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Maths Meeting. Wednesday 30 th September. The National Curriculum for Maths 2014. The National Curriculum for maths aims to ensure that all pupils: Become fluent in the basics of maths, through varied and frequent practice with increasingly complex problems over time.
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Maths Meeting Wednesday 30th September
The National Curriculum for Maths 2014 • The National Curriculum for maths aims to ensure that all pupils: • Become fluent in the basics of maths, through varied and frequent practice with increasingly complex problems over time. • Reason mathematically by following a line of enquiry, developing an argument and justifying this using mathematical language. • Solve problems by applying their maths to a variety of problems.
Recording Work • In EYFS most recording will be done by showing real objects. However, objects and pictures may still be used to show an understanding of calculation with older children. Development of recording: · by showing real objects · counting on a number line · a practical calculation activity on a number line · a practical activity as a number sentence · a number bond as a number sentence · a written calculation
Progression in calculation • Children begin calculation purely with practical activities. Over time they learn to record these activities in a way that makes sense to them. • (Their own choice) • For instance - I have 3 sweets, then I get one more. The child draws the sweets. • They may draw 3 sweets and then 1 more. • When pupils are ready to record numbers they may begin to record the example as a number sentence.
Progression in calculation • At first children will record their counting on number lines, later moving to recording of calculation on a number line. • Pupils will use numbered number lines to record jumps, for example for 3+2, before recording on blank number lines.
Progression in calculation • Even past Foundation and Year 1, pupils will still work practically with equipment and real objects, but now can record their explanation of what they have done as a conventional number sentence: • 3 + 14 = 17 17 = 14 + 3 17 – 3 = 14 • 3 + 14 = 14 + 3 • They should be written in these different forms.
Partitioning • Once children have an understanding of place value, in other words they are convinced that 23 is 20 and 3, they can begin to use partitioning in their calculations. • Partitioning is also an appropriate strategy for larger numbers, eventually including decimals.
Addition using the vertical method • In Year 4 pupils may begin to record addition calculations vertically, beginning with the hundreds, then tens and then adding the ones. • We add the hundreds, then the tens, then the ones.
Subtraction • As with addition, subtraction is initially recorded as drawing the result of a practical activity, moving on to record this using numbers on lines or as number sentences. • Number lines, however, make the calculation easy. • We teach for the children to count up to the largest number. • Key understanding – Putting the zero on a number line for subtraction and crossing out what has been subtracted makes the subtraction more obvious.
Multiplication • Children’s first recording in multiplication will be by placing objects in arrays. 4 lots of 5 teddies 4 x 5=20
Multiplication • Concepts of multiplication develop using counting in steps, repetition of our times tables and are also extended using the array. • We then move on to use repeated addition. • 4x6 6+6+6+6 • Objects, arrays, number lines and number sentences will continue to be the main methods of recording. 8 x 23 = 8 x 10 + 8 x 10 + 8 x 3 = 80 + 80 + 24 = 184
Division • As with multiplication, division is recorded with objects, arrays, number lines or number sentences. • In Key Stage 1 we use ‘sharing’ when solving problems.
Division • Calculations with remainders are also recorded on a number line. • 17 ÷ 8 = 2 with 1 left over
EYFS Numbers 30 - 50 months • Uses some number names and number language spontaneously. • Uses some number names accurately in play. • Recites numbers in order to 10. • Knows that numbers identify how many objects are in a set. • Beginning to represent numbers using fingers, marks on paper or pictures. • Sometimes matches numeral and quantity correctly. • Shows curiosity about numbers by offering comments or asking questions. • Compares two groups of objects, saying when they have the same number. • Shows an interest in number problems. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Realises not only objects, but anything can be counted, including steps, claps or jumps.
EYFS Shape, Space and Measure 30 - 50 months • Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. • Shows interest in shapes in the environment. • Uses shapes appropriately for tasks. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
EYFS Numbers 40 – 60+ months • Recognises numerals 1 to 5. • Counts up to three or four objects by saying one number name for each item. • Counts actions or objects which cannot be moved. • Counts objects to 10, and beginning to count beyond 10. • Counts out up to six objects from a larger group. • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. • Counts an irregular arrangement of up to ten objects. • Estimates how many objects they can see and checks by counting them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. • Finds the total number of items in two groups by counting all of them. • Says the number that is one more than a given number. • Finds one more or one less from a group of up to five objects, then ten objects. • Beginning to use the vocabulary involved in adding and subtracting. • Begins to identify own mathematical problems based on own interests and fascinations. Early Learning Goal 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.
EYFS Numbers 40 – 60+ months • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape. • Can describe their relative position such as ‘behind’ or ‘next to’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways.
Key Changes Introduced • It goes further than the previous curriculum. There's quite a lot of new content. • Lots of objectives have been brought down from the next year group. • There is a renewed emphasis on problem solving . • Old levels have gone -the government has announced that National Curriculum levels have been abolished. Schools will be expected to report to parents on children's progress.
Tests and Assessments • End of Key Stage Assessments- Year 2, Year 4 tests • Rising Stars Assessments • Levels- width of levels
Maths at Swallowfield • Use lots of resources- Numicon, base 10, 100 squares, number lines, Unifix etc. • Make Maths fun and as realistic as possible. • As many practical activities as possible- Learning journal. • Maths at all times-covered in all sessions-‘Board Maths’, times tables chanting • As much outdoor learning as possible. • (in all year groups) • - new 100 square and compass points
Thank you for coming Any questions
Handouts • Maths in the Early Years Foundation Stage • Key Learning in Year 1. • Key Learning in Year 2. • Key Learning in Year 3. • Key Learning in Year 4. • ‘Progression in Maths’ document • Calculation Policy
