Supporting your child with number fluency Maths in KS1 Supporting your child with number fluency A guide for parents

Aims To look at some of the changes to maths under the new curriculum. To understand what we mean by number fluency. To tell you about what we are doing in school to help develop number fluency. To look at some ways in which you can support your child at home.

The New National Curriculum

The Main Changes Higher expectations overall – benchmarked against other nations. Fewer things in more depth. • Greater emphasis on arithmetic, including both written and mental calculations.

A Mastery Curriculum The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Decisions about when to progress will be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, through additional practice, before moving on.

Aims The national curriculum for mathematics aims to ensure that all pupils: 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.

Number Fluency Is not: Memorising and repeating a procedure over and over again.

Number Fluency There are three key goals – efficiency, accuracy and flexibility. Efficiency – children have strategies that they understand, that don’t have too many steps, where they can keep track of their working etc. Accuracy – children can record carefully, use known facts correctly and check their answers. Flexibility – children can choose appropriate skills and strategies to solve problems.

Number Sense Children need to be both procedurally and conceptually fluent – they need to know both how and why. Children who engage in a lot of practice without understanding what they are doing often forget, or remember incorrectly, those procedures.

What are we doing in school?

Increasing our use of resources (manipulatives) Children are using resources across the school to help make links between concrete and abstract ideas.

Numicon helps make links between concrete and abstract ideas. Representing a number Making 10 Division Odd and Even

Beadstrings Children are also using bead strings which are another way of giving children a visual picture of the number system. They can be used in many different areas of maths.

Place Value Resources There are many visual ways of helping children to understand tens and units (place value).

Daily Mental Maths Children are doing daily mental maths practice to repeat and consolidate key skills: Addition & subtraction facts – number bonds Doubles/halves Counting in 2s, 3s, 5s, 10s etc Counting on and back from different starting points Order a set of random numbers Identify number patterns on number lines and number squares. Recall multiplication facts for 2x, 5x and 10x tables. Addition and subtraction using a 2 digit and a 1 digit number. Odd and even numbers

Calculation Methods + - x ÷

Addition Using a blank number line   24 + 3 = +1 +1 +1 __________________ 24 25 26 27 Adding a 1 digit number   24 + 30 = +10 +10 +10 __________________ 24 34 44 54 Adding a tens number 

You can now combine the 2 strategies to add a 2 digit number 34 + 23 =   +10 +10 +1 +1 +1 ______________________________ 44 54 55 56 57

Subtraction 25 - 4 = -1 -1 -1 -1 _______________________ You simply reverse the skill of adding on a blank number line: 25 - 4 = -1 -1 -1 -1 _______________________ 21 22 23 24 25

Multiplication We begin by teaching repeated addition:   2 + 2 + 2 = 6

Multiplication 2 + 2 + 2 = 6 3 groups of 2 = 6 3 x 2 = 6 Then we introduce the x sign as a quicker method of calculating:   2 + 2 + 2 = 6 3 groups of 2 = 6 3 x 2 = 6

Multiplication The children can show groups to solve a x problem:

Multiplication 5 x 3 = 15 3 rows of 5 3 x 5 = 15 Arrays illustrate how a multiplication sum can be reversed (commutative): 5 rows of 3 5 x 3 = 15 3 rows of 5 3 x 5 = 15

Division Grouping and arrays are also used to solve division facts:

What can we do at home?

Helping my child develop fluency Although simply recalling facts is not fluency, by practicing number facts and number skills at home, your child will become more confident in applying them in different situations in school.

Rapid Recall Number Skills Rapid recall skills children need to enable fluency in calculations: Number bonds to 10 and 20 Doubles and halves Counting on and BACK in 2s, 3s, 5s Counting on and back in 10s from different starting points Recall multiplication facts for 2x, 5x and 10x tables.

Other Maths Support There are various websites aimed at helping parents to support their children’s learning in maths. Oxford Owl has games, activities and a ‘jargon buster’ - http://www.oxfordowl.co.uk/forhome/maths-owl/maths National Numeracy Parent Toolkit has tips and advice for different age groups - http://www.nnparenttoolkit.org.uk/

Websites http://resources.woodlands-junior.kent.sch.uk/maths/ http://www.ictgames.com/resources.html http://www.amathsdictionaryforkids.com/dictionary.html https://uk.ixl.com/ http://www.mathsisfun.com/ http://www.bbc.co.uk/bitesize/ks1/maths/ http://www.bbc.co.uk/bitesize/ks2/maths/ http://www.multiplication.com/ http://mathszone.co.uk/ http://www.ilovemathsgames.com/

Apps Squeebles Place Value Beebot Times Table Quiz Show me Sushi Monster Maths Duel Mathsboard Motion Math Multiply Wiz Math Bingo Numberbonds Pro Mr Thorne (3 apps) Wee Kids Maths Lets do mental maths Mathletics

Problem Solving Pairs of Numbers Strike it out Totality

Pairs of numbers Pairs of Numbers Stage: 1 If you have ten counters numbered 1 to 10, how many can you put into pairs that add to 10? Can you use them all? Say how you got your answer. Now put the counters into pairs to make 12. Can you use them all? Say how you got your answer. Now put the counters into pairs to make 13. Now put the counters into pairs to make 11.

Strike it out

Totality

Thank you for coming… Questions?