1. Maths at Scott Primary School
Information Evening for Parents
Tuesday 13th March 2018

2. A Challenge to Start
It's a good idea to play the game lots of times to start with to get the feel of it. You could keep the lines you use for each game and compare them afterwards. Are there any numbers that you haven't crossed off in any of the games you've played? Is it possible to cross them off?

3. Aims of this Evening What the current Maths Curriculum looks like;
How Maths is presented in 3 different strands and what is included in each strand;
The progression of learning as your child moves through the school;
Some of the resources we use to help the children become confident mathematicians;
The methods for calculation we use in schools now (they have changed since we were at school!);
What you can do to support your child with their maths learning at home.
Aims of this Evening

4. Why we are holding this maths evening
The way children are taught maths has changed, and parents are having to get to grips with concepts and terms like number lines, number grids, chunking and partitioning that have been introduced since their school days. Nick Dowrick, director of Every Child Counts, says it is vital that parents understand the methods that are being used in schools today.
Why we are holding this maths evening

5. Why we are holding this maths evening
Lynn Churchman, President of the National Association of Mathematics Advisers, has some advice for parents: “When you are parents, as adults you have been doing maths for a long time and you have your own experiences and your own already established knowledge that has been inculcated at an early age – it’s almost instinctive. What you’ve got to do, and this is where it’s hard for parents, is lift yourself out of your own mindset about how you did it and not be worried when your six-year-old can’t instinctively tell you what 17 and six is.”
Why we are holding this maths evening

6. The National Curriculum 2014
“Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.” “ It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”
The National Curriculum 2014

7. The National Curriculum for Mathematics
Aims to ensure that all pupils
Become fluent in the fundamentals of mathematics, including through varied and frequent practice … to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
This is the fluency strand of the maths curriculum.
The National Curriculum for Mathematics

8. The National Curriculum for Mathematics
Aims to ensure that all pupils
Reason mathematically by following aline of enquiry, developing arguments, justifications and proof using mathematical language
This is the reasoning strand. This is also the strand that needed introducing to ensure that children have a clearer understanding of maths ideas and concepts.
The National Curriculum for Mathematics

9. True or false. I have 2 tens and 7 ones
True or false? I have 2 tens and 7 ones. If I take one ten away, I will have 17. Explain why.
Odd one out! Explain why you think a number is the odd one out. How many different reasons can you find?
10, 15, 25, 36
Reasoning Examples

10. The National Curriculum for Mathematics
Aims to ensure that all pupils
Can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
This is the problem solving strand.
The National Curriculum for Mathematics

11. Problem Solving examples
Sarah has £1 more than Katie. Brian has £1 less than Katie. Sarah has £22. How much money do Katie and Brian have?
Frankie bought candyfloss at a fair. She paid with 6 coins. How much could the candyfloss have been? Which answer do you think is the most reasonable?
Problem Solving examples

12. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.
Pupils who grasp concepts rapidly will be challenged to use their knowledge in a range of ways.
Pupils who take longer to establish their understanding will be given opportunities for consolidation in small group activities.
Teaching for mastery

13. https://nrich.maths.org/
The Golden Rules
Keep it simple – practise what they are already learning at school.
Keep it fun – there are lots of games and computer games which have a maths element to them. Top Trumps is a good example. There is an excellent website called nrich
Keep it real – practise maths for real purposes such as going shopping, sorting out laundry, measuring for cooking etc. Children are more motivated to learn when there is a real purpose for their learning.
Look at the school Calculation policy – can be found on the school website.
So How can I help at home?

14. Maths, Fun? How about this joke?
A talking sheepdog gets all the sheep in the pen for his farmer. He comes back and says, “All 40 accounted for.” The farmer says, “I’ve only got 36 sheep!” The sheepdog replies,
“I know, but I rounded them up.”
Maths, Fun?

15. What does this all look like in class?
Teachers from Reception, Year 1 and Year 2 will now explain! Focussing on 4 rules specifically add, subtract, times and divide
What does this all look like in class?

16. Reception: Number Introduction and recap of numbers Number ordering
Finding the missing numbers
One more / one less
One to one correspondence

17. Reception: Number
Practical sessions using objects to encourage the language of addition and subtraction
Finding the total number of items in two groups by counting them all
Using the language of more / fewer
Showing an interest in number problems

18. Reception: Space, Shape and Measure
Awareness of shapes in our environment
Use of positional language
Talking about names and properties of shapes
Ordering items dependent on weight, length, height or capacity
Creating patterns
Beginning to use language related to money and time
Orders and sequences familiar events

19. Year 1 Place Value Missing numbers
Count forwards and backwards to 100 from any given number
Find one more and one less than a given number
Dienes
Missing numbers
Counting objects

20. Year 2 Place Value
Dienes
Arrow cards

21. Year 1 Addition 6 + = 9 + 4 = 8 Addition using a numicon
and other visual objects
Addition with missing numbers 6 + = 9 + 4 = 8
Addition using a number line and a hundred square

22. Addition using a hundred square
Year 2 Addition =
Addition using dienes
Addition using a hundred square

23. Year 2 addition using a number line= =

24. Year 1 Subtraction
Subtraction using a range of practical resources
Subtraction using our fingers
Subtraction using a number line and a hundred square
Subtraction with missing numbers 12 - = 9

25. Year 2 Subtraction 76 - 25 = Subtraction using dienes
Subtraction using a hundred square

26. Year 2 subtraction using a number line=
49 – 32 =

27. Year 1 Multiplication Repeated addition Array 5 + 5 + 5= 15 3 X 5 = 15
How many legs will three teddies have?
Count in multiples of 2, 5 and 10
4 _ _
10 _ _
_ _ 30 =
3 lots of 2 = or 3 X 2 =
Array
= 15
There are 5 sweets in one bag. How many sweets are in 4 bags?
3 X 5 = 15 =
4 lots of 5 = or 4 X 5 =

28. Year 2 multiplication using a number line
3 x 5 =
3 x 5 =

29. Year 1 Division Grouping Method Sharing Method 10 2 = 5 15 5 = 3
I have 10 apples. How many groups of 2 can you make?
Sharing Method
I have 15 apples. Can you share them between 5 people?
= 5
= 3

30. Year 2 division using a number line
6 ÷ 3 = 2
6 ÷ 3 = 2

31. Aims of this Evening - review
What the current Maths Curriculum looks like;
How Maths is presented in 3 different strands and what is included in each strand;
The progression of learning as your child moves through the school;
Some of the resources we use to help the children become confident mathematicians;
The methods for calculation we use in schools now (they have changed since we were at school!);
What you can do to support your child with their maths learning at home.
Aims of this Evening - review