Parent/Carer Information Meeting Maths

Aims of the workshop To outline the main changes to the new primary maths curriculum To provide parents with ideas and activities that they can use at home to support children’s maths development To outline the clear progression of the four calculation methods and how these are taught at Cliff Lane

Key Aims of the New Maths Curriculum Fluent recall of mental maths facts To reason mathematically Problem solving Fluent recall of mental maths facts e.g. times tables, number bonds To reason mathematically – children need to be able to explain the mathematical concepts with number sense; they must explain how they got the answer and why they are correct Problem solving - applying their skills to real-life contexts

Key differences of the new maths curriculum Five-year-olds (Yr 1) are expected to learn to count up to 100 and learn number bonds to 20 Simple fractions (1/4 and ½) are taught from KS1 By the age of 9, children are expected to know time tables up to 12 x 12 By Year 4, children are expected to know roman numerals to 100 By Year 5, children are expected to add, subtract and multiply fractions; calculate the mean average By Year 6, children are expected to convert miles and kilometres; use letters to represent unknowns No more calculator skills in the primary curriculum, no more rotation, probability and no more requirements for mean, median and mode

How can you help at home? A focus on mental calculations- times tables and number bonds (card game) The ability to estimate- at the shops, how much will it come to? Bill at the restaurant To use maths in a real life context- If a packet of sweets has 6 sweets in, how many in 5 packets? To ask children to explain how they have calculated something using a method that suits them. Teach children written calculations following the progression in the booklet- when they are ready to move on

How do children learn the calculation methods? All staff teach the children in accordance with our calculation policy which was written to meet the requirements of the National Curriculum

Addition – Year 1 Combining two sets of objects (aggregation) which will progress onto adding on to a set (augmentation) Understanding of counting on with a numbertrack Understanding of counting on with a numberline(supported by models and images)

Addition – Year 2 Continue to use number lines to develop understanding of: Counting on in tens and one 23 + 12 = 23 + 10 + 2 = 33 + 2 Partitioning and bridging through 10. The steps in addition often bridge through a multiple of 10 e.g. Children should be able to partition the 7 to relate adding the 2 and then the 5. Number bond knowledge is key! 8 + 7 = 15 Adding 9 or 11 by adding 10 and adjusting by 1 (Cheating) e.g. Add 9 by adding 10 and adjusting by 1 35 44 45 35 + 9 = 44

Addition – Year 3 Partition into tens and ones Partition both numbers and recombine. Count on by partitioning the second number only e.g. 247 + 125 = 247 + 100 + 20+ 5 = 347 + 20 + 5 = 367 + 5 = 372 Partitioning in different ways and recombine 47+25 47 25 60 + 12

Addition – Year 3 continued.. Expanded written method 40 + 7 + 20 + 5 = 40+20 + 7 + 5 = 60 + 12 = 72 This can be extended to 2 and 3 digit numbers 247 + 125 372 1

Addition – Year 4 Compact Written Method Extend to numbers with at least 4 digits. Children should be able to make the choice of reverting to expanded methods if experiencing any difficulty. Extend to up to two places of decimals (same number of decimals places) and adding several numbers 72.8 + 54.6 127.4 1 1

Addition – Year 5 and 6 Written methods (progressing to more than 4-digits) As year 4, progressing when understanding of the expanded method is secure, children will move on to the formal column method for whole numbers and decimal numbers as an efficient written algorithm.   172.83 + 54.68 227.51 1 1 1 Written methods As year 5, progressing to larger numbers, aiming for both conceptual understanding and procedural fluency with column method to be secured. Continue calculating with decimals, including those with different numbers of decimal places

Subtraction – Year 1 Understand subtraction as take-away: -5 0 14 19 Understand subtraction as finding the difference:

Subtraction – Year 2 Counting back 37 – 12 = -2 -10 25 27 37 -2 -10 25 27 37 Find the difference 46 – 28 = +2 +10 +6 28 30 40 46 2+10+6= 18 Cheating 34 – 9 = - 10 +1 24 25 34

Subtraction – Year 3 Convert 1 ten to 10 ones 2 3 5 1 7 1 8 1

Subtraction – Year 4, 5 and 6 Once children are secure with the expanded method, they move to the formal method of decomposition. To begin with children will use this method along side suitable apparatus to visually see what they are doing and to gain a greater understanding. Once children are secure in the method, they progress by calculation larger number and decimals.

Multiplication – Year 1 Children must have secure counting skills – being able to confidently count in 2s, 5s and 10s. Children should reason about what they notice in number patters. Washing lines and other practical resources can be used for counting

Multiplication – Year 1 continued.. Use apparatus to develop the vocabulary relating to ‘times’ e.g. Pick up five, 4 times Use arrays to understand multiplication can be done in any order (commutative law) 2 groups of 4 0 2 4 6 8 4 groups of 2 0 2 4 6 8

Multiplication – Year 2 Children should be able to recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables and the 9 time table- using fingers. Children begin to develop an understanding of multiplication as scaling (3 times bigger/taller) Children to double numbers up to 10 + 10 Using their knowledge of doubles, children to double 2 digit numbers and begin to take jottings 16 10 6 x2 20 12 20 + 12 = 32

Multiplication – Year 3 Children should be able to recall and use multiplication and division facts for the 3, 6, 4 and 8 multiplication tables- through using their knowledge of doubling to connect 2, 4, 8 and 3, 6. Children should develop their written methods using their previous knowledge and understanding of visual images. Using arrays and then progressing to grid method

Multiplication – Year 4 1 8 x 3 5 4 1 8 x 3 5 4 2 Children should be able to recall and use multiplication and division facts for the 7, 11 and 12 multiplication tables. Children to embed and deepen their understanding of the grid method to multiply 2 digits x 2 digits – still linking back to their understanding of arrays When children are ready they move into the formal methods   1 8 x 3 5 4   1 8 x 3 5 4 2

Multiplication – Year 5 and 6 Children should be able to recall and use multiplication and division facts for all tables up to 12 x 12. They should be able to identify factors and multiples, including factor pairs of a number and common factors of two numbers. Children to embed and deepen their understanding of the formal method. Exploring how it is support by the grid method.   1 8 x 3 5 4 2

Division – Year 1 Children begin by grouping and sharing small quantities, understanding the difference between the two concepts. Sharing- developing one to one correspondence using concrete apparatus Grouping- the children should use their counting skills Arrays can be used for representation for division. 15 ÷ 3 = 5 There are 5 groups of 3. 15 ÷ 5 = 3 There are 3 groups of 5

Division – Year 2 Children progress from using concrete objects to using a number line for grouping. Children group from zero in jumps of the divisor to find out ‘how many groups of 3 are there in 15?’ 15 ÷ 3 = 5

Division – Year 3 Children continue using a number line to group How many 6’s are in 30? 30 ÷ 6 can be modelled as: Children become more efficient at using a number line by partitioning the dividend in different ways 48 ÷ 4 = 10 x 4 2 x 4 0 40 48 Introduce calculations with remainders 49 ÷ 4 = 12 r1 Sharing- Share 49 between 4. How many left over? Grouping- How many make 49? How many left?

Division – Year 4 Children should progress in their use of written division calculations: Using tables facts with which they are fluent (these will influence their ‘chunks’) Experiencing a logical progression in the numbers they use, for example:

Division – Year 4 continued.. Formal short division should be introduced once children have a good understanding of division. Teach alongside chunking and use of Dienes

Division – Year 5 and 6 Children begin to practically develop their understanding of how to express the remainder as a decimal or a fraction. Ensure practical understanding allows children to work through this.

Thank you for coming and I hope you have found the session useful Please complete a feedback form before leaving Do not hesitate to ask if you ever have an mathematical questions