1. Monday 10th November 2014 Maths Meeting

2. Outline of the presentation Coten End vision. Curriculum 2014 EYFS and KS1 Maths What’s changed? How we teach calculation methods at Coten End? Statutory assessments How can parents help?

3. Coten End vision

4. At Coten End, we believe: Maths is a vital part of everyday life: it teaches children how to make sense of the world around them. It develops their ability to calculate, solve problems. Numbers are one way that we communicate between ourselves about our world; therefore, we need to understand what numbers represent how numbers are used and how to describe the world mathematically. Maths is a core subject with a range of cross-curricular links (e.g. data handling in Science, measures in Geography) but most often, is best taught discretely, using opportunities from other subjects to rehearse skills in a context. Numeracy involves developing confidence and competence in number work; shape, space and measure; handling data and the using and applying of these skills. At Coten End we firmly believe that all pupils deserve the highest quality “diet” of mathematical teaching and learning experiences. Children will learn individually, in pairs and in a group throughout their time at Coten End. They will also experience using a range of equipment, including ICT, to develop their mathematical understanding We aim to ensure that all children are able to appreciate how Mathematics links to everyday life and we promote, in particular, the fundamental skills of time telling, weights and measures, money (including finding change) and reading and interpreting timetables.

5. Curriculum 2014

8. Early Years Foundation Stage Mathematics The early learning goals Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

9. Year 1 Changed contentHow it is different? count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Formerly Year 2 count in multiples of twos, fives and tens Formerly Year 2 represent and use number bonds and related subtraction facts within 20 Formerly Year 2 compare, describe and solve practical problems for capacity/volume measure and begin to record the following: capacity and volume New content describe position, directions and movements, including … three-quarter turns Formerly Year 2

10. Changed contentHow it is different? count in steps of … 3… from any number, forward or backward Formerly Year 3 recognise, find, name and write fractions 1/3 …. of a length, shape, set of objects or quantity Formerly Year 3 choose and use appropriate standard units to estimate and measure … temperature (°C)…to the nearest appropriate unit, using … thermometers Formerly Year 3 compare and order … volume/capacity and record the results using >, < and = Formerly Year 3 tell and write the time to five minutesFormerly Year 3 Year 2

11. Year 3 Changed contentHow it is different? count from 0 in multiples of 4, 8, 50 and 100Formerly Year 4 add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Formerly Year 4 recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Formerly Year 4 write and calculate mathematical statements for multiplication and division … progressing to formal written methods Formerly Year 4 solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects New content add and subtract fractions with the same denominator within one wholeNew content measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Formerly Year 4 measure the perimeter of simple 2-D shapesFormerly Year 4 tell and write the time… using Roman numerals from I to XII…New content tell and write the time from an analogue clock, including using 24-hour clocksFormerly Year 5 estimate and read time with increasing accuracy to the nearest minute… use vocabulary such as a.m./p.m… Formerly Year 4 identify horizontal and vertical lines and pairs of perpendicular and parallel linesFormerly Year 4 and Year 5

12. Year 4 Changed contentHow it is different? count backwards through zero to include negative numbersFormerly Year 5 read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value New content recall multiplication and division facts for multiplication tables up to 12x12New content use place value, known and derived facts to multiply and divide mentally, including… multiplying together three numbers New content multiply two-digit and three-digit numbers by a one-digit number using formal written layout Formerly Year 5 multiply two-digit and three-digit numbers by a one-digit number using formal written layout New content add and subtract fractions with the same denominatorNew content round decimals with one decimal place to the nearest whole numberFormerly Year 5 read, write and convert time between analogue and digital 12 and 24-hour clocks Formerly Year 5 describe positions on a 2-D grid as coordinates in the first quadrantFormerly Year 5 describe movements between positions as translations of a given unit to the left/right and up/down Formerly Year 5 plot specified points and draw sides to complete a given polygonFormerly Year 6

13. Calculation methods

14. 1.Empty number line

15. 2. Partitioning

16. 3. Expanded method Adding the tens first: Adding the ones first:

17. 4. Column method upto HTU +HTU Need to be able to: Add U +U. Have place value awareness. Organisation (layout) Ability to estimate. Can check answers for reasonableness.

18. 1.Using the empty number line

19. 2. Partitioning 74 – 27 = 74 – 20 – 7 = 54 – 7 = 47

20. 3.Expanded layout, leading to column method

21. 4.The expanded method for three-digit numbers Need to be able to: Subtract U from U ; U from TU Have place value awareness. Organisation (layout). Knows to work from right to left. Understands conservation of number. Knows larger number goes “on top”. Knows you can only exchange one ten, hundred, thousand etc. Ability to estimate. Can check answer for reasonableness.

22. 5. Compact method of subtraction

23. 1.Multiplication using a number line

24. 2. Mental multiplication using partitioning

25. 3.The grid method

26. 4. Expanded short multiplication, leading to compact method Need to be able to: Knows times tables Have place value awareness. Procedural fluency. Organisation (layout) Ability to estimate Can check by applying the inverse. Useful websites:

27. 5. Long multiplication Need to be able to: Knows times tables Have place value awareness. Procedural fluency. Organisation (layout) Ability to estimate Can check by applying the inverse.

28. 1.Repeated subtraction using a number line 20÷4=5

29. 2. Develop and refine Number Line Method 84 ÷ 6

30. 3.Remainders

31. 4. ‘Expanded’ method for HTU ÷ U Need to be able to: Know times tables Understand the effect of x by 10 and 100. Have place value awareness. Can subtract HTU from HTU. Organisation (layout) Ability to estimate Can check

32. Know number bonds U+U (eg. 7+8; 5+3; 9+9 etc..) to give instant answer. Know number bonds U-U; TU-U (eg. 8-3; 4-3; 20-7; 15-8 etc..). Instant recall of times tables. Knows the effect of multiplying by 10 and then 100. Can round numbers to the nearest 10 or 100. Can estimate. Understands what a reasonable estimate is. Understands what a reasonable answer is. Understands what a half, quarter, third, fifth, tenth means). Can find a fraction of the total. Can understand mathematical vocabulary.

33. Useful websites: Nrich (problem solving activities; general reasoning) West Midlands net Mathletics ICT games Useful activities Reading clocks; telling the times Handling money “Tell me a fact” Rolling dice (board games) Let the children be the “expert”. Maths stories.

34. Statutory assessments

37. How can parents help?

38. Consistency of methods Vocabulary Number bonds / related facts Times tables (Y2 onwards) Life skills: time and money