1. October 2013 Calculations Parent Workshop October 2015 Years 3 and 4

2. The 3 Main 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. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

3. Programme of Study The new curriculum covers these different areas of maths; Number and place value Addition and subtraction Multiplication and division Fractions Measurement Geometry - Properties of shapes Geometry - Position and direction Statistics Algebra (Year 6) Ratio and Proportion (Year 6)

4. What are the changes? There's quite a lot of new content which, up until now, has been regarded as the province of ‘secondary maths’. This includes an increasingly complex understanding of fractions and decimals. Some content has moved ‘down’ by one or two years, meaning children will be expected to master some things earlier than they have before.

5. What are the changes? Practice is key! The aims state that it is imperative to keep key maths fundamentals, such as times tables and number facts, "on the boil" through varied and repeated practice in order that children can solve progressively complex problems.

6. What are the changes? There is a renewed emphasis on calculating and problem solving with fractions and decimals and less on data handling (now called statistics). As you may have heard, calculators are now banned in the Year 6 SAT. The new programme of study backs up its stance on calculators by emphasising further the importance of mental fluency and the use of efficient written methods in the four mathematical operations.

7. Levels Gone Levels have now gone: National curriculum levels are to be replaced by a precise scales score where 100 will represent the new standard at the end of key stage assessments. (SATs) There is no national method of assessing a child’s mastery of the objectives for each year nor their progress within the new curriculum. The responsibility for this has been given to schools.

8. Classroom Monitor Children will be tracked using Classroom Monitor. Teachers record assessment judgements, targets and evidence of learning into the curriculum-mapped online markbooks. See each pupil’s next steps at a glance. Ensure summative assessment scores are informed by an on going formative process.

9. Classroom Monitor Step-by-step progress tracking This will cover all subjects, and uses the ‘beginning, developing, secure and exceeding’ terminology to demonstrate ‘depth and breadth’ of knowledge and understanding. The Progression Framework also provides ‘what to look for’ guidance linked to the assessment criteria to support robust teacher assessment judgements, moderation and evidence gathering.

10. Assessment Expectations Stage 3/4 Beginning (Baseline) Stage 3/4 Beginning + (Oct) Stage 3/4 Developing (Dec) Stage 3/4 Developing + (Feb/Apr) Stage 3/4 Secure (July) Stage 3/4 Exceeding (July)

11. Steps of Progression

12. Reporting to Parents

13. The Four Operations Addition Subtraction Multiplication Division Year 3 and 4

14. How are mathematical calculations taught ? All four calculation methods are taught from Year 1 to Year 6 (Addition, Subtraction, Multiplication and Division). Your children will be taught, and asked to use, a number of informal and formal methods to solve these calculations. Informal methods - use of number lines, grids or other visual forms. Formal methods - Written calculation methods.

15. Both styles of calculation are encouraged. We will teach informal methods first to ensure the children understand the process of the calculation. They will then be taught formal methods as a more efficient method. There is a greater focus on informal methods in Key Stage 1 and formal methods in Key Stage 2. However, methods will be introduced and taught depending on children ’ s ability and progress. Although they may be asked to use a specific method during a lesson, eventually they will be allowed to choose the best method for themselves or for the calculation.

16. The Four Operations Addition Year 3 and 4

17. Addition Your Turn! Can you work out the answer to 256 + 387? 2475 + 3845? Year 3 and 4

18. The Four Operations Subtraction Year 3 and 4

19. Subtraction Your Turn! Can you work out the answer to 162 - 138? 254 - 189? Year 3 and 4

20. The Four Operations Multiplication Year 3 and 4

21. Multiplication Times Tables By the end of Year 3, the children should know their 2,3,4,5,6,7,8 and 10 times tables. By the end of Year 4, the children are expected to know all of their times tables up to 12 x 12. Year 3 and 4

22. Multiplication Your Turn! Can you answer these questions: 72 x 5? 237 x 3? Year 3 and 4

23. The Four Operations Division Year 3 and 4

24. Division Your Turn! Can you work out 155 ÷ 5 using the short method? Year 3 and 4

25. How can you help at home? Check the calculations policy on the school website. Help your child to be secure with their times tables and related division facts. Putting their learning into a real life context e.g. cooking, shopping, money, measuring. Ask your child to show you their method. Can they explain each stage clearly? Allow your child to use the method they feel comfortable with. Ask the class teacher if you are unsure. Make it fun! Year 3 and 4

26. There are now some activities at the back of the room for you to try. Thank you for coming. Calculations Year 3 and 4