1. Mathematics at Auriol
September 2018

2. Aims
To understand the Singapore Mathematics Curriculum and why Auriol has adopted the approach.
To have a clear understanding of the Mathematics programme and expectations at Auriol.

3. SATs Results
92.3
79.6
78.5
78.5
78.2
74.2
75.6
74.9
69.7

4. Homework Year 5 & Year 6 Year 3 & Year 4
Times Table Rockstars – 20 minutes per week.
Mental Workout Workbook to be done once per week.
Year 3 & Year 4
Times Table Rockstars – 20 minutes per week.
Year 3 – Autumn term
Can use other methods for times tables until they are ready for rockstars.
Able to access and see whether children have logged on from home.

5. Times Table Rockstars Why did we choose times table rockstars?
How will it help your child?
Times Table Test – Y4 2019

6. Times Table Rockstars

7. Times Table Rockstars

8. Speedy Maths

9. 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.

10. What is Mastery

11. Why the Singapore approach to mathematics?
Grade 4
Advanced
High
Intermediate
Low
Singapore
606 43 78 94 99
England
542 18 49 93
Finland
545 13 47 81 96
USA
541 12 85 98
Thailand
458 1 77
International
500 4 28 69
Grade 8
Advanced
High
Intermediate
Low
Singapore
611 48 73 88 96
England
507 8 32 65
Finland
514 4 30
USA
509 7 68 92
Thailand
427 2 28 62
International
500 3 17 46 75

12. Depth of learning
Can apply the skill or knowledge without recall to the teacher
Can apply the skill or knowledge with a high level of confidence and shows resilience when the task is demanding
Can apply the skill or knowledge to a range of different contexts including other curriculum areas
Can consistently apply their skills and knowledge and understanding
Can organise ideas to make connections to other areas of learning and new areas of learning
Explaining a concept to help someone
else understand.

13. Depth of Learning
Can you represent the number 204?

14. Depth of learning
The number 204 has no tens. True or False? Prove it.

15. Problem Solving Approach to learning
A problem solving approach enables children to perform at a high level
This requires two conditions to be in place;
A strong understanding of the basics
Concrete / Pictorial / Abstract
Productive Habits of mind
Exploration
Reflection
Fluency in number

16. Resources are key to support understand

17. Using resources to deepen understanding
TH H T O +
1000
100 10 1 1 1
1000
100 10 1 1 1
100 1 1 1
100
100 10 1 1 1 1
1000
100 10 1 1 1 1
100 10

18. Anchor Task

19. Let’s Learn

20. Journal

21. The Bar Model It is not a calculation tool.
The Bar Model is a tool to help solve arithmetic and algebraic word problems. It is a common problem solving tool used in Singapore and other parts of the world.
The bar can be a valuable representation to enable children to represent the problems in such a way that the mathematical structures are exposed.
This enables pupils to ‘see’ the problem clearly and to then recognise the strategy they need to solve the problem.
It is not a calculation tool.

22. The Bar Model
Amy had some shells. She gave 70 to her friend. She had 80 left. How many did she have to begin with? For every four football stickers that Freddie had, Bertie had 5. Bertie had 15 more stickers than Freddie. What is the sum of the boys football stickers?

23. The Bar Model F B Amy had some shells. She gave 70 to her friend.
She had 80 left.
How many did she have to begin with? 70 80
150
For every four football stickers that Freddie had, Bertie had 5.
Bertie had 15 more stickers than Freddie.
What is the sum of the boys football stickers? F B 15 15
F… 15 X 4 = 60
B… 15 x 5 = 75
F + B … = 135

24. How will we support and challenge?
Spiralling of lessons – application and building of ideas based on a strong foundation of basic mathematical knowledge.
Mastery requires depth so challenge comes with justification, exploration and abstract application.
Concrete -> Pictorial -> Abstract
Challenge intervention
Pick up & pre teach (both to support and challenge)
Structure of the lesson enables teachers to pick up on misconceptions immediately
Maths intervention programmes –
Success at arithmetic, first class at number.

25. Assessment All children have same end of year expectation.
No levels or grades.
Termly report cards will just state where your child is in relation to the end of year expectation.
Annual report will include comments on your child’s strength and areas for development.

26. How to help your child Let you child explain to you and ask questions
How do you know?
Is this true?
Can you make up a story?
Can you show me?
Prove it!
Use concrete objects and pictures to explain
Times tables
Counting
Arithmetic strategies (if I know that 10 x 9 is 90 then 9 x 9 is 81 as I take away a group of 9).

27. Arithmetic Speedy Maths Weekly arithmetic sessions
Mental strategies and techniques
Times Tables Rockstars
Supporting your child at home with these skills is crucial. Especially at speed. = =
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