1. Parents’ Coffee Morning
Year 5 and 6
Parents’ Coffee Morning
Mathematics
Autumn Term 2016

2. This morning we will…
Look at the Year 5 and 6 Maths curriculum objectives
Discuss strategies and methods used in line with our calculation policy
Look at some useful resources for improving your child’s understanding of Maths

3. Assessment Descriptors
We use the terms ‘EMERGING’, ‘EXPECTED’ and ‘EXCEEDING’ to describe your child’s attainment against the expected standard for their year group.
Emerging – means your child is working towards the expected standard for their year group
Expected – means your child is working at the expected standard for their year group
Exceeding – means your child is working at greater depth within the standard for their year group

4. Maths Curriculum
The maths curriculum is taught three times over the course of the Year. This is a progressive curriculum.
We devise our own medium term plans so the order in which we teach the objectives and domains may be different in other year groups.
All children are taught the same objectives, however the methods which are used to teach these objectives may be different in order to meet the needs of all children.

5. Maths Mastery
Mastery does NOT mean a child is working at greater depth.
The mastery curriculum enables ALL children to access the same curriculum enhancing understanding and enjoyment of maths.
Children can demonstrate their understanding of certain maths topics through completing mastery challenges which enable children to apply their knowledge, provide reasoning for their answers and explain using mathematical vocabulary.
Hand out examples of mastery challenegs

6. 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 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
 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.
DISCUSS IMPORTANCE OF CHILDREN HAVING A GREATER DEPTH OF UNDERSTANDING AND BEING ABLE TO REASON

7. Year 5 and 6 Objectives
HAND OUT YEAR 5 AND 6 PERFORMANCE INDICATORS

8. Why so many methods?
Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

9. Manipulatives
A manipulative is a hands on practical apparatus used to teach mathematics.

10. Addition

12. Subtraction

13. Multiplication

14. Multiplication

15. Division

16. Division

17. Division

18. Division

19. Problem solving
HAND OUT RELEVANT PAGES FROM THE CALCULATION POLICY

20. SATs questions
HAND OUT RELEVANT PAGES FROM THE CALCULATION POLICY

21. SATs questions
HAND OUT RELEVANT PAGES FROM THE CALCULATION POLICY

22. SATs questions
HAND OUT RELEVANT PAGES FROM THE CALCULATION POLICY

23. https://uk.ixl.com/math/year-6
Useful websites in order to further your child’s understanding of Maths:
Any questions?