Trinity St Stephen
Maths Evening
27th November 2013
Gareth Edwards
This Evening
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Introduction to new 2014 maths curriculum
Maths Curriculum explained
Expectations & progression in Number
Individual Class sessions
– Calculation policy
• Back here for questions and comments
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.
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
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.
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
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
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
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 & %
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
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
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.
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.
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
Developing a Maths Concept
Abstract
‘Just do it’
Visualise
‘With eyes closed’
Visual
‘With eyes open’
Language
Concrete
Using objects
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.
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.
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
How to help at home
Practice tables and other number facts every day
Help with Homework, don’t do it for them.
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?
Trinity St Stephen
Maths Evening
Thank you for attending