3. * Number – number and place value, addition, subtraction, multiplication and division, fractions, including decimals and percentages. * Measurement. * Geometry – shape, position and direction. * Statistics. * Ratio and proportion (Year 6). * Algebra (Year 6).

4. * End of Year 2 – 2, 5, 10 times tables. * End of Year 3 – 3, 4, 8 and times tables. * End of Year 4 – 6, 7, 9, 11 and 12 times tables. * Year 5 and 6 – consolidating all times table facts now to include decimal numbers.

5. * Your turn – you have 2 minutes to complete the sheet.

6. * To raise standards * To compete internationally * Be more challenging and rigorous

7. * Fluency – facts and application * Reasoning – argue, justify and prove * Problem solve – range of contexts

8. Use the digits 7, 5, 3, 4, 1. Choose two digits. What’s the largest total you can make? Smallest? What totals between these can you find. Put the totals in order. What’s the largest even total you can make? What’s the smallest? What’s the largest odd total you can make? What’s the smallest?

9. * Counting & writing numerals to 100 * Write numbers in words up to 20 * Number bonds secured to 20 * Use of vocabulary such as equal, more than, less than, fewer, etc.

11. * Solving problems with subtraction * Finding/writing fractions of quantities (and lengths) * Adding two 2-digit numbers * Adding three 1-digit numbers * Demonstrating commutativity of addition & multiplication * Describing properties of shape (e.g. edges, vertices) * Measuring temperature in °C * Tell time to nearest 5 minutes * Make comparisons using = symbols * Recognise £ p symbols

13. * Adding tens or hundreds to 3-digit numbers * Formal written methods for addition/subtraction * Counting in tenths * Comparing, ordering, adding & subtracting fractions with common denominators

14. * Identifying angles larger than/smaller than right angles * Identify horizontal, vertical, parallel and perpendicular lines * Tell time to the nearest minute, including 24-hour clock and using Roman numerals * Know the number of seconds in a minute and the number of days in each month, year and leap year *

16. * Solving problems with fractions and decimals to two decimal places * Rounding decimals to whole numbers * Roman numerals to 100 * Recognising equivalent fractions * Knowing equivalent decimals to common fractions

17. * Using factor pairs * Translation of shapes * Finding perimeter/area of compound shapes * Solve time conversion problems * Dividing by 10 and 100 (incl. with decimal answers)

19. * Understand & use decimals to 3dp * Solve problems using up to 3dp, and fractions * Write %ages as fractions; fractions as decimals * Use vocabulary of primes, prime factors, composite numbers, etc. * Know prime numbers to 20 * Understand square and cube numbers

20. * * Use standard multiplication & division methods for up to 4 digits * add and subtract fractions with the same denominator * multiply proper fractions and mixed numbers by whole numbers * deduce facts based on shape knowledge * distinguish regular and irregular polygons * calculate the mean average *

22. * Compare and ordering fractions greater than 1 * Long division * 4 operations with fractions * Calculate decimal equivalent of fractions * Understand & use order of operations * Plot points in all 4 quadrants * Convert between miles and kilometres *

23. * * Name radius/diameter and know relationship * Use formulae for area/volume of shapes * Calculate area of triangles & parallelograms * Calculate volume of 3-d shapes * Use letters to represent unknowns (algebra)

25. Concrete representation This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

26. Pictorial Experiences Pictorial representation using representations, such as a diagram or picture of the problem.

27. Abstract representation The symbolic/abstract stage - a child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6

28. Fixed Mindset VS Growth Mindset Born SMART….?

29. Growth Mindset Born SMART….?

30. Fixed mindset people believe: Intelligence is set in stone. Getting things wrong is a weakness.

31. Growth mindset people believe: Learning requires HARD WORK and EFFORT. ALL individuals CAN LEARN and improve.

32. I liked the way you tried different strategies on that problem.

33. Everyone learns things at a different rate but if you keep trying like this you will get there

34. *Motivation/Effort *New learning * Struggle and persistence despite any set backs * Strategies and choices

35. * Fixed Mindset * I like my work to be easy * I don’t like to try a challenge * I want people to praise me for how clever I am * I believe I cannot change how clever I am * I don’t like to try new things because I won’t be very good at it * I give up easily * Growth Mindset * I never give up * I like my work to be difficult – it means I am learning * I love challenges * I want people to praise me for the effort I put into my work * I believe I can get more intelligent by working hard * I feel clever when I’m learning something new * I learn from my mistakes

36. Some adults can be more negative about Maths than, for example, reading. Why?

37. ‘I was never very good at maths.’ ‘Mum’s the maths person’ ‘It doesn’t make sense’ ‘I can’t understand it’ Please help make maths important to your children.

38. * Cook – measuring and weighing * Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! * Money * Comparing heights * Birthdays, Months of the year, Days of the week

39. * Cook – measuring and weighing * Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! * Money * Comparing heights * Birthdays, Months of the year, Days of the week

40. * Maths is about spotting patterns, making links and understanding how pieces of knowledge fit together. NOT purely memorising facts and procedures by rote.

41. Thankyou for coming along this morning.

43. Maths NumberGeometryMeasure Statistics

44. Maths NumberGeometryMeasure Statistics

45. Addition Repeated addition Number Subtraction Multiplication Division Repeated subtraction Mental and Written

46. Addition In Reception we start with practical counting, songs, rhymes and numbers around us in the world. We also practise writing numbers perhaps in sand or in the air. Vocabulary like more/less/add/altogether is introduced.

47. Addition Children may then move on to a number line counting on. 3 + 2 = 5 +1 +1 ___________________________________________ 0 1 2 3 4 5 6 7 8

48. Addition Children may be taught number bonds, how to count in 2’s, 5’s and 10’s or partitioning at this stage….

49. Addition

50. 34 + 23 = 36 + 28 =

51. Addition Children may then move on to a number line counting on with bigger numbers. 34 + 23 = 57 +20 +3 ___________________________________________ 34 54 57

52. Addition We may also use holding hands and smiling faces to help adding while also reinforcing partitioning. 3 4 + 2 3 = 57 30 4 20 3 50 + 7

53. Addition Children may then move on to partitioning and recombining. 3 4 + 2 3 = 30 + 20 = 50 4 + 3 = 7 57

54. Addition Next comes column addition. 3 4 + 2 7 = 34 27 61 +

55. Addition Finally, bigger numbers and decimals. 12.3 4 + 8.2 7 12.34 8.27 20.61 +

56. Subtraction In Reception we start with practical counting using bead strings, cubes and other familiar items. Vocabulary like take away/ less is introduced. Then we start to write using the - symbol.

57. Subtraction Children may then move on to a number line counting back. 5 - 3 = 2 -1 -1 -1 ___________________________________________ 0 1 2 3 4 5 6 7 8

58. Subtraction We may use counting on…finding the difference. 5 - 3 = 2 +1 +1 ___________________________________________ 0 1 2 3 4 5 6 7 8

59. Subtraction Children may then move on to using tens… 50 - 30 = 20 -10 -10 -10 ___________________________________________ 20 30 40 50

60. Subtraction partitioning

61. Subtraction Then we move on to a number line counting back with bigger numbers. 57 - 23 = 34 -4 -10 -10 -10 ___________________________________________ 23 27 37 47 57

62. Subtraction 57 – 19 =

63. Subtraction Children then move on to a number line subtracting by adjustment. 57 - 19 = 38 -10 -10 ___________________________________________ 37 38 47 57 +1

64. Subtraction Children may then move on to partitioning and recombining... 1 3 4 - 2 3 = 130 - 20 = 110 4 - 3 = 1 111 +

65. Subtraction Next comes column subtraction, including decimals. 2 3 4 - 1 2 7 = 234 127 107 - 1 2

66. Multiplication Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical problem solving activities involving equal sets or groups.

67. Multiplication Children will develop their understanding of multiplication and use jottings to support calculation. Repeated addition 3 times 5 5 + 5 + 5 = 15 3 lots of 5 5 x 3

68. Multiplication Repeated addition can be shown easily on a number line. 5 5 5

69. Multiplication Multiplication can also be shown with an array… 3 x 5 = 15 5 x 3 = 15

70. Multiplication 346 x 9 =

71. Multiplication Children are taught x10, x100, x1000 as a precursor to the Grid Method… 346 x 9 = 3114 X 300406 9270036054 2700 360 54 3114

72. Multiplication Grid Method can also be used for decimals. 34.6 x 9 = 311.4 X 304.6 9270365.4 270 36 5.4 311.4

73. Multiplication Short multiplication. 346 x 9 = 3114 3 4 6 9 3 1 1 4 x 5 4

74. Multiplication 123 x 35 =

75. Multiplication Long Multiplication.

76. Division Doubling and halving Knowing that halving is dividing by 2. Deriving and recalling division facts from times tables. Dividing by 10 or 100 Knowing that the effect of dividing by 10 is a shift in the digits one place to the right. Knowing that the effect of dividing by 100 is a shift in the digits two places to the right.

77. Division Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

78. Division Sharing equally 6 sweets shared between 2 people, how many do they each get? 6 shared between 2.

79. Division Grouping or repeated subtraction There are 6 sweets, how many people can have 2 sweets each? 6 divided into groups of 2.

80. Division Repeated subtraction using a number line or bead bar… 12 ÷ 3 = 4 -3 -3 -3 -3 0 1 2 3 4 5 6 7 8 9 10 11 12

81. Division Division = repeated subtraction 72 ÷ 3 =

82. Division Short division TU ÷ U 72 ÷ 3 2 4 3 ) 7 2 How many 3s in 7 (2)? How many left over? (1) How many 3s in 12? (4) 1

83. Division Chunking (repeated subtraction) TU ÷ U 72 ÷ 3 = 3 ) 72 - 30 10x3 42 - 30 10x3 12 - 12 4x3 0

84. Division How many times does 14 go into 24?... 14 x 1 = 14. Write the 01 above the 24 and the result is written below the 24. Work out the remainder by subtracting 14 from 24, 24 -14 = 10 Now bring the 6 down to make 106 the next number to divide into. Continue as before - In this case there is a remainder. 2461 ÷ 14 = 175 r 11