1. Much Woolton Catholic Primary Parents’ Workshop Thursday 7th December

2. National Curriculum

3. Aims of the Mathematics National Curriculum
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 are able to recall and apply their 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.

4. Concrete Resources: Models and Images and Representations
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9

5. Number and Place Value: Year 3
count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
recognise the place value of each digit in a three- digit number (hundreds, tens, ones)
compare and order numbers up to 1000
identify, represent and estimate numbers using different representations
read and write numbers up to 1000 in numerals and in words
solve number problems and practical problems involving these ideas.

6. Number and Place Value: Year 4
count in multiples of 6, 7, 9, 25 and 1000
find 1000 more or less than a given number
count backwards through zero to include negative numbers
recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
order and compare numbers beyond 1000
identify, represent and estimate numbers using different representations
round any number to the nearest 10, 100 or 1000
solve number and practical problems that involve all of the above and with increasingly large positive numbers
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.

7. Number and Place Value: Year 5
read, write, order and compare numbers to at least
and determine the value of each digit
count forwards or backwards in steps of powers of 10 for any given number up to
interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
round any number up to to the nearest 10, 100, 1000, and
solve number problems and practical problems that involve all of the above
read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

8. Number and Place Value: Year 6
read, write, order and compare numbers up to and determine the value of each digit
round any whole number to a required degree of accuracy
use negative numbers in context, and calculate intervals across zero
solve number problems and practical problems that involve all of the above.

9. Addition and Subtraction: Year 3
add and subtract numbers mentally, including:
a three-digit number and ones
a three-digit number and tens
a three-digit number and hundreds
add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
estimate the answer to a calculation and use inverse operations to check answers
solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

10. Multiplication and Division: Year 3
add and subtract numbers mentally, including:
a three-digit number and ones
a three-digit number and tens
a three-digit number and hundreds
add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
estimate the answer to a calculation and use inverse operations to check answers
solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

11. Addition and Subtraction: Year 4
add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
estimate and use inverse operations to check answers to a calculation
solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

12. Multiplication and Division: Year 4
recall multiplication and division facts for multiplication tables up to 12 × 12
use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
recognise and use factor pairs and commutativity in mental calculations
multiply two-digit and three-digit numbers by a one-digit number using formal written layout
solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

13. Addition and Subtraction: Year 5
add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
add and subtract numbers mentally with increasingly large numbers
use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

14. Multiplication and Division: Year 5
identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
establish whether a number up to 100 is prime and recall prime numbers up to 19
multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
multiply and divide numbers mentally, drawing upon known facts
divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000
recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple ratios

15. Year 6: + - x /
multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
perform mental calculations, including with mixed operations and large numbers
identify common factors, common multiples and prime numbers
use their knowledge of the order of operations to carry out calculations involving the four operations
solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
solve problems involving addition, subtraction, multiplication and division
use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

21. Maths doesn’t have to be about doing ‘sums’ Praise success
Golden Rules at Home
Positive attitudes
Maths doesn’t have to be about doing ‘sums’
Praise success
Mathematical language

22. If you enjoy maths yourself, so will your child
Most importantly…
Enjoy maths
If you enjoy maths yourself, so will your child
Enjoying maths is the path to success.

23. This is the online website that we use for homework and games.
All children have been provided with a username and password for MyMaths.
This is the online website that we use for homework and games.
If your child has a tablet, MyMaths can be accessed via the Puffin Academy app which is free to download from the App Store.
School username: muchwoolton
Password success2

24. Maths of the Day
All of our children take part in an active maths lesson at least once per week. Look out on our school website and on Twitter to see how much fun we are having learning maths and keeping active.

25. Liverpool Counts Quality Mark
Much Woolton is pleased to announce that we are participating in an exciting project.
The aims of the project are:
To raise standards in mathematics and numeracy with fun and joy of number at the heart of all aspects of the strategy
To challenge perceptions and change attitudes towards number and mathematics
To raise the profile of numeracy through a range of activities, events and resources with an emphasis on the application to real life contexts
To bring relevance to numeracy through problem solving set in local contexts
To involve parents and the local business and cultural communities
To creating a sustainable legacy of a love of numbers
We will, therefore, be holding events throughout this school year to help everyone to have fun and improve their mathematical skills. Keep checking the maths page on our school website.

26. Any questions?