1. Trinity St Stephen Maths Evening 27 th November 2013 Gareth Edwards

2. This Evening Introduction to new 2014 maths curriculum Maths Curriculum explained Expectations & progression in Number Individual Class sessions –Calculation policy Back here for questions and comments

3. The Big Picture The new National Curriculum designed for first teaching, in most of Key Stages 1, 2 and 3, from autumn 2014, covers all subjects, but with differing degrees of change and implementation timetable. One of the differences is that, for mathematics, English and science, the new curriculum will not apply in school years 2 and 6 until autumn 2015.

4. Broad aims embedded in the programmes of study that pupils develop mathematical fluency can reason mathematically an emphasis on problem-solving throughout making connections across mathematical ideas applying knowledge in other subject areas

5. The Detail Primary: higher expectations overall; a greater emphasis on arithmetic, and written (as well as mental) methods; less prominence given to data, with probability removed altogether; a steer away from use of calculators until the later primary years.

6. Maths Curriculum 2014 (Year 1 onwards) Maths is broken down into 3 areas Number +,-,x,/ also fractions, measurement Geometry Properties of 2D and 3D shapes / position, direction & movement Statistics Constructing charts & interpreting data Throughout and underpinning these strands is using and applying word problems, real-life connections and cross curricular opportunities

7. Expectations - Number & place Value Year 1 Count, read and write numbers to 100 (1-20 in words) Count in multiples of 2, 5 & 10 Identify and represent numbers using objects and use language of more than, less then, equal etc Count to & across 100, forwards & backwards. Know one more/one less 2 Read and write numbers to at least 100 in numerals and words Count in steps of 2,3 & 5 from 0 and 10’s from any number, forward and backwards Identify, represent & estimate numbers using different representations, including number lines Recognise place value in two digit numbers (tens / ones) Compare numbers to 100 using <> and = signs Use place value and number facts to solve problems

8. Expectations - Number & place Value 3 Read and write numbers to 1000 in numerals and words Count from 0 in multiples of 4,8,50 & 100 Identify, represent and estimate numbers using different representations Find 10 or 100 more or less than a given number Compare & order numbers to 1000 Recognise place value in three digit numbers (hundreds / tens / ones) Solve number problems and practical problems involving these ideas 4 Count in multiples of 6,7,9,25 & 1000 Identify, represent & estimate numbers using different representations Find 1000 more or less than a given number Compare & order numbers beyond 1000 Recognise place value in four digit numbers (TH H T U) Solve number problems and practical problems involving these ideas with increasingly larger numbers Round any number to the nearest 10, 100 & 1000 Count backwards through zero to include negative numbers Read Roman Numerals to 100 and understand history of numbers

9. Expectations - fractions Year 1 Recognise, find and name a half and quarter of an object, shape or quantity 2 Recognise, find, name & write 1/3, ¼, ½ & ¾ of a length or set. Write simple fractions such as ½ of 6 = 3, understand equivalence to 1/2 3 Count up & down in tenths; recognise that 1/10 arises from dividing by 10 Add, subtract and order fractions <1 with same denominators Recognise, find & write fractions of a discrete set of objects. 4 Count up & down in hundredths; recognise that 1/100 arises from dividing by 100. Recognise equivalence to ¼, ½ & ¾ Compare decimals to 2DP. Round decimals with 1 DP Link decimals to solving money problems Compare fractions with different denominators +,-, x & / of mixed number & improper fractions Converting between decimals, fractions & %

10. Expectations - Measurement Year 1 Compare, describe and record length, mass, capacity & time in solving practical problems Recognise and know value of coins & notes Sequence events chronologically e.g. first, next, tomorrow, next week etc, Recognise and use language relating to dates e.g. days of the week, months years etc. Tell the time to the hour and half hour, being able to draw hands on a clock 2 Choose & use appropriate units of measure Find different combinations of coins to equal same amount. Use and combine £ and p, giving change in practical applications Tell & write the time to nearest 5 minutes, including quarter past / to the hour Know the number of minutes in an hour and hours in a day 3 Measure, compare, add and subtract lengths, mass and volume Measure perimeter of 2D shapes Add & subtract amounts of money Tell the time on analogue, 12 hour and 24 hour clocks to the nearest minute. Know the number of seconds in a minute and the days in each month 4 Convert between units e.g. km – m & hours to minutes Calculate the perimeter of rectilinear figures in cm and m Find the area of rectilinear shapes by counting squares Calculating areas of composite rectilinear shapes Conversion between metric and imperial units Solve problems of time and measure including conversions between units

11. Expectations - Geometry Year 1 Describe position, direction and movement including whole, half, quarter and three-quarter turns. Name common 2D and 3D shapes 2 Identify properties of 2D shapes including symmetry in a vertical line. Identify properties of 3D shapes, including #edges, faces and vertices Identify 2D shapes on the surface of 3D shapes 3 Draw 2D and make 3D shapes using modelling material. Start to recognise angles as a property of shape, that a right angle is 90 degrees and there are 4 right angles in a full turn Identify horizontal and vertical lines 4 Compare and classify 2D and 3D shapes Identify acute and obtuse angles Identify lines of symmetry in different orientations Complete symmetrical diagrams. Use coordinates in the first quadrant and describe translations Draw & calculate missing angles / Construct 2D shapes given angles and dimensions. Use position in all four quadrants

12. Expectations - Statistics Year 1 No requirements 2 Interpret & construct simple pictograms, tally charts, tables. Count and sort objects into categories. Answer questions about data. 3 Interpret & present data using bar charts, pictograms ad tables. Solve one and two step problems using the information presented 4 Interpret & present discrete and continuous data using bar charts and time graphs. Solve comparison, sum and difference problems using the information presented 5. As above but examining line graphs and timetables. 6. Introduction of pie charts and calculation of the mean.

13. Calculation Policy - Aims To form a ‘spine’ or ‘core’ set of methods which every child will experience and can be built upon. To ensure that children are experiencing an approach which builds on their understanding. To ensure that all children experience a consistent approach.

14. Recording of calculations takes place throughout KS1 and KS2 Development of formal written calculation methods follows development of mental methods Early stages of formal written calculations begin in Year 3 By end of Year 4, children should have a reliable written method for tackling all four operations (Columnar addition and subtraction) – not necessarily a ‘standard’ written method For some this may still be supported by a number line

15. Developing a Maths Concept Concrete Using objects Visualise ‘With eyes closed’ Abstract ‘Just do it’ Visual ‘With eyes open’ Language

16. Good Practice in Calculation Establish mental methods, based on good understanding of place value in numbers and tables facts. Gradually refine the written record into a more compact standard method. Extend to larger numbers. Ensure that mental approximations are carried out before written methods are used. Once written methods are introduced, keep mental skills sharp by continuing to develop and apply them to appropriate examples. Encourage children always to use mental methods as a first resort.

17. The use of number lines underpins all our calculations. This enables children to go back to this method if they need to and still achieve a correct answer.

18. Time to move to the classes One presentation of the calculation strategies for that age group in each class However feel free to move around all the classrooms throughout the next 20 minutes Back here at ………. for final questions

19. The Place of Writing in Maths Lessons Recording of calculations takes place throughout KS1 and KS2 Development of formal written calculation methods follows development of mental methods Early stages of formal written calculations begin in the summer term of Year 3 By end of Year 6, children should have a reliable written method for tackling all four operations – not necessarily a ‘standard’ written method For some this may still be supported by a number line

20. How to help at home Practice tables and other number facts every day Allow your child to handle and use money Give your child opportunity to cook / shop Play games involving number Encouraging children to become involved in real life problems – e.g. How much carpet do I need? How many fencing panels should I buy? Help with Homework, don’t do it for them.

21. Trinity St Stephen Maths Evening Thank you for attending