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Maths: This Evening - Introduction to new 2014 maths curriculum -Expectations & progression for each year group -How we teach maths -How you can help at home

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We all need to work together to ensure that the children have positive learning experiences

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Maths In Year 1 the new maths curriculum has been taught since Sept 2014 while the current Year 2 are following the old maths curriculum.

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Broad aims of the New Curriculum 1.That pupils develop mathematical fluency

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Broad aims of the New Curriculum 2. Can reason mathematically-follow a line of enquiry

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Broad aims of the New Curriculum 3. an emphasis on problem-solving at the heart of the curriculum

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Why is that answer correct? Can you explain how you did it? What is that answer? How do you know you are correct?

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The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track. To do this children need to learn quick and efficient methods, including appropriate written methods.

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We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use a written method? Do I need a calculator?

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The Detail Primary: higher expectations overall; especially in relation to number and recall of addition, subtraction, multiplication and division number facts. A strong emphasis has been placed on mental and written calculation of whole numbers By the end of Year 1, children will be expected to recall and use number bonds and related subtraction facts within 20 More reasoning and problem solving a steer away from use of calculators until the later primary years. Fewer things to teach but expected more depth. Data handling less prominent in KS1 Data handling out/statistics in Fractions at Key Stage 2 but need to have experience of fractions in a meaningful way early on

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EYFS The Early Years Foundation Stage Mathematics programme is split into two areas: Numbers and Shape Space and Measure

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Linking into Early Learning Goals at the end of the year -Using quantities and objects, they add and subtract two single digit numbers and count on and back to find the answer -Uses the language of more or fewer to compare two sets of objects -Finds the total number of items in two groups by counting them all -Finds one more or one less from a group of up to five objects, then ten objects -In practical activities and discussions, begin to use the vocabulary involved in adding and subtracting -They solve problems involving doubling, halving and sharing.

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Headlines New to Year 1 Count to and across 100, forwards and backwards, from any given number. Count in multiples of twos, fives and tens. Represent and use number bonds and related subtraction facts within 20. Solve problems using pictorial representations and arrays. Show an understanding of volume. Describe three quarter turns. New to Year 2 Use place value and number facts to solve problems. Find one third of shapes and quantities. Measure temperature using degrees centigrade. To understand volume. Tell and write the time to five minutes.

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How will the curriculum be organised? The 2014 Programme of Study for Mathematics will be structured and sequenced under the following domains, with content arranged into yearly blocks which children will be expected to master.

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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

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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 10s 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

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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, , & of a length or set. Write simple fractions such as 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

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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

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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

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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.

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How do our children learn in Maths lessons ? Lots of talking Thinking Self-discovery Problem solving Asking questions Real-life learning Practical and engaging lessons

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The Daily Lesson Mental starter Main Introduction and Group Activity Independent/Group Activity Plenary/wrap up session

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Mental Starter

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FS and KS1 Mental Arithmetic The emphasis in KS1 is on mental arithmetic BUT based on practical activities. Useful things to practise at home include: Doubles and halves Bonds of 10, 20 and 100 Adding 2 small numbers Adding or subtracting Using different vocabulary

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Problem Solving Put the numbers 1 to 4 in the circles so that the difference between each pair of joined numbers is more than 1 (Year 1) Put 15 buttons in three boxes so that each box has 3 more buttons than the one before. (Year 2)

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Use of resources to support your childs learning: There are a variety of resources that we use to support childrens learning. These are on the tables for you to look at shortly.

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Mathematical language is crucial to childrens development of thinking. Understanding spoken or written instructions draw a line between find two different ways to Being familiar with mathematical vocabulary e.g. difference subtract, divide, product Understanding confusing mathematical terms e.g. odd table, area these have different everyday meaning in English

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The Characteristics of a Numerate Primary Child Has a sense of the size of a number Knows where numbers fit in the number system Recalls number facts and uses these to aid mental calculations Uses a range of methods for calculating Uses a calculator when needed Makes sense of number problems and adopts strategies to solve them Makes estimates and checks answers Discusses strategies used Explains their mathematical ideas Feels confident

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Need help with maths then visit our school website and look at our parents guide to calculation methods.

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Practice tables and other number facts every day Allow your child to handle and use money Give your child opportunity to cook / shop/tell the time 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, dont do it for them.

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