1. KS1 Mathematics Parent Workshop

2. www.ncetm.org.uk

3. Aims for this afternoon:  To develop an understanding of what the Primary Curriculum for Mathematics now includes for children’s learning in KS1.  To have an overview of the provision of Mathematics at Hayfield Cross.  To have an understanding of how you can support your child with their maths outside of school.  To provide ideas for you to use at home.

4. Why teach maths?  Skills in maths should help children to make informed and responsible choices and decisions throughout their lives. For example; Managing finances Shopping – looking for the best deal Timings – train schedules, directions for medication Giving and following directions Cooking DIY The list is endless……..  We teach numeracy skills as the development and application of mathematics across the curriculum and using real life scenarios (solving problems).

5. When and how often?  Maths lessons are taught every day.  They last for one hour.  Maths skills learnt in the morning sessions are linked to other areas of the curriculum where possible. E.g. computing, P.E, geography, art  Children are taught according to what knowledge they already have and how secure they are.  Every child is carefully planned for and taught according to their needs.

6. The New National Curriculum  In September 2014, the National Curriculum had a shake up which set out the framework for what children should be taught between the ages of 5 and 14.  The main aim of this was to try to raise the standards of attainment for children in this country, as the UK was slipping down the International assessment league tables.  It was inspired by the World’s most successful schooling systems such as Hong Kong, Singapore and Finland.

7. Main Changes for Maths:  Although it has more challenging content, it is “slimmer” than before.  Year 1 expected to count up to 100 instead of just 20.  Year 1 need to learn number bonds to 20 instead of just 10. E.g. 9 + 1 = 10 8 + 2 = 10 12 + 8 = 20 16 + 4 = 20 15 + 2 + 3 = 20

8.  Simple fractions such as finding ½ and ¼ will now be taught in KS1. ½ of shapes, ¼ of sets of objects  By the end of year 4, children are expected to be able to recall their times table facts up to 12 x 12 = This used to be up to 10 x 10  Statistics (formerly data handling) will not be included in year 1.  There is no use of calculators except near the end of KS2.  Yearly objectives – NO LEVELS

9. Full copy will be available to download on our school website…. Year 1 and 2 objectives are attached to your slides handout…

10. The National Curriculum for Mathematics aims to ensure that all pupils:  become fluent in the fundamentals of mathematics.  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. (Understand how something works and explain why and can predict what might happen based on what they already know)  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. National Curriulum - Primary Curriculum Document 2013

11. The expectation is that the majority of pupils will move through the programmes of study (for their current year group) at broadly the same pace. However, decisions about when to progress will 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 - Primary Curriculum Document 2013

12. Not secure with the basics = wobbly foundations for the future

13. Areas of Mathematics  Number  Measure  Geometry  Statistics (year 2 to year 6)

14. MENTAL ARITHMETIC  Much greater emphasis on mental math strategies.  One of the two SATs papers which are given to year 2 children, is all on mental arithmetic. YOUR TURN! 46 + 7 = 8 + 5 + 2 = 36 + 24 =

15. MENTAL MATHS IDEAS  RECEPTION: To be able to count up to 10. How many carrots do you have on your plate? How many steps are we climbing? Roll a dice and count on from that number. Can you go and get me 6 pencils? http://www.topmarks.co.uk/learning-to-count/underwater-counting

16.  Year 1: Recall number bonds to 10 (or 20). Musical Pairs: Place number cards around the room (on the floor). Play some music and children dance or move around. When the music stops, they have to go and find a number bond pair to total 10 as quickly as they can. Number Bonds Bingo: Child choose 4 numbers between 0 and 10 (or 20). Over turn a digit card (from a pack of cards). If they have the number bond, cross it off their board. Number Bond Pairs/Number Bond Snap

17.  Year 2: Count up in 2s, 3s, 5s. Counting Sounds: Children close eyes. Adult claps a number of times and children count up that number of times as they hear the sounds (can adapt to any times tables and can start at any number you wish!) Recall multiplication facts for 2x 5x and 10x tables. Times Tables Bingo: http://www.topmarks.co.uk/Flash.aspx?f=BingoMultiplicationv9

18. How Much Should I do At Home?  Focussing on your child’s mental maths can help to support the written methods they may use within school. Focus on counting (forwards and backwards) and NOT always from 0! Remember, fluency and being able to apply is key. E.g. add 3 each time. Let’s start from 28, 31, 34, 37, ?, 43, ?, 49 What numbers are missing? How do you know? Focus on place value (what each digit really represents). E.g. How many tens does 32 have? How many more units does 46 have than 42? How do you know? Draw me number 32 and 23. How are they different? Which is biggest? Why?

19.  Apply maths to real life where possible: E.g. This tin of beans costs 19p and this one costs 23p. Which is the most expensive? How do you know? How many more pennies do I need to buy this packet of biscuits if I only have 5p? I have picked up 3 apples. How many more do we need so that we have 10? Ask children to count as they pick them up and put them into the bag. Using 10p pieces and 1p pieces can be great for place value. Show me 23p using these coins.

20. Your Turn! Explore Ask Take Away