Transcript The New Mathematics Curriculum 2014

THE NEW MATHEMATICS CURRICULUM
A guide for parents and carers in Key Stage 1
AIMS OF TODAY’S SESSION
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To develop an overview of the new maths
curriculum in Years 1 and 2.
To find out what Emmanuel School is doing to
support your child with the increased
expectations.
To discuss strategies on how you can best support
your child at home.
THE NEW MATHS CURRICULUM
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Came into force in September 2014 for all year
groups except for Years 2 and 6.
Years 2 and 6 will be assessed using the old
curriculum framework in Summer Term 2015.
PURPOSE OF STUDY
Mathematics is a creative and highly interconnected discipline that has been developed over
centuries, providing the solution to some of
history’s most intriguing problems. It is essential to
everyday life, critical to science, technology and
engineering, and necessary for financial literacy
and most forms of employment. A high-quality
mathematics education therefore provides a
foundation for understanding the world, the ability
to reason mathematically, an appreciation of the
beauty and power of mathematics, and a sense of
enjoyment and curiosity about the subject.
AIMS OF THE NEW MATHS CURRICULUM
The national curriculum for mathematics aims to ensure that all pupils:
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Become fluent in the fundamentals of mathematics, including through
varied and frequent practice with increasingly complex problems over
time, so that pupils develop conceptual understanding and the ability
to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations, and developing an argument,
justification or proof using mathematical language
Can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication,
including breaking down problems into a series of simpler steps and
persevering in seeking solutions.
Higher expectations and emphasis on ‘arithmetic’
NUMBER IN YEAR 1
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Place Value
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from
any given number (this was to 20 in the old curriculum)
Count, read and write numbers to 100 in numerals; count in multiples of twos,
fives and tens
Given a number, identify one more and one less
Identify and represent numbers using objects and pictorial representations
including the number line, and use the language of: equal to, more than, less
than (fewer), most, least
Read and write numbers from 1 to 20 in numerals and words.
Addition and Subtraction
Read, write and interpret mathematical statements involving addition (+),
subtraction (–) and equals (=) signs
Represent and use number bonds and related subtraction facts within 20 (this
was to 10 in old curriculum).
Add and subtract one-digit and two-digit numbers to 20, including zero
Solve one-step problems that involve addition and subtraction, using concrete
objects and pictorial representations, and missing number problems.
NUMBER IN YEAR 1
Multiplication and division
 Solve one-step problems involving multiplication
and division, by calculating the answer using
concrete objects, pictorial representations and
arrays with the support of the teacher.
Fractions
 Recognise, find and name a half as one of two
equal parts of an object, shape or quantity
 Recognise, find and name a quarter as one of four
equal parts of an object, shape or quantity.
MEASUREMENT IN YEAR 1
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Compare, describe and solve practical problems for:
lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
mass/weight [for example, heavy/light, heavier than, lighter than]
capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
time [for example, quicker, slower, earlier, later]
Measure and begin to record the following:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
Recognise and know the value of different denominations of coins and notes
Sequence events in chronological order using language [for example, before and after, next,
first, today, yesterday, tomorrow, morning, afternoon and evening]
Recognise and use language relating to dates, including days of the week, weeks, months
and years
Tell the time to the hour and half past the hour and draw the hands on a clock face to show
these times.
NUMBER IN YEAR 2
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Place Value
count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Recognise the place value of each digit in a two-digit number (tens, ones)
Identify, represent and estimate numbers using different representations, including the number line
Compare and order numbers from 0 up to 100; use <, > and = signs
Read and write numbers to at least 100 in numerals and in words
Use place value and number facts to solve problems.
Addition and Subtraction
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Solve problems with addition and subtraction:
Using concrete objects and pictorial representations, including those involving numbers, quantities and
measures
Applying their increasing knowledge of mental and written methods
Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
a two-digit number and ones
a two-digit number and tens
two two-digit numbers
adding three one-digit numbers
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number
from another cannot
Recognise and use the inverse relationship between addition and subtraction and use this to check
calculations and solve missing number problems.
NUMBER IN YEAR 2
Multiplication and Division
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Recall and use multiplication and division facts for the 2, 5 and 10
multiplication tables, including recognising odd and even numbers
Calculate mathematical statements for multiplication and division
within the multiplication tables and write them using the
multiplication (×), division (÷) and equals (=) signs
Show that multiplication of two numbers can be done in any order
(commutative) and division of one number by another cannot
Solve problems involving multiplication and division, using materials,
arrays, repeated addition, mental methods, and multiplication and
division facts, including problems in contexts.
Fractions
Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a
length, shape, set of objects or quantity
Write simple fractions for example, 2
½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2
MEASUREMENT IN YEAR 2
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Choose and use appropriate standard units to estimate and measure
length/height in any direction (m/cm); mass (kg/g); temperature (°C);
capacity (litres/ml) to the nearest appropriate unit, using rulers,
scales, thermometers and measuring vessels
Compare and order lengths, mass, volume/capacity and record the
results using >, < and =
Recognise and use symbols for pounds (£) and pence (p); combine
amounts to make a particular value
Find different combinations of coins that equal the same amounts of
money
Solve simple problems in a practical context involving addition and
subtraction of money of the same unit, including giving change
Compare and sequence intervals of time
Tell and write the time to five minutes, including quarter past/to the
hour and draw the hands on a clock face to show these times
Know the number of minutes in an hour and the number of hours in a
day.
WHAT ARE WE DOING AT EMMANUEL
SCHOOL TO SUPPORT YOUR CHILD?
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We want each and every child to be confident and fluent in
Maths.
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Each week we are planning and teaching objectives from
the new curriculum, including in Year 2.
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KS1 are doing daily mental maths practise of key number
facts.
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We are increasing our use of resources to help children
make links between concrete and abstract ideas e.g.
numicon, bead strings, hundred squares, number lines,
place value cards and grids,
We are updating our written calculation policy so it is in
line with the new maths curriculum.
THE ROLE OF PARENTS AND CARERS
“Parents are a child’s first and most enduring educators, and
their influence cannot be overestimated.”
Review of Mathematics teaching in Early Years Settings and
Primary Schools, Sir Peter Williams 2008
“Perhaps the single most important thing that parents can do
to help their children with maths is to pass on a positive
attitude.”
Tanya Byron, Clinical Psychologist
“Students' motivation to learn maths is higher among
students whose parents discuss with them how mathematics
can be applied to everyday life or who obtain mathematics
materials for them.”
The Programme for International Student Assessment 2013
EVERYDAY EXPERIENCES
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Talk about time - for example, 'What time should you leave the
house to get to school on time?' or, if they have a 20 minute turn on
the computer and they’ve already used 10 minutes, how much longer
can they use the computer for?
Measure ingredients and set the timer together when you are
cooking. How much more food will you need if extra people come for
dinner?
Talk about the shape and size of objects – use the internet to find
interesting size facts like tallest and shortest people, or biggest and
smallest buildings etc.
When you are sharing food like pizza, cake or berries, ask your
child to help you share it equally between the people eating.
Solve maths problems at home, e.g. How many apples should we
buy at the shop? Why?’ or ‘How long will it take us to get to Gran's
house if we go to the library on the way?’
Collect information together and create a tally chart, e.g. find out
the family’s favourite animal or fruit etc.
Make patterns with objects, colouring pencils, paint or play-dough,
and build structures with Lego, or cardboard boxes.
See ‘Out and About’ cards
MONEY
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Estimate – at the shops ask your child to estimate
how much 3 or 4 items will come to.
At the shops - if you're buying a couple of items in a
shop, ask them to guess how much they will cost.
Give them small amounts of pocket money e.g 50p what can they buy? If they want to save for
something, how long with it take them?
Talk about the items you buy - which are more
expensive, which are cheaper? Which are heavier,
which are lighter?
Explore quantities by asking them to think about
how many different ways they can make 50p. How
many 10p coins do you need to make £1?
When you buy something, get your child to hand
over the money. Check the change with them
afterwards.
GAMES
http://www.theguardian.com/education/2008/mar/25/schools.uk3
 Play games with cards – players take two cards and add the numbers the player with the highest number wins. Try it with subtraction,
multiplication, and division too.
 Play ‘Think of a number’ – you think of a number between 0-100, and
they have to guess. They can ask questions like ‘is it less than 20?’.
 Play with blocks like Lego or Jenga – talk about size, colour, shape,
weight, texture. Create patterns and structures. Ask them to guess how
many blocks they could pile up without them falling down and then build
them up to see if they were correct.
 Play with containers – e.g. How many sweets are in the jar? Ask your
child to guess and then count to see how close they were.
 Pick an object and give your child clues to find it by using directional
language: up, down, over, under, between, through, beside, behind, in
front of, and on top of. Make the game more challenging: give more
complicated directions e.g. ‘It’s on top of the table and to the left of the
magazine’.
 Play board games like Connect 4, Snakes and Ladders, Jacks, Dominos,
Ludo, Monopoly, Rush Hour Game or Chess
 Ask your child to design their own board game (and dice). Play the
game together. Afterwards, talk about the mathematical thinking,
reasoning, or problem solving the game used.
KS1 DICE GAMES
Tug of War
http://nrich.maths.org/5897
 Two dice
http://nrich.maths.org/150
 Dotty Six
http://nrich.maths.org/7337/note
 Shut the box
http://nrich.maths.org/6074/note
 Snail One Hundred
http://nrich.maths.org/8303
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WEBSITES FOR PARENTS
National Numeracy Parent Toolkit has a wealth of tips and
advice for parents.
http://www.nnparenttoolkit.org.uk/
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Oxford Owl includes a range of activities, top tips and eBooks
simple ideas, to help your child with their maths at home.
http://www.oxfordowl.co.uk/maths-owl/maths
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Maths 4 Mums and Dads explains some of the milestones
children make between the ages of 3-and-11-years-old.
http://www.maths4mumsanddads.co.uk/index.php
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Nrich. A range of maths games, problems and articles on all
areas of maths. Parents of Key Stage 1 children should select
‘stage 1’.
http://nrich.maths.org/frontpage
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WEBSITES FOR CHILDREN
http://www.amathsdictionaryforkids.com/
http://www.bbc.co.uk/bitesize/ks1/maths/
http://www.ictgames.com/resources.html
http://www.ilovemathsgames.com/
http://www.mathsisfun.com/index.htm
http://www.mathszone.co.uk/
http://www.multiplication.com/
http://www.primarygames.co.uk/
http://resources.woodlands-junior.kent.sch.uk/maths
http://www.topmarks.co.uk/
BOOKS AND APPS
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See Camden List
FEEDBACK
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Do speak to your child's class teacher if you have
any questions about Maths at school.
Please complete a workshop evaluation.