read and write numbers to 1000 in numbers and words Fractions

I can count up and down in tenths and know that tenths are made from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

I can solve number and word problems I can write and find fractions of a set of data and can recognise fractions with small denominators

Addition and Subtraction I can add and subtract numbers in my head, including a three digit

number and ones I can find and use fractions of numbers such as 1/4 of 8 = 2

and 3/4 of 8 = 6

I can add and subtract numbers in my head, including a three digit number and tens

I can identify and show equivalent fractions

I can add and subtract numbers in my head, including a three digit number and hundreds

I can add and subtract fractions with the same denominator to make one whole

I can add and subtract numbers with up to three digits using formal column methods

I can compare and order fractions with the same denominator

I can estimate the answer to a calculation and use this and inverse operations to check answers

I can solve fraction problems

I can solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

Measurem

ent

I can measure, compare, add and subtract: lengths (m/cm and mm); mass ( kg/g); volume and capacity (l/ml)

I can measure the perimeter of simple 2-D shapes. I can add and subtract money giving change, using pounds and pence. I can do this with real coins and notes.

I can tell the time on a clock face. I can do this if it uses the Roman numerals from I to XII and I can use 12-hour or 24 hour clocks.

Properties of Shape I can estimate and read the time to the nearest minute. I can record time in seconds, minutes and hours. I can use the words o'clock, a.m., p.m., morning, afternoon, noon and midnight.

I can draw 2-D shapes and make 3-D shapes using modelling materials. I can recognise 3-D shapes in different orientations

New Maths Curriculum Expectations

What does your child need to know by the end of each year group?

The new curriculum has been designed to ensure that teachers spend more time on fewer topics;

This should mean that ‘deep learning’ rather than ‘superficial learning’ takes place;

Children’s learning will be extended in depth within their own year group’s expectations rather than moving onto another year’s expectations;

Children need to achieve all their year group’s objectives in order to be at ‘expected’ level.

Fewer Things; Greater Depth

Although there are fewer objectives to cover in a year, many of these objectives are more difficult, with many being moved ‘down’ from a higher year group.

The expectation is that more time is spent on these objectives to ensure ‘deep learning’ takes place

A full list of the statements, objectives and major changes for each can be found on the tables and is also on the school website under Curriculum 2014- Maths Information

Examples of new content introduced at different year groups are as follows…

Higher Expectations

There are earlier and more challenging requirements for multiplication tables, which have been increased to 12x12.

The curriculum has clear expectations around written methods in addition to mental methods.

There is an earlier and more challenging requirement for fractions and decimals.

There is an increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.

Probability has been removed from the primary curriculum. There is an increased requirement for understanding of

proportional reasoning – for example through volume and calculations with fractions.

Financial education has been reinforced, with a renewed emphasis on essential numeracy skills, using money and working with percentages.

Key Changes - overview

The curriculum has a strong steer that the use of calculators should be restricted until the later years of primary.

There is a greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age than in the current documentation.

Roman numerals have been introduced in the Year 3 curriculum.

There is a focus on counting beyond whole numbers, eg, decimals, fractions.

Abstract symbols have been introduced in Year 1. Data handling has decreased, but the curriculum

makes more reference to interpretation of data.

Key Changes - overview

Number - higher expectation for counting – to and across 100 orally, forwards and backwards. Higher expectation for recall of number bonds – not just pairs that total 20 but all number bonds within 20. Read and write numbers to 20 in words as well as numerals. One step problems involving multiplication and division using arrays and pictorial representations.

Fractions – find and name halves and quarters of objects and numbers.

Measurement – much more specific vocabulary across different types of measurement. Recognising values of different denominations of coins and notes.

Geometry – children should describe position, direction and movement in whole, half, quarter and three quarter turns

Year 1 Key Changes

‘Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number (previously a Year 2 Objective);

Represent and use number bonds and related subtraction facts within 20 (previously a Year 2 objective);

Measure and begin to use volume (not in any previous primary curriculums);

Describe position, direction and movement, including three-quarter turns (previously a Year 2 objective).

Year 1 Examples

Number: counting forwards and backwards in 1s, 2s, 3s, 5s and 10s. Children are still expected to mentally calculate a 2 digit number and ones and a 2 digit number and 10s and using objects and pictorial representations adding two 2 digit numbers and two 3 digit numbers. Term ‘commutative’ introduced ie. a+b = b+a, and a x b = b x a (to be understood by teachers, term not expected to be used with children).

Fractions: Children expected to find halves, quarters, two quarters, three quarters, and one third of a length, shape, set of objects or quantity. Children should write simple fractions example ½ of 6 = 3 and recognise the equivalence of 2/4 and ½.

Measurement: specific indications of standard units for measurement.

Geometry: arrange combinations of mathematical objects in patterns and sequences (early algebra).

Statistics: Using tally charts is stipulated.

Year 2 Key Changes

Recognise, find, name and write the fraction 1/3 of a length, shape, set of objects or quantity (previously a Year 3 objective);

Estimate and measure temperature (in ºC) - previously a Year 3 objective;

Tell and write the time to five minutes (previously a Year 3 objective).

Year 2 Examples

Comparison of examples: ( Old Year 2 SATS)

Look at this clock.

What time will the clock show two hours later?

Tick ( ) it.

One clock shows a time between

3 o’clock and 5 o’clock in the

same afternoon. Tick ( ) it.

Comparison of examples: ( New Year 2 SATS)

Harry leaves school at

He gets home at

How long does he take to get home?

minutes

Draw lines to match the correct times to the clocks.

One has been done for you.

Both of these questions come from the old curriculum. One from Year 3 and one from Year 4.

Number – counting forwards and backwards in multiples of 2,3,4,5,8,10,50 and 100. Children are expected to count forwards and backwards in tenths. Compare and order numbers up to 1000 (as opposed to at least to 1000). Add and subtract mentally (one and two digit numbers before) three digit number and ones, three digit number and tens, three digit number and hundreds. Use formal written methods of columnar addition and subtraction. Recall and use multiplication and division facts for 1,2,3,4,5,8,10, times tables. Using mental and progressing to formal written methods for multiplying and dividing two digit numbers.

Fractions: Add and subtract fractions with the same denominator within one whole ie. 5/7 + 1/7 = 6/7. Compare and order unit fractions with the same denominator.

Measurement – measuring perimeter of simple 2D shapes. Telling time using Roman Numerals from I to XII and using the 24-hour clock. Telling the time to one minute intervals (five previously). Know the number of seconds in a minute, days in each month, year and leap year.

Year 3 Key Changes

Count in multiples of 8 (previously a Year 4 objective); Add and subtract numbers with up to three digits,

using formal written methods of columnar addition and subtraction (previously a Year 4 objective);

Add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7) – not in any previous primary curriculums;

Roman numerals from I to XII (not in any previous primary curriculums);

Measure the perimeter of simple 2-D shapes (previously Year 4);

Tell and write the time from an analogue clock, including am/pm, the 24hr clock and reading time to the nearest minute (from Y4).

Year 3 Examples

Number – counting in multiples of 6,7,9,25 and 1000. Counting up and down in hundredths. Finding 1000 more/less than a given number. Read Roman numerals to 100 (l to C) and know that over time, the numeral system changed to include the concept of zero and place value. Use formal written methods of columnar addition and subtraction where appropriate. Recall all multiplication facts up to 12 x 12 (was 10 x 10). Specifies multiplying by zero and 1. Recognise and use factor pairs in calculation ie. 24 = 12 x 2, 6 x 4, 8 x 3. Multiply two digit and three digit numbers by a three digit number. Distributive law mentioned – ie. 39 x 7 = 30 x 7 + 9 x 7. Rounding decimals with one decimal place to the nearest whole number.

Fractions: Add and subtract fractions with the same denominator

Year 4 Key Changes

Geometry – Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations. Describe movements between positions as translations of a given unit to the left/right and up/down. Describe positions on a 2D grid as coordinates in the first quadrant (moved to year 4 from year 5).

Statistics – Interpret and present discrete and continuous data using appropriate graphical methods including bar charts and time graphs.

Year 4 Key Changes

Recall all multiplication and division facts for multiplication tables up to 12 x 12 (previously a Year 5 objective, which was up to 10 x 10);

Count backwards through zero to include negative numbers (previously a Year 5 objective);

Read Roman numerals to 100 (I to C) – not in any previous primary curriculums;

Add and subtract fractions with the same denominator (not in any previous primary curriculums);

Round decimals with one decimal place to the nearest whole number (previously a Year 5 objective).

Year 4 Examples

Number – Read, write, order and compare numbers to at least 1,000,000 and determine value of each digit.

Count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.

Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.

Read Roman Numerals to 1000 (M) and recognise years written in Roman Numerals.

Add and subtract whole numbers with more than 4 digits, including using formal written (columnar addition and subtraction).

Children should identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers.

Year 5 Key Changes

Know and use vocabulary of prime numbers, prime factors and composite (non prime) numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19.

Multiply numbers up to 4digits by a one or two digit number using a formal written method, including long multiplication for two digit numbers.

Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context.

Recognise and use square numbers and cube numbers, and the notation for squared ² and cubed ³. Solve problems involving multiplication and division including using their knowledge of factors, multiples, squares and cubes.

Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.

Year 5 Key Changes

Read Roman numerals to 1000 (M) and recognise years written in Roman numerals (not in any previous primary curriculums);

Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers; establish whether a number up to 100 is prime and recall prime numbers up to 19 (previously Y6);

Recognise cube numbers and the notation (³); Multiply proper fractions and mixed numbers by whole

numbers (not in any previous primary curriculums).

Year 5 Examples

Number – Read, write, order and compare numbers up to 10,000,000 and determine digit values.

Multiply four digit by two digit whole numbers using formal method of long multiplication.

Divide numbers up to 4 digits by a two digit whole numbers using the formal written methods of short and long division.

Multiplying simple pairs of proper fractions ie. ¼ x ½. Ratio and Proportion –solve problems involving similar

shapes where the scale factor is known or can be found. Algebra (everything). Use simple formulae, generate and

describe linear number sequences, express missing number problems algebraically, find pairs of numbers that satisfy an equation with two unknowns, enumerate possibilities of combinations of two variables.

Measurement – Recognise that shapes with the same areas can have different perimeters and vice versa. Calculate the area of parallelograms. Calculate, estimate and compare volume of cubes and cuboids, cm³, m³ and mm³ and km³.

Year 6 Key Changes

Read, write, order and compare numbers up to 10 000 000 (not in any previous primary curriculums);

Multiple / divide 4 digits by a 2-digit number using the formal written methods (not in any previous primary curriculums);

Add and subtract fractions with different denominators and mixed numbers; multiply simple pairs of proper fractions; divide proper fractions by whole numbers (not in any previous primary curriculums);

Calculate the area of parallelograms; calculate, estimate and compare volumes of cubes and cuboids using standard units (cm³/m³) - not in any previous primary curriculums;

Illustrate and names parts of circles, including diameter, radius and circumference (not in any previous primary curriculums).

Year 6 Examples

Year 6 examples (Old curriculum)

Here is a set of 20 squares around a shaded space.

What is the area of the shaded space?

The area of the small shaded square is 1 square centimetre.

What is the area of the larger shaded square?

cm2

Year 6 examples ( New curriculum)

The diagram shows 4 identical shaded triangles in a rectangle.

The rectangle measures 36 centimetres by 24 centimetres.

Calculate the area of one shaded triangle.

Fluid setting TA used to support children more often- more

flexibility Vary from week to week Using and applying sessionsE.g., in order to strengthen 4 rules of number children could be given a budget and asked to plan a party for X amount of people. They could use catalogues to find the price of items for a party bag, menus to find out prices of sandwiches etc. Then they could be asked to work out the price per head etc.… Flexibility to stretch and support individuals/

groups

Changes to the way we teach

Homework: old weekly skillsSection A:Counting and understanding numbers Section B:Calculating Section C:Using and applying 3.1 1. Multiply fifteen by ten.

3.7 11. Divide ninety by three.

21. Mina has £2.40. If she gives half to her brother how much money does she have left?

3.2 2. What temperature is 10 degrees less than 6 degrees Celsius?

3.8 12. 7 x 10 = 82 - ?

3.3 3. Write down the next two numbers.

3 , 6 , 9 ...

3.9 13. Subtract twenty-one from one hundred.

22. Nineteen marbles are shared between some children. Each child receives six marbles and there is one marble left over. How many children share the marbles?

3.4 4. What is one-fifth of twenty-five?

3.10 14. What must be added to eighty-three to make one hundred?

3.6 5. What is three times three added to four times four?

3.11 15. One orange costs nineteen pence. How much will three oranges cost?

23. Joe has some pocket money. He spends three-quarters of it. He has fifty pence left. How much pocket money did he have?

4.1 6. What are the next two numbers?

3 , 7 , 11, 15 …

4.7 16. Five times a number is two hundred. What is the number?

4.2 7. What is the square root of sixty-four?

4.7 17. 20 + =100 ÷ 4

24. Calculate the perimeter of a rectangle which is eleven metres long and four metres wide.

4.2 8. Two factors of 24 add up to 11. What are they?

4.8 18. (5 x 6) + (4 x 2)=

4.3 9. How many metres are there in four and a half kilometres?

4.9 19. Divide forty-eight by eight

25. How would quarter past four in the afternoon be shown on a twenty-four hour digital clock?

4.4 10. Which is the smallest number.

2.07 2.7 2.4 2 2.04

4.12 20. What is thirty-one multiplied by seven?

Total (A) Total (B) Total (C) Test Total (A+B+C) R (0-9) Y (10-19) G (20-25)

Homework: new weekly skillsA: Place Value, Add and Subtract B: Multiply, Divide and Fractions C: Measure and Geometry

1. What is the missing number? 18 36 45 54

4:1

11. 42 ÷ 6 =

4:9

21. How many metres (m) are in

3.5 kilometres (km)?

4:19

2. What is the missing number? 49 56 63 77

4:1

12. Two factors of 28 add up to 9. What are they?

4:10

3. What is 1,000 more than 150? 4:2

13. 234 x 5 =

4:11

22. The sides of a rectangle are 2m and 6m.

What is the perimeter of the rectangle?

4:20

4. Round this number to the nearest 10: 1,543

4:2

14. In a class of 18 there are 2 girls for every 1 boy. How many girls are there?

4:12

5. What is 3 – 5?

4:3

15.

4:13

23. About how much is in this 1 litre jug? Write a, b or c. a. about 250ml b. about 550ml c. about 750ml

4:21

6. What is the value of the 2 in this number? 2,789

4:4

16. What is the missing number? 1.72 1.73 1.74 1.76

4:14

7. Write the number 22 in Roman numerals.

4:5

17.

4:15

24. How would 2 pm be shown on a 24 hour digital clock?

4:22

8. 4,528 - 216 =

4:6

18. Write as a decimal number.

4:16

9. Write the sum to check 239 + 154 = 393: 393 - =

4:7

19. 23 ÷ 100 =

4:17

25. What is the special

name for this type

of triangle?

4:23

10. I have £1. I spend 34p then 45p. How much do I have left?

4:8

20. Round 3.4 to the nearest whole number.

4:18

Total (A) Total (B) Total (C) Test Total (A+B+C) R (0-9) Y (10-19) G (20-25)

1 3

= ? 15

3 13

+ 6 13

1 4 :

There are a variety of methods we have previously taught children to use when calculating, using the four arithmetic operations;

The strategies we use will not change instead they will just be taught sooner so that children get a better grasp of each method.

Mental maths test changed to Arithmetic test- 30 minutes to answer straight forward arithmetic questions: see example. Children need to be secure with the methods.

Calculation Strategies

COLUMN ADDITION

Introduced at Year 3

COLUMN SUBTRACTIONIntroduced at Year 3

MULTIPLICATON‘Short’ introduced at Year 3‘Long’ introduced at Year 6

DIVISION‘Short’ introduced at Year 3‘Long’ introduced at Year 6

Examples of all of these strategies are on the school website in the

progression in calculation section.

‘Real-life’ maths – counting money, telling the time, weighing ingredients, capacity, measuring objects;

Times tables (up to 12 x 12 by the end of Year 4) and associated division facts, e.g. 6 x 7 = 42, therefore 42 ÷ 7 = 6, etc.;

Websites – please take a leaflet which has a few suggestions of websites your child could use to support their maths.

Support your child with their homework and please talk to the class teacher about any concerns.

How You Can Help

To help your child develop a good understanding of number we ask you to use every opportunity to bring in counting and exploring number in every day life. For example: Play fun board games with your children like

dominoes, snakes and ladders, snap, connect 4, uno, battleships, Cranium, Guess Who?

Practise all the multiplication tables or play multiplication songs (up to 12 multiplication table).

Practise counting in different groups of number. If you are following recipe, ask…If this recipe is for 4

people, how many ingredients do we need for 8?

Helping your child with Maths

Encourage your child to handle money. Ask questions...If there is 10% off, how much is the new price? Compare money off deals e.g. buy one get one half price and ask...How much cheaper is the deal?

Encourage children to have savings and to manage their own money.

When planning DIY ask...How many tins of paint will we need? How long/wide do the new curtains need to be?

Other ideas...If the film starts at 7.45pm and is 120 minutes long, when will it finish?

Explore bus time tables...What bus do you need to get to arrive at school on time?

Quick fire mental number recall (ping pong)

Helping your child with Maths

On the table at the back are examples of: Weekly skills homework Year group maths statements ( these are

stuck in children’s books) Sample Year 6 and Year 2 arithmetic tests Websites to use to help your child at home

Examples

On the school website you will be able to find:

The progression in calculation policy The statements for each year group Maths support Times tables support Times tables and number bond policy Changes to the maths curriculum for each year

group

School website:

Thank you for coming and your continued support.

ANY QUESTIONS?