#  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that.

## Presentation on theme: " become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that."— Presentation transcript:

 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that children develop a deep understanding and are able to recall and apply knowledge rapidly and accurately.  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing and argument, justification or proof using mathematical language.  can solve problems by applying their mathematics to a variety of problems with increasing difficulty, including breaking problems down into a series of simpler steps and persevering in finding solutions.

 Greater focus on the skills of arithmetic. Year 1 – To be able to count to 100 instead of 20. Simple fractions (½ and ¼) will be taught in KS1and by the end of primary school children should be able to convert decimals fractions to simple fractions (e.g. 0.375 = 3/8) By the end of Y4 (age 9) children will be expected to know times tables up to 12 x 12 Calculators will not be introduced until near the end of KS2 to encourage mental arithmetic.  A move to more formal calculation methods in KS2.  High Achievers If your child is achieving well, rather than moving onto the following year groups work we will encourage deepening and investigation work to allow for more mastery and understanding of concepts.

 Number and Place Value  Addition and Subtraction  Multiplication and Division  Fractions  Measurement  Properties of Shape  Position and Direction  Statistics.

 National Curriculum tests are compulsory for children at the end of Year 2 and Year 6. Informally known as SATs.  The new National Curriculum tests will take place each summer from 2016.  Where previously these tests and other teacher assessments were graded in levels (usually numbering between Level 1 and 6) from 2016 the tests will be reported as a scaled score with a score of 100 representing the expected level for each year group. Year 2 tests  short arithmetic test of 15 questions.  second paper of broader mathematics which will last around 35 minutes. Year 6 tests  Arithmetic test of approximately 30 minutes.  2 broader mathematics tests of 40 minutes.

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