Maths and the new curriculum Tower Road Academy Maths and the new curriculum

Thank you so much for coming!

By the end of the session……. 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. Know how multiplication is taught within school. Understand what reasoning is and what it looks like.

By the end of the session….. And……… Know how you can help your child achieve even better by helping at home.

Principles underlying Curriculum 2014 in maths Raising attainment and heightening expectations. – benchmarked against age related expectations in other ‘high performing’ nations. Deeper learning rather than superficial learning 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. All of this is underpinned by 3 aspects Focus on Fluency, reasoning and solving problems.

Mastery Curriculum Children should: Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Fewer Things; Greater Depth 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. They should be able to then apply their learning to varying contexts. Children need to achieve all their year group’s objectives in order to be at ‘expected’ level. Children will be able to give explanations and reason their ideas.

Higher Expectations 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 – this is based on the Singapore system of mathematics; A full list of the new objectives can be found on the tables; Examples of new content introduced at different year groups are as follows…

Year 1 Examples ‘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 2 Examples 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 3 Examples 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 4 Examples 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 5 Examples 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 6 Examples 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).

Mastery Curriculum Main points Fewer objectives More time on certain objectives Applying knowledge to different situations Being able to explain the mathematical processes and justifying ideas -Known as reasoning.

KS1 example of reasoning question

Ks2 example of reasoning questions

Mastery Curriculum- Reasoning Reasoning is taught throughout every topic of maths.e.g shape, measure etc. Maths is no longer just about ‘going through the motions’. Children have to be able to explain and understand, using mathematical language, the maths they are doing A basic concept can be turned on its head and asked in a completely different way. Like the questions we have just done Reasoning involves many areas: Justifying reasoning and solutions making and testing predictions, conjectures or hypotheses; searching for patterns and relationships; making and investigating general statements by finding examples that satisfy it; explaining and justifying solutions, results, conjectures, conclusions, generalizations and so on: – by testing; – by reasoned argument; disproving by finding counter-examples.

Mastery Curriculum- Reasoning It is challenging because the goal posts have moved, but it is all about positive mind set. Play video of reasoning

New Maths Curriculum Expectations What does your child need to know by the end of each year group?

Mastery Curriculum Have a quick look on your tables. This is just a brief document to show you what the shift looks like

MULTIPLICATON

KS1 Maths Maths Vocabulary as well as the methods we use are important in order to stop confusion and miss-understanding. http://www.bing.com/videos/search?q=albert+and+costello+maths&view=detail&mid=37D80552BF221ED7288337D80552BF221ED72883&FORM=VIRE

Resources Counters Numicon Dienes Interactive computer resources Real Life Cubes Counting Stick Bar Model representation

Reception Progression of this should be:   Counting in 2’s to 10, 20 – forwards and backwards Counting in 2’s to 50, 100 – forwards and backwards Counting in 5’s to 100 – forwards and backwards Counting in 10’s to 100 – forwards and backwards Vocabulary Groups of, lots of, times, array, count, altogether, multiply

Stage 2 – aimed at year 1, 2 Progression of this should be: Counting in 2’s to 10, 20 – forwards and backwards Counting in 2’s to 50, 100 – forwards and backwards Counting in 5’s to 100 – forwards and backwards Counting in 10’s to 100 – forwards and backwards Extending beyond 100 Using number lines alongside equipment Using blank number lines Vocabulary   Groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated, addition, column, row, commutative, sets of, equal groups, … times as big as…, once, twice, three times …

Your turn As a table fill the gaps with the remaining cards Then remove different cards and have different gaps Count forwards and backwards Try different starting points

Commutativity: 2x3 is the same as 3x2

Stage 3 – Aimed at year 3 Progression of this should be: 4 times table

Your Turn Using the cubes. Can you answer this calculation and show your working out as an array? 4 x 5 = Write down 3 facts about your array

Your Turn Using the array you have just seen… Answer 6x9 on the paper. X x x x x x x x x so I broke 6x9 in to easier numbers X x x x x x x x x 4x3= 12 X x x x x x x x x 4x3=12 X x x x x x x x x X x x x x x x x x 5x3=15 X x x x x x x x x 5x3=15 =54

Stage 5 – Aimed at Year 4

Your Turn Using the grids answer 23 x 6 x 20 3 6 120 18 120 + 18= 138

Expanded Method 14 X 6 24 (6x4) 60 (6 x 10) 84

Your Turn 657 X 9 27 (9x3) 630 (70x9) Using the expanded method….. Answer 73 X 9 73 X 9 27 (9x3) 630 (70x9) 657

Stage 6 – Aimed at year 5 and 6

Move away from the expanded method to the compact method 23 x 42 6 (3x2) 4 0 (20 x 2) 1 2 0 (40 x 3) 800 (40 x 20) 966 23 x 42 46 920 966

Reasoning There are some reasoning questions on you table. Have a go at some of them

Reception

Reasoning Y1

Reasoning Y2

Reasoning Y3

Reasoning Y4

Reasoning Y5

Reasoning Y6

How You Can Help ‘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.; Support your child with their homework and try not to pass on any ‘negativity’ about maths to your child.

How we promote Maths Tt Rock stars Mathletics Maths week Maths around the school Working walls

Thank you for coming and your continued support. ANY QUESTIONS?