How many faces has a square based pyramid?

Calculate 8 squared less 2 cubed?

How many sides have 4 octagons and 6 hexagons?

How many degrees in half a circle?

How many seconds in an hour?

What is 63 divided by 90?

How many cm in 20.5 metres?

What is the size of one angle in an equilateral triangle?

What are all the prime numbers between 20 and 30?

The sum of two numbers is 15 and have a difference of 3, what is their product?

MATHS KNOWLEDGE IS IMPORTANT

How many faces has a square based pyramid?

Calculate 8 squared less 2 cubed?

How many sides have 4 octagons and 6 hexagons?

How many degrees in half a circle?

How many seconds in an hour?

What is 63 divided by 90?

How many cm in 20.5 metres?

What is the size of one angle in an equilateral triangle?

What are all the prime numbers between 20 and 30?

The sum of two numbers is 15 and have a difference of 3, what is their product?

56

5

68

180

3600

0.7

2050cm

60 degrees

23   29

54

MATHS KNOWLEDGE IS IMPORTANT

New Maths Curriculum For

ParentsWe are going to look at the new

curriculum and explore ways to help at home.

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.

Mathematics in Key Stage One

In teaching maths we are aiming for children to become fluent when working with numbers, to be able to reason about numbers and to solve problems involving numbers.

Aims for our children

Geometry – properties of shapes– position and direction

Children have an hour a day of mathematics teaching.

There is a statutory National Programme of Study.

Mathematics is divided into subjects:

Number

Number and Place Value

Addition and Subtraction

Multiplication and Division

Measurement

Statistics

Fractions

Key facts about the new curriculum

• Laid out in terms of age related expectations• Pitch of calculation has increased• Cross – Curricular links with Science, Computing and

Geography• Raised emphasis on pupils applying their mathematics

to a whole range of problems• Emphasis on pupils mastering skills rather than adding

layers of knowledge e.g. A pupil who can do TU + TU needs to be able to do this through range of problems and areas of mathematics before moving to HTU

A few new things/changes in pitch…

• Roman numerals – read clocks (y3)• Roman numerals – read (y4)• Knowing times tables and division facts to 12 x 12 – Y4• Volume and capacity –Y1 onwards• Area of parallelograms and triangles (Y6)• Multiplication and division problems (y1)• Finding ½,1/4,3/4 of sets, shapes and quantities (y2)• Imperial measures (y5)• Illustrate and name parts of circles, including radius, diameter

and circumference and know that the diameter is twice the radius (y6)

• Long multiplication and long division (y6)

Mastery model of teaching and learning

• Makes the assumption that given the time and quality teaching all pupils can and will eventually master the core learning outcome.

• Because of their aptitude the time for some learners to do so will be greater than others, and the learning needs to be carefully planned to take account of this.

• Mastery relies on carefully planned learning journeys with clear long and short term learning intentions based on required standards.

Mastery..

• Lessons embedded in longer sequences of work.

• First all pupils are introduced to the new learning and given opportunities to develop their understanding.

• Formative assessment distinguishes between those who have mastered the learning and can then be given the opportunity to deepen their understanding and those who need intervention or more input.

Teaching sequence in maths.• A block of lessons on a strand • Range of problem solving embedded• Distance checks on learning • Focus on key learning and skills• Daily number skills- tables, bonds, known

facts• Mapping to other curriculum areas• Teaching to gaps • Addressing misconceptions and pupils

checking their work

Assessment in maths – no levels

• Year group Age Related Expectations (Y1,3,4,5)

• Developing , Secure, Exceeding• 2015 Year 2 - Teacher assessment, level

Year 6 – SAT, level • 2016 - Year 2 – teacher assessment,

Year 6 – SATs, with a score which relates to whether they met the national standard

Addition

Understand the concept of more

Count a set of objects

Combine sets of objects

Recording pictorially

Recording as a number sentence

Using a number line to count all

Using a number line to count on

Partitioning 2 digit numbers into 10s and 1s

Using a blank number line

Column addition

Subtraction

Understand the concept of less

Take away from a set of objects

Recording pictorially

Recording as a number sentence

Using a number line to count back

Partitioning 2 digit numbers into 10s and 1s

Using a blank number line

Column subtraction

Children are taught that addition and subtraction are inverse operations

Multiplication

Counting and combining sets of counters of the same size

Recording as a number sentence using repeated addition

Using a number line to hop along in steps of the same size

Introduce x symbol, working with arrays

Using a blank number line for repeated addition

…alongside beginning to learn times tables facts

Division

Sharing counters equally

Recording as a number sentence using repeated subtraction

Using a number line to hop back in steps of the same size

Introduce the ÷ symbol

Using a blank number line for repeated subtraction

…alongside applying related multiplication facts

Becoming numerate

• Understanding place value• It’s all about pattern• Acquiring a tool box of number facts…

Doubles and halves number bondsnumber patterns and counting in steps of different sizestimes tables

• Now we can apply our knowledge…

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

Sample Y2 Questions Arithmetic Paper

• 75 + 17 =

• ¾ of 20 =

Problem Solving Paper

Sample Y6 QuestionsArithmetic Paper Problem Solving Papers

Written Calculation Expectation

• Greater focus on known facts • Column addition and subtraction • Short and long multiplication• Short and long division

How you can help at home

• Notice numbers all around us• Practice counting up and back from different starting

points, in 1s then in steps of different sizes• Learn number bonds, number doubles and times tables• Practice telling the time, knowing days of week,

months of the year, noticing the date• Familiarisation with coins, simple shopping bills, value

for money offers in shops• Measures – g, kg, ml, l, cm, m• Playing board games – such as Yahtzee, Monopoly,

snakes and ladders, card games, dominoes.

Question time!