1. Magic Squares
Have a go at the activity while you are waiting.

2. Aims of today
To raise awareness of some of the changes in the maths curriculum.
To work together and take part in a variety of maths activities.
To take away some ideas to support your children at home.

3. The Aims of the Maths Curriculum
The national curriculum for mathematics aims to ensure that all pupils:
Become fluent in the fundamentals of mathematics, 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.
Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

4. National Curriculum - Maths
Practise, practise, practise. 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.
Emphasis on mental strategies - calculators are no longer used in the KS2 tests. The new programme of study emphasises further the importance of mental fluency and the use of efficient written methods in the four mathematical operations.
Emphasis on developing pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.

5. National Curriculum - Maths
Higher expectations – knowledge introduced earlier than in old curriculum - children will be expected to master some things earlier than they have before.
Five year olds are expected to learn to count to 100 (used to be 20) and learn number bonds to 20 (used to be 10)
Simple fractions taught from KS1 and by end of KS2 children should be able to convert decimal fractions to simple fractions (0.375 = 3/8)
By the age of 9, children expected to know times tables to 12x12 (previously 10x10 by the end of primary school)

7. To achieve these aims, the children experience maths in different ways.= + x %
subtract
more
add
sum
factor
product
Here is a receipt for some shopping. How much did I spend? How much change did I get from £20?

8. Number Sense
Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts.

9. Recalling facts
It is important that children recognise number bonds, different pairs of numbers with the same total.
6 + 2
3 + 2 5 8
7 + 3
5 + 3 10
1 + 4
6 + 4
6 + 1 7
6 + 3
3 + 4 9 6
5 + 4
3 + 3

10. Times Tables
By the age of 9, children expected to know times tables to 12x12 (previously 10x10 by the end of primary school). They need to be able to recall these facts quickly and apply them to problems. They also need to be confident with the related division facts.

11. Place Value
Place value is at the heart of the number system. All digits have a value and a secure understanding of this will enable children to use and understand different calculation methods.

12. 2 3 1 9

13. Which then extends to decimals too.

14. Column methods
Children with a secure understanding of place value will better understand the column method for addition and subtraction.
Understanding place value will help children see the relationship between the columns.

15. Year 2:
Add numbers using concrete objects and pictorial representations leading to an expanded method recording in columns to support place value – two-digit number and ones, two-digit number and tens, two two-digit numbers, three one-digit numbers

17. Year 6:
Use formal written methods of addition and subtraction including with decimals up to three places and calculations that involve different numbers of digits.

19. Implications for helping children at home
Relate to real life contexts - solving problems
Practical applications – time, weighing, money, distance
Ensure firm knowledge of place value
Ensure secure knowledge of tables including the division facts

20. We are going to do some activities to give you some ideas of things you could do at home.
While you’re having a go at the activities think about the maths that you are doing and which age group you think it might be appropriate for.

24. Please take a handout which contains some activities and useful websites to try at home (or when you are out and about) with your children.

25. Finally
Don't tell your child you’re hopeless at maths
•You may remember maths as being hard but you were probably not hopeless, and even if you were, that suggests to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important”
Do play (maths) with your child
•There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox
Do get excited about maths and your child will get excited too!