Mathematics – The New Curriculum. First of all, Don’t panic!! Number chain I start with number 3 Add 9 Divide by 4 Multiply by 5 Multiply by 4 Subtract.

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Mathematics – The New Curriculum

First of all, Don’t panic!! Number chain I start with number 3 Add 9 Divide by 4 Multiply by 5 Multiply by 4 Subtract 42 What number do I have? 18

Aims To become more familiar with the content of the new National Curriculum for Mathematics. To know which formal written methods we use to support the new curriculum. To know how you can support your child at home with mathematics.

Rationale The politics... The new national curriculum has been shaped to provide a level of challenge – and ambition – explicitly sharper than exists in the current national curriculum. Michael Gove, April 2013.

Rationale It is estimated that at least 1 in 4 of adults is innumerate. The employment prospects of today’s students are highly dependent on their level of mathematical knowledge on leaving education. Children must be able to recall quickly and accurately basic number facts (e.g. Number bonds and multiplication tables). Children must be fluent in applying quick, efficient written methods of calculation. DfE 2012

Key Changes Probability has been removed (now in Secondary). Earlier and more challenging requirement for multiplication tables (up to 12x12). Clear expectations around written methods in addition to mental methods. Earlier and more challenging requirement for fractions and decimals. Increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.

Key Changes Financial education has been reinforced with a renewed emphasis on essential numeracy skills, using money and working with percentages. A strong steer that the use of calculators should be restricted until the later years of primary.

The Three Aims The new national curriculum aims to ensure that: Pupils become fluent in the fundamentals of mathematics, through increasingly complex problems and can apply and recall knowledge rapidly. Pupils can reason mathematically by following a line of enquiry, conjecturing relationships and developing a proof using mathematical language. Pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.

Have a go!

Addition Try these, using the formal written method: 656 + 347 658 + 265 784 + 337 849 + 376

Subtraction Try these, using the formal method: 652 – 301 821 – 346 734 – 267 932 – 348

Short Multiplication Try these, using the formal written method: 34 X 6 36 x 9 68 x 4

Long Multiplication Try these, using the formal method: 14 x 19 18 x 21 17 x 19 112 x 19

Short Division Try these, using the formal written method: 84 ÷ 6 180 ÷ 15 210 ÷ 14 156 ÷ 12

What can you do at home to help your child? Parents' attitudes toward mathematics have an impact on children's attitudes. Children whose parents show an interest in and enthusiasm for mathematics will be more likely to develop that enthusiasm themselves. Play games that involve adding. E.g. Shut the Box. Talk about shapes that you see around the home, etc. When out shopping, talk about quantities and how much things cost. Use numbers on signs, car registrations plates, to play games, add and subtract, highest/lowest etc.

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