1. Steph Scott – Maths Leader and Year 2 Teacher

2.  New curriculum introduced in 2014  2016 first year of new SATs  No more levels  Higher expectations  More focus on fluency

3. TermYear 3Year 4 Autumn 1 Number and place value Measures (length and perimeter) Number and place value Addition and Subtraction Autumn 2 Addition and Subtraction Measure (time and temperature) Measures (length, weight, capacity) Multiplication and division Spring 1 Geometry Multiplication Number and place value (decimals) Geometry Spring 2 Division Fractions and decimals Fractions (including decimals) Summer 1 Measures (weight, capacity) Four operations Statistics Position and direction Summer 2Fractions Statistics Measures (time and temperature) Four operations

4. Symbols Pictures Apparatus Vocabulary

5.  Beadstrings  Base 10  Cubes  Numberlines  100 squares  Place value arrow cards  Place value counters  Numicon

6.  Should be able to add 2 digit numbers mentally using place value  Learning to add on a number line

7.  Learning column addition

8.  Learning column addition – pictorial method

9.  Learning column addition – expanded method

10.  Learning column addition – formal method

11.  Taking away Counting back – for when the amount you are taking away is very small. E.g. 227 - 14  Finding the difference Counting on – for when the amount you are taking away is only slightly smaller than the amount you started with. E.g. 227 - 223

12.  Subtraction on a numberline

13.  Subtracting using dienes as pictorial representations

14.  Subtracting using expanded column method Exchanging – not borrowing.

15.  Subtracting using column method Exchanging – not borrowing.

16.  By the end of Year 4 – must know all times tables up to 12 x 12  New times table tests currently being trialled.

17.  In KS1 children record in an array 4 x 5 4 + 4 + 4 + 4 + 4

18.  Children begin to learn that numbers can be partitioned in order to multiply easily.  Children show this using arrays and base 10. ◦ E.g. 20 x 5 is the same as 10 x 5 + 10 x 5 10 x 5

19.  The use of partitioned arrays leads to grid method

22.  Division on a number line

24. By the end of year 4, children are expected to be able to divide using short division giving exact answers (not remainders)

25.  5 x 4 x 3 =  7 x 8 + 14 =  13 x 4 – 7 =  234 + 131 > 311 + ___

26.  Children will be assessed on their fractions knowledge in the arithmetic SATs test as well as on the reasoning paper.  Year 3 – need to be able to read and write fractions and understand as well as count in tenths. Some introduction to decimals through measurements e.g. 3.5cm  Year 4 – need to be able to add and subtract fractions with the same denominator, identify equivalent fractions, and record ½, ¼ and ¾ as decimals.

27.  Fractions are taught in lots of different contexts: ◦ Fractions of numbers ◦ Fractions of shapes ◦ Fractions of objects e.g. A length of ribbon ◦ Fractions of sets of objects e.g. Pencils ◦ Fractions of distances ◦ Fractions on a number line While children are still grasping the concept, lessons are very practical.

28.  Available on our website  One per half term  Practise daily to improve fluency and number facts

29.  Every day  3 minutes to complete. Must be errorless

30.  Discuss prices when you’re out shopping. Ask your child to keep a running estimate for the total of your bill.  Find examples of fractions in every day life, such as in the newspaper.  Work out how much time you spend doing different things each day. Make a timetable.  Look at different temperatures when watching the weather, and discuss where is the coldest/hottest.  Talk about supermarket offers e.g. 3 for 2 or buy one get one half price. Work out what the best deals would be.  Small conversations, games, puzzles and patterns can make a big difference. They make maths relevant to the children.