Mathematics Parent Information Evening. Mr Parkinson Maths Leader

Transcription

1 Mathematics Parent Information Evening Mr Parkinson Maths Leader

2 Aims - Enable you to understand the changes occurring in mathematics due to the new curriculum and how we can meet the new challenges together. - Provide you with a greater understanding of how mathematics is taught in school and progression of the 4 operation methods. - Develop an understanding of the importance of mental Maths and associated strategies. - Explain how you can help at home.

3 The New Curriculum (2014) How we are implementing the new curriculum : - Years 1,3,4 & 5 are following the new curriculum. - Years 2 & 6 are following the objectives from the old curriculum. - In each year group the expectations are higher; objectives and themes have been added and moved.

4 Core features of the new curriculum 1. Conceptual understanding 2. Mathematical reasoning 3. Problem solving

5 Mathematics and Problem Solving (2014) Purpose of study: Mathematics is a creative and highly inter-connected 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.

6 Mathematics and Problem Solving (2014) 'The national curriculum for mathematics aims to ensure that all pupils...become fluent...reason mathematically... and can solve problems.' These statements, from the national curriculum, will form the focus of accountability measures : ie national curriculum tests / inspections.

7 What is real problem solving? a problem is only a problem if you don't know what to do Real problems don't have to be 'real world' applications, they can be within mathematics itself. The main criterion is that they should be non-routine and new to the student.

8 Problem Three boys have fallen asleep. They have been left a plate full of cookies by Mum for when wake up. The first boy wakes up and eats what he thinks is his share and then falls back to sleep. The second boy wakes up and eats what he thinks is his share, and then falls back to sleep. The third boy then wakes up and eats, what he thinks is his share. There are 8 cookies left on the plate. How many cookies were there to begin with.

9 What does it look like in KS1? NOAH (KS1) Noah watched the animals going into the ark. He was counting the legs of the animals and by noon he got to 12 legs. How many creatures did he see? See if you can find other answers. Try to tell someone how you found out these answers.

10 Changes to the Maths Curriculum

11 Year 1 What s gone? 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.

12 Year 1 What s been added? 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.

13 Year 2 What s gone? Rounding two-digit numbers to the nearest 10 Halving/doubling no longer explicitly required Using lists/tables/diagrams to sort objects

14 Year 2 What s been added? 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.

15 Year 3 What s gone? 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

16 Year 3 What s been added? 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

17 Year 4 What s gone? 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)

18 Year 4 What s been added? 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

19 Year 5 What s gone? Detail of problem-solving process and data handling cycle no longer required Calculator skills moved to KS3 Probability moves to KS3

20 What s been added? Year 5 Understand & use decimals to 3dp Solve problems using up to 3dp, and fractions Write % 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

21 Year 6 What s gone? 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

22 Year 6 What s been added? 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

23 Year 6 continued. 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

24 The 4 Operations Calculation Methods and Progression

25 The 4 Operations Children will be taught and will acquire secure mental methods for each operation, alongside efficient written methods of which they know they can rely on when mental methods are not appropriate.

26 Addition Counting and Combining sets of Objects Combining two sets of objects (aggregation) which will progress onto adding on to a set (augmentation) = Understanding of counting on with a numbertrack. Understanding of counting on with a numberline (supported by models and images). Eg :

27 Addition Counting on in tens and ones: = = = 35 Partitioning and bridging through The steps in addition often bridge through a multiple of 10 e.g. Children should be able to partition the 7 to relate adding the 2 and then the 5. (8 + 7 = 15)

28 Addition Adding 9 or 11 by adding 10 and adjusting by 1 e.g. Add 9 by adding 10 and adjusting by = 44 This, an similar strategies are developed to improve pupils ability to mentally add an subtract larger and more complex numbers.

29 Addition Working towards a Written Method Partitioning in different ways and recombine, eg : = = Leading to exchanging

30 Addition Towards a formal written method 1

31 Addition Compact written method Extend to numbers with at least four digits then to decimals :

32 Subtraction Understand subtraction as take-away:

33 Subtraction Understand subtraction as finding the difference:

34 Subtraction Subtraction Understand subtraction as : Finding the difference Count on from the smallest to the largest once again bridging through ten or a multiple of ten = ( ) = 36

35 Subtraction Towards written methods : = 33

36 Partitioning: Subtraction

37 Subtraction Written methods : Then to exchanging Pupils will develop this written method to working with 4 digit numbers and decimals to 2dp.

38 Subtraction Upper KS2 Subtraction

39 Multiplication Understand multiplication is related to doubling and combing groups of the same size (repeated addition)

40 Multiplication Use arrays to understand multiplication can be done in any order (commutative) Begin to develop understanding of multiplication as scaling (3 times bigger/taller)

41 Multiplication Developing written methods using understanding of visual images. eg 18 x 3 = 54 Develop onto the grid method :

42 Multiplication Grid Method: 43 X X 32 X X Progressing to short multiplication.

43 Multiplication Expanded Short Method: 32 x 3 = x x 6 = 2 x 3 90 = 30 x 3 96

44 Multiplication Short Multiplication for single digit multiplication :

45 Multiplication Written methods Continue to refine and deepen understanding of written methods including fluency for using long multiplication for larger numbers :

46 Division Children group AND share small quantitiesunderstanding the difference between the two concepts. Use of arrays as a pictorial representation for division = 5 There are 5 groups of = 3 There are 3 groups of 5

47 Division Grouping using a numberline Group from zero in jumps of the divisor to find our how many groups of 3 are there in 15? = 5

48 Division Division as repeated subtraction 18 3 =

49 Division Becoming more efficient using a numberline Children need to be able to partition the dividend in different ways = groups 2 groups Remainders 49 4 = 12 r groups 2 groups Sharing 49 shared between 4. How many left over? Grouping How many 4s make 49. How many are left over?

50 Division Mental grouping using multiplication knowledge: This method uses children s understanding on times tables and links to their mental calculations. e.g = I know 6 X 7 = 42 so 43 7 = 6 remainder 1

51 Division Mental grouping using multiplication knowledge, extended to larger groups. e.g = groups 4 groups This strategy could be supported with through the use of jottings. 7 x 10 = 70 7 x 20 = x 4 = 28

52 Division Short Division - TU U: 81 3 = Leading to the efficient use of a formal method. The language of grouping to be used. This method is the next step after children are confident with grouping. It is a more compact method. Answer = 27

53 Division - Short Division Division 2 Short division will be used to enable the pupils to express answers, and particularly remainders, in different ways appropriate to context.

54 Division - Long Division Division Similarly, long division will be used to enable the pupils to express answers, and particularly remainders, in different ways appropriate to context.

55 Mental Mathematics It is essential children have secure knowledge and recall of mental facts including: -Place Value including decimals -Number bonds -Times tables from 0 to 12! -Corresponding division facts -Rounding to enable estimation of answers etc We have a hand-out that will help you to identify and support mental maths for your child.

56 What Now? How can we help our children at home? Lots of mental strategies are being used in lessons at EGPA and are also being supported through the My Maths activities and homework tasks. These strategies are supporting children with all areas of their maths work and are designed to build their conceptual understanding of number. Mental Maths / Rapid Recall You can use the Mental strategies Handout to consolidate and support this learning at home. You will find an overview of the strategies appropriate to all Year Groups (1-6.) -Practise times tables set challenges at home. Lots of practice -Playing games cards, snakes and ladders, dominoes -Telling the time Maths in Everyday life : Encourage children to complete simple, everyday mathematical challenges at home; when out shopping, put them in charge of totalling up the change, when baking they could be in charge of measuring etc.

57 My Maths Login: egpa Password: circle

58 Transum.org

59 Online Applications Multi player mental maths game Four operation practice Math Bingo: Four operation bingo Squeebles Times Tables 2 King of Maths Long division touch Algebra touch

60 Any other questions? Thank you