Transcript The New Curriculum and Helping my child with Maths

The New Curriculum and Helping
at home with Maths
• The New Curriculum
• Developing a Sense of Number and
Number Fluency
• Learning Times Tables
• Written Methods
• Maths in the Real World
The New Curriculum
• Greater emphasis on core arithmetic and
computational skills
• Increased level of expectations in terms of
written calculation with larger numbers
• More complex calculations within
multistep problems.
• No calculators.
Number Fluency
• Being fluent in maths :
• Be able to carry out mathematical calculations
• Have basic skills of number at their finger tips
-eg +10’s, times tables, number bonds, adding
on or subtracting using place value principals,
adding and subtracting single digits and
numbers up to 20.
• Understanding how the number system works
Number Fluency
• Play some games and puzzles to help with
number fluency:
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Strike it out
Make a maze
Nice and Nasty
Mystery matrix
Times Tables
• These are of course a part of number fluency.
• Raised levels of expectations – New
Curriculum expect all children to know tables
with quick recall to 12 x 12 by the age of 9
whereas before it was 10x10 at age 11.
Times Tables
• Everyone learns in different ways so a multi
sensory approach to tables is the best.
• All children can learn how to work out their
tables even if they can’t retain quick recall.
• Chant /sing/listen to tapes (oral)
• Write them out (visual and sensory)
• Look at patterns ( visual and logical)
• Play games eg computer games – (multi sensory)
- School website
• Link to website and also get up maths square
• Look at patterns in 3 times table talk about
patterns and how can help learn
• Link to learning 17 times table youtube video
Number Fluency
• It also means:
• An ability to demonstrate flexibility in
computational methods
• An ability to understand and explain the
methods
• An ability to estimate an answer
• An ability to produce accurate answers
efficiently
• Efficiency - this implies that children do not get bogged down in too
many steps or lose track of the logic of the strategy. An efficient
strategy is one that the student can carry out easily, keeping track
of sub-problems and making use of intermediate results to solve
the problem.
Accuracy depends on several aspects of the problem-solving
process, among them careful recording, knowledge of number facts
and other important number relationships, and double-checking
results.
Flexibility requires the knowledge of more than one approach to
solving a particular kind of problem, such as two-digit
multiplication. Students need to be flexible in order to choose an
appropriate strategy for the numbers involved, and also be able to
use one method to solve a problem and another method to check
the results.
Number Fluency
• Number fluency does NOT mean :
• an ability to remember and repeat a
procedure
Number Fluency
• Conceptual Fluency- an understanding of
what they are doing, for example that when
multiplying 27 x 6, understanding that this can
be partitioned into 20 x 6 and 7 x 6 which can
then be added together. ( gained from
experimenting with smaller numbers eg 7 x 8
can be achieved by multiplying 5 x 8 and 2 x 8)
(the 7 has been split into a 5 and a 2)
• Procedural Fluency - written algorithms.
Written Methods
• The New Curriculum requires children to be
taught efficient traditional written methods of
calculation at an earlier age.
• These written methods – algorithms – are the
procedural fluency
• But we need conceptual fluency too, which is
why we don’t move straight to the formal
written method immediately.
Conceptual Fluency
• It takes time for children to develop and
embed the conceptual understanding – they
need to use concrete and structured
apparatus, images and models, and play
around with these ideas, constructing over
time their own understanding of
mathematical ideas and how they relate to
written methods and symbols in mathematics.
Written methods
• Progression in written methods for all 4
operations will be posted on the website in
due course.
Procedural Fluency
• The end goal is to use the standard written
algorithm for all 4 operations.
• The new National curriculum expects that by
the end of year 4, children are using the
standard algorithm for addition and
subtraction and multiplication of 2 digit or 3
digit numbers by one digit.
• Your child will be at some point along the line
of understanding.
Procedural Fluency
• By the end of year 6, children will be expected
to use the formal algorithm for long
multiplication ( anything up to and including 4
digit by 2 digit) and the standard algorithm
for long and short division ( 4 digit by 1 digit
and 4 digit by 2 digit)
Maths in the real world
• This is where you can really help enormously.
• Every opportunity for real maths – grasp it
• Time – please help your children to read the time
on an analogue clock. Every day talk about the
time. What time does Brownies start? Oh how
long have we got before we have to go to....
• The plane departs at .... And we need to be at the
airport 2 hours before so what time have we got
to be there? etc
Maths in the Real World
• Cooking – measures, weighing food out,
having a realistic idea of how much something
weighs. Capacity also – how much liquid in the
bottle , what unit of measure it is.
• Shopping – getting the change using the right
coins. Talking about discounts, profits,
percentage reductions.
Maths in the Real World
• Working with your child at home on real
problems will help your child to tackle the
complex problems they will face with the new
curriculum. The following problem is an
example of the complex problems the children
will be expected to solve by the end of year 6.
In Summary
• Support your child by:
• Encouraging number fluency through playing
games that require number facts to be used
(including times tables)
• Help your child become fluent at written
methods, using the method they are working
with at school
• Use every opportunity at home to emphasise
and use maths in the real world.