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Welcome to our Maths Morning

“I want to help with Maths homework, but they do things differently now!” ‘When children reach the age of 5 many parents get a dreadful shock. They find their children bringing home vocabulary and methods that they just don’t recognise. ’ ‘Parents keen to help realise that…they don’t understand what their child is doing and… when they try to demonstrate how to do something differently, all they manage to do is confuse the child. ’ Some of you at some point have probably heard from your child ‘That’s not how my teacher said to do it!’

Why is Maths taught differently now? • When I was at school, maths lessons involved teaching rules of how to do things. We didn't question and often we didn't understand why we were "carrying ten" or “taking one". • This meant that I was fine as long as I remembered the rules and as long as the type of question didn’t change, but I had no clear understanding of what I was doing and why it worked. • Activities like this were probably okay for the children who ‘got’ maths, but not for those who struggled or were uninspired by the work on offer. • A new emphasis on understanding before writing.

This morning we will… • Inform you how we teach maths at Wood Ley in line with the new maths curriculum. • Focus in the classrooms on number. • A chance to go and work with your children in maths.

The New Primary Mathematics Curriculum 2015

Key themes in mathematics in the new curriculum • Spoken communication and reasoning • Reading and spelling mathematical vocabulary • Problem solving and application of knowledge • Calculators not being used as a substitute for good written and mental arithmetic • Focus on mental calculation and written calculation • Strands now: number measurement geometry (shape and space) statistics

Key Changes - Mathematics • Larger numbers introduced earlier • No data handling in Year 1 • Tables to 12 x 12 by end of Year 4 • Earlier introduction to formal written methods • Focus on fractions • • • No use of calculators until the end of KS 2 Focus on problem solving • Understanding of square numbers, cubed numbers, primes, factors, prime factors, common multiples etc. during Year 5 and Year 6 • No probability

Assessment • July 2015 was the last year national curriculum ‘Levels’ were used at the end of Key Stages • Children will be tested at the end of Year 2 and 6 2016 on maths that reflects the new curriculum. • Children will be given standardised scores, not levels. You will be told whether your child is ‘at expected standard’ , ‘above expected standard’ or ‘below expected standard’ for their age. • The focus will be on ‘arithmetic’ and ‘mathematical fluency, solving problems and reasoning’.

Calculations The aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose effective and efficient strategies to work out the answers.

Overview Up to Year 3 the emphasis is on: o working mentally, o calculations recorded in horizontal number sentences o some jottings for more challenging numbers o Models and Images In Year 3 -6 children will be gradually taught more formal written methods of calculation but they will still use mental methods and jottings where appropriate.

Mental Maths The ability to calculate mentally forms the basis of all methods of calculation. This involves: • instant recall of number facts (+ - x ÷) • have a secure understanding of place value and the number system • know the best strategy to apply to a calculation • understand the language and rules of maths

Written Calculations • Throughout their primary years, children should progress from informal jottings to efficient written methods for each of the four operations. • Standard written methods should only be introduced when a child has a secure knowledge and understanding of the process involved and can clearly explain the strategies they have used. • Children become secure with these methods when they have regular practice and persevere!

Our Written methods • All our calculation methods are based on developing an understanding of the number system and building on existing mental strategies. • We want children to develop a mathematical understanding, a feel for the value of number, NOT just to learn a mechanical method that is prone to error. • Once they fully understand what they are doing, they can move to more compact methods.