Maths Information
Evening
November 6th 2014
• Changes to the maths
curriculum.
• Brief outline of core focuses
in each year group.
• Assessment.
• Calculations.
Changes to the curriculum.
Year 1
What’s gone?
What’s been added?
•Data handling/Statistics is removed
from Y1
•No specific requirement to describe
patterns
•No specific requirements to describe
ways of solving problems or explain
choices
•Counting & writing numerals to 100
•Write numbers in words up to 20
•Number bonds secured to 20
•Use of vocabulary such as equal, more
than, less than, fewer, etc.
Year 2
What’s gone?
What’s been added?
•Rounding two-digit numbers to the
nearest 10
•Halving/doubling no longer explicitly
required
•Using lists/tables/diagrams to sort
objects
•Solving problems with subtraction
•Finding/writing fractions of quantities
(and lengths)
•Adding two 2-digit numbers
•Adding three 1-digit numbers
•Demonstrating commutativity of
addition & multiplication
•Describing properties of shape (e.g.
edges, vertices)
•Measuring temperature in °C
•Tell time to nearest 5 minutes
•Make comparisons using < > = symbols
•Recognise £ p symbols and solve simple
money problems
Year 3
What’s gone?
What’s been added?
•Specific detail of problem-solving
strategies (although the
requirement to solve problems
remains)
•Rounding to nearest 10/100 moves
to Year 4
•Reflective symmetry moves to Year
4
•Converting between metric units
moves to Year 4
•No requirement to use Carroll/Venn
diagrams
•Adding tens or hundreds to 3-digit numbers
•Formal written methods for
addition/subtraction
•8 times table replaces 6 times tables (!)
•Counting in tenths
•Comparing, ordering, adding & subtracting
fractions with common denominators
•Identifying angles larger than/smaller than
right angles
•Identify horizontal, vertical, parallel and
perpendicular lines
•Tell time to the nearest minute, including
24-hour clock and using Roman numerals
•Know the number of seconds in a minute and
the number of days in each month, year and
leap year
Year 4
What’s gone?
What’s been added?
•Specific detail on lines of enquiry,
representing problems and find
strategies to solve problems and
explaining methods (i.e. largely from
old Ma1)
•Using mixed numbers (moved to Y5)
•Most ratio work moved to Y6
•Written division methods (moved to
Y5)
•All calculator skills removed from
KS2 PoS
•Measuring angles in degrees (moved
to Y5)
•Solving problems with fractions and decimals
to two decimal places
•Rounding decimals to whole numbers
•Roman numerals to 100
•Recognising equivalent fractions
•Knowing equivalent decimals to common
fractions
•Dividing by 10 and 100 (incl. with decimal
answers)
•Using factor pairs
•Translation of shapes
•Finding perimeter/area of compound shapes
•Solve time conversion problems
Year 5
What’s gone?
What’s been added?
•Detail of problem-solving process
and data handling cycle no longer
required
•Calculator skills moved to KS3
•Probability moves to KS3
•Understand & use decimals to 3dp
•Solve problems using up to 3dp, and fractions
•Write %ages as fractions; fractions as
decimals
•Use vocabulary of primes, prime factors,
composite numbers, etc.
•Know prime numbers to 20
•Understand square and cube numbers
•Use standard multiplication & division
methods for up to 4 digits
•Add and subtract fractions with the same
denominator
•Multiply proper fractions and mixed numbers
by whole numbers
•Deduce facts based on shape knowledge
•Distinguish regular and irregular polygons
•Calculate the mean average
Several elements are now
expected to be covered in lower
KS2, e.g. decimals/fractions
knowledge, points in the first
quadrant; parallel/perpendicular
lines
Year 6
What’s gone?
What’s been added?
•Detail of problem-solving processes
no longer explicit
•Divisibility tests
•Calculator skills move to KS3 PoS
•Rotation moves to KS3
•Probability moves to KS3
•Median/Mode/Range no longer
required
•Compare and ordering fractions greater than
1
•Long division
•4 operations with fractions
•Calculate decimal equivalent of fractions
•Understand & use order of operations
•Plot points in all 4 quadrants
•Convert between miles and kilometres
•Name radius/diameter and know relationship
•Use formulae for area/volume of shapes
•Calculate area of triangles & parallelograms
•Calculate volume of 3-d shapes
•Use letters to represent unknowns (algebra)
•Generate and describe linear sequences
•Find solutions to unknowns in problems
Core focuses in each year group
Mathematics in Year 1
As children begin their compulsory schooling in Year 1, schools will
naturally work to build on the learning that takes place in the Reception
year. The understanding of place value will be a central part of the
teaching in Year 1.
Mathematics in Year 2
During Key Stage 1, there is a big focus on developing basic number
skills. That means securing a good understanding of place value, and
recognising number bonds to 20. Practising these skills frequently will
help children’s mathematical thinking throughout school.
Number bonds are essential to the understanding of maths. Children in
Year 2 learn their number bonds to 20, that is being able to quickly
recall the total of any two numbers up to 20, e.g. 5 + 9 = 14, rather than
having to count on to find the answer.
At the end of Year 2, all children will sit the National Curriculum Tests
for Key Stage 1. This will include a short arithmetic test of 15
questions, and a second paper of broader mathematics which will last
around 35 minutes.
Mathematics in Year 3
During the years of lower Key Stage 2 (Year 3 and Year 4), the focus of
mathematics is on the mastery of the four operations (addition,
subtraction, multiplication and division) so that children can carry out
calculations mentally, and using written methods. In Year 3 your child is
likely to be introduced to the standard written column methods of
addition and subtraction.
Mathematics in Year 4
By the end of Year 4, children will be expected to know all of their
times tables up to 12 x 12 by heart. This means not only recalling them
in order but also being able to answer any times table question at
random, and also knowing the related division facts. For example, in
knowing that 6 x 8 = 48, children can also know the related facts that 8
x 6 = 48 and that 48 ÷ 6 = 8 and 48 ÷ 8 = 6. This expertise will be
particularly useful when solving larger problems and working with
fractions.
Mathematics in Year 5
During the years of upper Key Stage 2 (Year 5 and Year 6), children use
their knowledge of number bonds and multiplication tables to tackle more
complex problems, including larger multiplication and division, and meeting
new material. In Year 5, this includes more work on calculations with
fractions and decimals, and using considerably larger numbers than
previously.
Mathematics in Year 6
By the end of Year 6, children are expected to be confident with the use of
all four standard methods for written calculations, and to have secured their
knowledge of the key number facts for the four operations. Their work will
focus more on fractions, ratio, proportion and the introduction of algebra.
In May of Year 6, children will take an arithmetic test of thirty minutes, and
two broader mathematics tests of forty minutes each. These will be sent
away for marking, with the results coming back before the end of the year.
Your child’s teacher will also make an assessment of whether or not your
child has reached the expected standard by the end of the Key Stage.
Assessment
Children will still sit statutory tests at the
end of Key Stages 1 and 2 (Year 2 & 6).
Children will no longer be given a level at
the end of a Key Stage, instead they will
be given a scaled score, with 100 being the
expected score for each age group.
The terms ‘expected’, ‘exceeding’, and
‘emerging/below expected’ may be used
when determining the level or ability of a
child in relation to their academic year
group.
Calculations
Early calculations in Foundaton Stage and Year 1 involve using
apparatus such as:
• Countables
• Tens frames
• Bundles
• Base 10
• Marked number lines
• Hundred squares
Once calculation begins to move into written methods we start
using unmarked number lines, partitioning and column method. We
have school calculation guidance which we follow to ensure
progression through each stage as fits the needs of the individual
children as well as the requirements of the curriculum.