The new maths The new maths

curriculum curriculum

Icknield Primary SchoolNovember 2015

Aims

• An introduction to key themes and mathematical concepts in the new primary maths curriculum

• Key changes in each year group

Programmes of study content Number•Number and place value •Addition and subtraction•Multiplication and division •Fractions •Ratio and proportion •Algebra Measurement (conversions, area, perimeter) Geometry (previously shape and space)•Properties of shapes • Position and direction Statistics (previously data handling)

3 main aims of the new curriculum

The national curriculum for mathematics aims to ensure that all pupils: •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.

Aim 1- What is fluency?

Efficiency. An efficient strategy is one that the student can carry out easily, keeping track of sub problems and making use of results to solve the problem.

Accuracy includes 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, and the ability to select the most appropriate one.

Aim 2

Reason mathematically by: following a line of enquiry “ I wonder if…”conjecturing relationships and generalisations “ I think that… I’ll try this out, I’ve found a rule” and developing an argument, justification or proof using mathematical language “No prime numbers can be even because…”

Aim 3

• 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.

resources

Aim 3

• 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.

resources – Numberlines, counters, diennes, cubes, clocks, bead

strings, place value cards, digit cards, number fans.Representations

Representations in Calculations

Key MessagesKey MessagesTo develop written calculation strategies, children need:To develop written calculation strategies, children need:

o Secure mental strategies from YR.Secure mental strategies from YR.

o A solid understanding of the number system.A solid understanding of the number system.

o Practical, hands on experience including counters and base 10 apparatus.Practical, hands on experience including counters and base 10 apparatus.

o Visual images including number lines and arrays.Visual images including number lines and arrays.

o Secure understanding of each stage before moving onto the next.Secure understanding of each stage before moving onto the next.

o The questions at the forefront of their minds:The questions at the forefront of their minds:

‘‘Can I do it in my head? If not which method will help me?Can I do it in my head? If not which method will help me?’’

Implementation of the new National Curriculum

2014-15 Years 1, 3 and 4 and 5

2015-16 Years 2,6 (and 3,4)

Summer 2016 ( KS2 testing)

Reception class expectations

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single- digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing.

Some key changes in Year 1

0 count to 100 instead of 20 (forwards and backwards) from any given number

0Count in multiples of 2,5 and 100Number bond addition and subtraction facts to 200Missing number problems e.g. 11= ? - 90 multiplication and division problems (pictorially)

including arrays are now included (was in Years 2 and 3)

0 using halves and quarters

Some key changes in Year 2 0 more emphasis on the mental mathematics expectations

– count in steps of 3, 0 inverse operations for checking now explicit in Year 20Deeper understanding of addition- commutativity (any

order)0Deeper understanding of multiplication- commutativity 0 greater range of fractions are explored including

equivalents of quarters and finding thirds0 in measures children are expected to be able to read a

thermometer.0Combinations of coins0Tell the time to 5 minutes

Some key changes in Year 3 0Multiplication tables and division facts (3 x 4 x 8 x)0Add and subtract 3 digit numbers mentally0 Start to use formal methods if ready(columnar addition)0Multiplication and division mental methods (4 x 5 = 20

so 40 x 5 = 200)0 Scaling problems (for every- start of ratio)0Adding and subtracting fractions with the same

denominator0Measure perimeter of 2D shapes0Roman numerals0Read the time to the nearest minute

Some key changes in Year 4 0Count backwards through zero0Roman numerals to 1000Multiplication/division facts up to 12 x 120Multiplying three single digit numbers (6 x 4 x 2)0Starting formal multiplication strategies 0Counting in hundredths0Round decimals to nearest whole number0Compare numbers with up to 2 decimal places0Convert 12 hour to 24 hours clock times0Plot 2D shapes on a co-ordinate grid

Some key changes in Year 5 0Read write and order numbers to 1 million0Read and write roman numerals to 1000 (M)0Solve multi-step problems0Multiply a 4 digit by a 2 digit number0Recognise cube numbers 0Compare and order fractions with different

denominators0Add and subtract fractions different denominators0Multiply fractions by whole numbers0Convert metric and imperial units

Some key changes in Year 6 0Read, write and order numbers up to 10 million0Use formal methods of long multiplication and division

(when have mastered informal methods)0Add, subtract, multiply and divide fractions with different

denominators0Use a formulae to calculate the area and volume of shapes0Calculate the area of paralellograms0Calculate volume using standard units0Find unknown angles in shapes0 Illustrate and name the parts of circles0Construct pie charts0Algebra

How can you help your child?