Trinity St Stephen

Maths Evening 27th November 2013

Gareth Edwards

This Evening

• Introduction to new 2014 maths curriculum

• Maths Curriculum explained

• Expectations & progression in Number

• Individual Class sessions– Calculation policy

• Back here for questions and comments

The Big Picture

• The new National Curriculum designed for first teaching, in most of Key Stages 1, 2 and 3, from autumn 2014, covers all subjects, but with differing degrees of change and implementation timetable. 

• One of the differences is that, for mathematics, English and science, the new curriculum will not apply in school years 2 and 6 until autumn 2015.

Broad aims embedded in the programmes of study

• that pupils develop mathematical fluency • can reason mathematically• an emphasis on problem-solving throughout• making connections across mathematical

ideas • applying knowledge in other subject areas

The Detail

Primary: 

• higher expectations overall;

• a greater emphasis on arithmetic, and written (as well as mental) methods;

• less prominence given to data, with probability removed altogether;

• a steer away from use of calculators until the later primary years.

Maths Curriculum 2014(Year 1 onwards)

• Maths is broken down into 3 areas• Number

+,-,x,/ also fractions, measurement• Geometry

Properties of 2D and 3D shapes / position, direction & movement• Statistics

Constructing charts & interpreting dataThroughout and underpinning these strands is

using and applying word problems, real-life connections and

cross curricular opportunities

Expectations - Number & place ValueYear

1

Count , read and write numbers to 100 (1-20 in words)

Count in multiples of 2, 5 & 10

Identify and represent numbers using objects and use language of more than, less then, equal etc

Count to & across 100, forwards & backwards. Know one more/one less

2

Read and write numbers to at least 100 in numerals and words

Count in steps of 2,3 & 5 from 0 and 10’s from any number, forward and backwards

Identify, represent & estimate numbers using different representations, including number lines

Recognise place value in two digit numbers (tens / ones)

Compare numbers to 100 using <> and = signs

Use place value and number facts to solve problems

Expectations - Number & place Value

3

Read and write numbers to 1000 in numerals and words

Count from 0 in multiples of 4,8,50 & 100

Identify, represent and estimate numbers using different representations Find 10 or 100 more or less than a given number

Compare & order numbers to 1000

Recognise place value in three digit numbers (hundreds / tens / ones)

Solve number problems and practical problems involving these ideas

4

Count in multiples of 6,7,9,25 & 1000

Identify, represent & estimate numbers using different representations Find 1000 more or less than a given number

Compare & order numbers beyond 1000

Recognise place value in four digit numbers (TH H T U)

Solve number problems and practical problems involving these ideas with increasingly larger numbers

Round any number to the nearest 10, 100 & 1000

Count backwards through zero to include negative numbers

Read Roman Numerals to 100 and understand history of numbers

Expectations - fractionsYear

1Recognise, find and name a half and quarter of an object, shape or quantity

2Recognise, find, name & write 1/3, ¼, ½ & ¾ of a length or set.

Write simple fractions such as ½ of 6 = 3, understand equivalence to 1/2

3Count up & down in tenths; recognise that 1/10 arises from dividing by 10

Add, subtract and order fractions <1 with same denominators

Recognise, find & write fractions of a discrete set of objects.

4

Count up & down in hundredths; recognise that 1/100 arises from dividing by 100. Recognise equivalence to ¼, ½ & ¾

Compare decimals to 2DP. Round decimals with 1 DP

Link decimals to solving money problems

Compare fractions with different denominators

+,-, x & / of mixed number & improper fractions

Converting between decimals, fractions & %

Expectations - MeasurementYear

1

Compare, describe and record length, mass, capacity & time in solving practical problems

Recognise and know value of coins & notes

Sequence events chronologically e.g. first, next, tomorrow, next week etc,

Recognise and use language relating to dates e.g. days of the week, months years etc.

Tell the time to the hour and half hour, being able to draw hands on a clock

2

Choose & use appropriate units of measure

Find different combinations of coins to equal same amount. Use and combine £ and p, giving change in practical applications

Tell & write the time to nearest 5 minutes, including quarter past / to the hour

Know the number of minutes in an hour and hours in a day

3

Measure, compare, add and subtract lengths, mass and volume

Measure perimeter of 2D shapes

Add & subtract amounts of money

Tell the time on analogue, 12 hour and 24 hour clocks to the nearest minute.

Know the number of seconds in a minute and the days in each month

4Convert between units e.g. km – m & hours to minutes

Calculate the perimeter of rectilinear figures in cm and m

Find the area of rectilinear shapes by counting squares

Calculating areas of composite rectilinear shapes

Conversion between metric and imperial units

Solve problems of time and measure including conversions between units

Expectations - GeometryYear

1 Describe position, direction and movement including whole, half, quarter and three-quarter turns. Name common 2D and 3D shapes

2Identify properties of 2D shapes including symmetry in a vertical line.

Identify properties of 3D shapes, including #edges, faces and vertices

Identify 2D shapes on the surface of 3D shapes

3

Draw 2D and make 3D shapes using modelling material.

Start to recognise angles as a property of shape, that a right angle is 90 degrees and there are 4 right angles in a full turn

Identify horizontal and vertical lines

4

Compare and classify 2D and 3D shapes

Identify acute and obtuse angles

Identify lines of symmetry in different orientations

Complete symmetrical diagrams.

Use coordinates in the first quadrant and describe translations

Draw & calculate missing angles / Construct 2D shapes given angles and dimensions. Use position in all four quadrants

Expectations - StatisticsYear

1 No requirements

2Interpret & construct simple pictograms, tally charts, tables. Count and sort objects into categories. Answer questions about data.

3Interpret & present data using bar charts, pictograms ad tables. Solve one and two step problems using the information presented

4Interpret & present discrete and continuous data using bar charts and time graphs. Solve comparison, sum and difference problems using the information presented

5. As above but examining line graphs and timetables.

6. Introduction of pie charts and calculation of the mean.

Calculation Policy - Aims

To form a ‘spine’ or ‘core’ set of methods which every child will experience and can be built upon.

To ensure that children are experiencing an approach which builds on their understanding.

To ensure that all children experience a consistent approach.

Recording of calculations takes place throughout KS1 and KS2

Development of formal written calculation methods follows development of mental methods

Early stages of formal written calculations begin in Year 3

By end of Year 4, children should have a reliable written method for tackling all four operations (Columnar addition and subtraction)

– not necessarily a ‘standard’ written methodFor some this may still be supported by a number line

Developing a Maths Concept

ConcreteUsing objects

Visualise‘With eyes closed’

Abstract‘Just do it’

Visual‘With eyes open’

Language

Good Practice in Calculation• Establish mental methods, based on good

understanding of place value in numbers and tables facts.

• Gradually refine the written record into a more compact standard method.

• Extend to larger numbers.

• Ensure that mental approximations are carried out before written methods are used.

• Once written methods are introduced, keep mental skills sharp by continuing to develop and apply them to appropriate examples. Encourage children always to use mental methods as a first resort.

The use of number lines underpins all our calculations. This enables children to go back to this method if they need to and still achieve a correct answer.

Time to move to the classes

• One presentation of the calculation strategies for that age group in each class

• However feel free to move around all the classrooms throughout the next 20 minutes

•Back here at ………. for final questions

How to help at homePractice tables and other number facts every day

Allow your child to handle and use money

Give your child opportunity to cook / shop

Play games involving number

Encouraging children to become involved in real life problems – e.g. How much carpet do I need? How many fencing panels should I buy?

Help with Homework, don’t do it for them.

Trinity St Stephen

Maths Evening

Thank you for attending