1. Keeping up with the Kids in Maths – KS1

2. Session 1 – What is Mastery? Number and Place Value

3. There is evidence to show that parental involvement can boost a child’s learning by up to five months in a year.

4. Aims of today
To understand how we have changed the way we teach maths using the New National Curriculum
To learn how this relates to teaching about numbers and the number system
Give you some ideas of how you can help your child at home

5. The New Maths Curriculum
The National Curriculum aims to ensure that all children should develop:
Fluency - through lots of practice become good at understanding numbers and calculations and recall of number facts quickly.
Mathematical Reasoning - working out relationships and spotting patterns. Being able to explain and prove what they think about numbers or calculations and using mathematical language.
Problem Solving - applying their mathematics to a variety of problems and showing perseverance in finding solutions (keep on trying, never give up attitude).

6. What do we mean by mastery in maths?
Everybody can understand and do maths
- ‘I can . .’
(that means you too!)
All showing a deep understanding in all areas of maths – lots of mathematical thinking and talking
Some will go on to work at greater depth
Don’t tell your children you’re ‘no good’ at maths.
Vast majority do the same work.
Not just recall or knowing one way to work something out.
Children don’t move onto higher numbers when they understand they deepen their understanding by having challenges, looking at thinks from another angle (relate to reading). Accelerated learning can lead to shallow learning and lack of real understanding.

7. Maths is often abstract
Maths is often abstract. We help the children to understand the abstract.
This will go through everything we do – the number system we are talking about today and then addition, subtraction, multiplication, division and fractions other weeks.

8. Number and Place Value Y1 Pupils should be taught to:
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
given a number, identify one more and one less
identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
read and write numbers from 1 to 20 in numerals and words.

9. Number and Place Value Y2 Pupils should be taught to:
count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
recognise the place value of each digit in a two-digit number (tens, ones)
identify, represent and estimate numbers using different representations, including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems.

10. Concrete Can you use the manipulatives on your table to show 57?
What is the value of the 7 digit in 57, 5 digit in 57? Answer in a full sentence.
Can you use the manipulatives on your table to show 57?

11. Pictorial Choose a way to show 17 ? 23 20
Explain to your partner how your picture shows this number. 23 20 ?

12. Abstract

13. C – P – A

14. Maths talk is important
e.g. Ordering Numbers less, fewer, smaller least, fewest, smallest more, greater, larger most, greatest, largest before, after, between one more, one less two more, two less etc

15. Order these numbers 63, 75, 69 Prove to your partner it is right. e. g
Order these numbers 63, 75, 69 Prove to your partner it is right. e.g. 7 tens is more than 6 tens so 75 is more than 73 and 75 is more than is the greatest 3 ones is less than 9 ones so 63 is less than is the smallest

16. 4 5 6
Using these digits, what is the greatest two-digit number you can make? Convince me!

17. How to help at home
Count – anything and everything, forwards and backwards, starting at any number
Shop
Cook
Plan an outing
Play games – cards, snakes and ladders
Talk about the weather forecast
Plan what to watch on the TV – look up the time and keep an eye on the clock
Out and about – door numbers, speed signs
Ask good questions – tell/show me how you know you’re right, prove it to me, convince me, what do you notice, can you see a pattern

18. Thank you
Any questions?
Next week addition