NEWBOTTLE & CHARLTON MATHS EVENING

1. NEWBOTTLE & CHARLTON MATHS EVENING Tuesday 21st January 2014

2. Maths warm up activity http://www.topmarks.co.uk/Flash.aspx?f=loopcardsv6 – another possible warm up. Loop card game – multiplication mix.

3. Objectives of the evening • To gain an understanding of the level at which children need to be at by the time they leave primary school. • To see the processes taken to teach children calculation methods. • To be aware of key changes in the new curriculum. • To try the different types of activities that children may use to develop mathematical skills.

4. Maths is split into different areas. • MA1 – Using and Applying • MA2 - Number • MA3 –Shape Space and Measure • MA4 – Handling Data

5. To gain an understanding of the level at which children need to be at by the time they leave primary school. There are three key times when maths levels are formally assessed and although we do this year on year, term by term even day by day, key measures are made at these points.

6. Foundation Stage This is split into only 2 areas -Numbers and Shape Space and Measure. By the end of Foundation stage children are ‘expected’ to reach the Early Learning Goal. Expectation at this level includes: Count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities andobjects, 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. Use everyday language to talk about size,weight, capacity, position, distance, time and money tocompare quantities and objects and to solve problems.They recognise, create and describe patterns. Theyexplore characteristics of everyday objects and shapesand use mathematical language to describe them.

7. KS1 By the end of Key Stage 1 ( Year 2) the expected level of attainment is a 2b. The types of mathematics children should be able to do includes: Count up or down in 10’s from any number to 100, use +,- and =, explain multiplication and division using pictures, know odd and even numbers, halving and doubling, find ½ and ¼ of shapes and small numbers, name common 2d and 3d shapes, sort objects and classify, put data into a pictogram or block graph.

8. KS2 By the end of KS2 the expectations is that they will achieve a 4b with the types of mathematical ability to include….. Multiply and divide whole numbers by 10 or 100, mental recall of multiplication facts and related division facts, know multiples, factors and square numbers, order decimals to 3dp, relate fractions to percentages, use efficient written methods for calculation, find perimeter and area of simple shapes, know different quadrilaterals and triangles, reflect, rotate and translate shapes, use a range of measuring instruments, create frequency tables, draw simple line graphs, understand mode and range.

9. End of KS1 and end of KS2 tests • In both year 2 and year 6 there are end of year tests – they happen in May. • Spend some time on your tables looking at the questions in both tests and think about the key skills that are expected from children at these levels. • Are there any limitations?

10. Mental maths • It is vital that children practise their mental maths daily - tables, counting, mental strategies for calculation etc. • Times tables facts do hold the key to many mathematical concepts and this is something in the new curriculum children will be expected to know at an earlier point. • Children also need to have a bank of core facts for example number of sides in different shapes, facts about angles, time, measure. • At the end of KS2 children are tested on their mental maths capabilities. • Lets have a go!

11. To see the processes taken to teach children calculation methods. • Addition, subtraction, multiplication and division – children need to be familiar with these four words and actually know what they mean. • Children also need to know other words that mean the same…e.g. product, share, less than. • Process is to take children from jottings to informal methods to formal written methods.

12. How would you go about answering these calculations using a written method? 38 x 7 96÷6 736 + 224 84-52

13. Calculation Booklet • On your table is the current Calculation Booklet for the cluster. Due to the new curriculum this will change slightly by September. • Key teaching methods however will still be taught. In the new curriculum expectation will be that certain methods will be used by certain years. • It is key that children really understand the value of the numbers they are using and also the processes they are taking.

14. What different types of activities do children do? • A variety of opportunities are carried out in class to provide children with maths rich activities which not only develop key skills but mathematical thinking too. Recently we have been working on developing these types of activities more in lessons. A key part of these are the discussions that happen alongside the activity. • We are going to share some of these with you now: Miss Sharp – BeeBot addition and subtraction Mrs Williams – Pass it on Mrs Gladden – Car park Mrs Elwyn – Decimal dice

15. Other activities / resources used in class • Talk it Solve it • Problem solving • Dice • Cards • Arrays • Number lines • Dominoes • Group works • Nrich • Along with formal questions to consolidate learning or to allow for initial assessments.

16. Opportunity to explore some of the activities.

17. Finally…… • I thought we should end with a final maths activity to complete in a group. • Please provide feedback on tonight and any thing else maths related you would like to have an evening on…… • Next term we hope to hold a similar evening for spelling.