Download
1 / 50
500 likes | 510 Views
Join us on Tuesday, 7th February to understand the changes in mathematics curriculum, teaching methods, mental maths, and how to support your child at home.
E N D
Maths at RA Butler Information Meeting for parents Tuesday 7th February
Aims of the meeting: • Enable you to understand the changes that occurred in mathematics due to the curriculum change in 2014; • Provide you with a greater understanding of how mathematics is taught in school • Develop an understanding of the importance of mental maths and associated strategies • Share with you the importance of using concrete resources and the development from this to pictorial representations (drawings/jottings) to the more abstract form (written calculations) • Find out what specific areas you would like support with in regards to how best to support your child at home
This meeting is … • NOT going to show the specifics of how we teach key concepts, skills or methods. • Going to give you an opportunity to request the sort of help and guidance you would like • Going to signpost you to where you can already get support
The history and the changes to the National Curriculum • In September 2014 the Government released an updated version of the National Curriculum • In 2014 it was compulsory for years 1, 3, 4 & 5 • Year 2 and Year 6 continued with the old curriculum for one final year as they were to be tested on this learning. • By September 2015 all year groups were following the 2014 curriculum.
What did the changes mean for our children? • The change to the curriculum meant that things a child might previously have learnt in Year 7 began to be concepts a child would need to know in year 6. • Some concepts were taken out of the curriculum in each year group and others were added.
EYFS Early learning goal – numbers 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. Early learning goal – shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
End of KS 1 - Year 2 What’s gone? • Rounding two-digit numbers to the nearest 10 • Halving/doubling no longer explicitly required • Using lists/tables/diagrams to sort objects What’s been added ? • Solving problems with subtraction • Finding/writing fractions of quantities (and lengths) • Adding two 2-digit numbers • Adding three 1-digit numbers • Demonstrating commutativity of addition & multiplication • Describing properties of shape (e.g. edges, vertices) • Measuring temperature in °C • Tell time to nearest 5 minutes • Make comparisons using < > = symbols • Recognise £ p symbols and solve simple money problems.
End of KS2 - Year 6 What’s gone? • Detail of problem-solving processes no longer explicit • Divisibility tests • Calculator skills move to KS3 PoS • Rotation moves to KS3 • Probability moves to KS3 • Median/Mode/Range no longer required What’s been added ? • Compare and ordering fractions greater than 1 • Long division • 4 operations with fractions • Calculate decimal equivalent of fractions • Understand & use order of operations • Plot points in all 4 quadrants • Convert between miles and kilometres • Name radius/diameter and know relationship • Use formulae for area/volume of shapes • Calculate area of triangles & parallelograms • Calculate volume of 3D shapes • Use letters to represent unknowns (algebra) • Generate and describe linear sequences • Find solutions to unknowns in problems
National Curriculum 2014 'The national curriculum for mathematics aims to ensure that all pupils.....become fluent......reason mathematically..... and can solve problems.' These statements, from the National Curriculum, will form the focus of accountability measures : i.e. national curriculum tests / inspections.
It is important that when teaching a new concept, particularly calculation the children are first introduced to the concrete representation of the mathematical concept using a range of manipulatives; • before moving on to a pictorial representation of the concrete; • Only once the children are secure with these visual representations, should they then be taught the abstract (written method). • At RAB we aim to develop the children’s fluency with calculationstrategies before encouraging them to take their learning to a mastery level by applying these skills in new and different situations/contexts.
Concrete Experiences Concrete representation This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Children all across the school use concrete materials not just the younger children
Pictorial Experiences Pictorial representation Using representations, such as a diagram or picture of the problem.
Abstract Experiences Abstract representation • The abstract stage - a pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6
Core features of the new curriculum • Conceptual understanding 2. Mathematical reasoning 3. Problem solving
Fluent Children should: 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.
What does that mean at RAB? • 72.4 x 6.3 4 8.2 ÷ 3 • 2.43 x 4.5 5. 1.16 ÷ 4 3. 43.4 x 14.3 6. 16.2 ÷ 6
ANSWERS • 72.4 x 6.3 = 456.12 4. 8.2 ÷ 3 = 2.73 • 2.43 x 4.5 = 10.935 5. 1.16 ÷ 4 = 0.29 3. 43.4 x 14.3 = 620.62 6. 16.2 ÷ 6 = 2.7
Mild, Medium or Spicy • From Year 2 up many of our teachers will give the children the option to choose their level of challenge. • The tasks are explained to the children and then they are able to self-assess where they start.
Reasoning Children should: Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
What does that mean at RAB? 7. Jake cycles at an average speed of 16.4 kilometres per hour. If he cycles for 48 hours, how far will he have travelled?. 8. A rope is 248 metres long. It is cut into 12 equal lengths. How long is each piece?
ANSWERS • Jake cycles at an average speed of 16.4 kilometres per hour. If he cycles for 48 hours, how far will he have travelled? 787.2 km 8. A rope is 248 metres long. It is cut into 12 equal lengths. How long is each piece? 20.66m or 2066cm
Problem solve Children should: Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
What does that mean at RAB? Find the smallest number that can be added to 92.7 to make it exactly divisible by 7. How about 8?
ANSWERS Find the smallest number that can be added to 92.7 to make it exactly divisible by 7. How about 8? The children need to work out that the next number that is divisible by 7 is 98, therefore the smallest number they can add is calculated by working out 98 – 92.7 = 5.3
Mastery For a child to demonstrate mastery they should be able to: • explain all 3 representations of the mathematical conceptsi.e. concrete, pictorial and abstract • be able to work confidently at the fluency, reasoning and problem solving stage of any concept • be able to apply their mathematical skills to any situation
Mental Maths It is essential children have secure knowledge and recall of mental facts including: • Place Value including decimals • Number bonds e.g. 1 + 4 = 5, 10 + 40 = 50, 100 + 400 = 500 • Times tables from 0 to 12 and beyond • Corresponding division facts • Rounding to enable estimation of answers etc
Number Sense! Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts.
Recalling facts It is important that children recognise number bonds, different pairs of numbers with the same total. 6 + 2 3 + 2 5 8 7 + 3 5 + 3 10 1 + 4 6 + 4 6 + 1 7 6 + 3 3 + 4 9 6 5 + 4 3 + 3
10 minute maths We introduced after Christmas a 10 minute maths session per day to give the children an opportunity to really practise their mental skills. It is not just a time to test the children but a time to teach them how to learn their tables, demonstrate the number patterns, explore the links to what they already know. The feedback from the children is that they love it!
What are the characteristics of a child who is good at maths? A child who: • takes risks • asks questions and explores alternative solutions without fear of being wrong • enjoys exploring and applying mathematical concepts to understand and solve problems • explains their thinking and presenting their solutions to others in a variety of ways • reasons logically and creatively through discussion of mathematical ideas and concepts • becomes a fluent, flexible thinker able to see and make connections
Props around the home • A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. • A traditional wall calendar-Calendars help with counting days, spotting number patterns. • Board games that involve dice or spinners-helps with counting and the idea of chance • A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting
A calculator- a basic calculator will help with maths homework when required, there are also many calculator games you can play too. • Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial • Dried beans, Macaroni or Smarties- for counting and estimating • A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc
A large bar of chocolate (one divided into chunks)- a great motivator for fractions work • Fridge magnets with numbers on- can be used for a little practice of written methods • Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing • A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.
And finally... Don't tell your child you are hopeless at maths • You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important” Do play (maths) with your child • There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox • Do get excited about maths and your child will get excited too!
Calculation Policy Already on our website you will find a copy of our ‘Calculation Policy’ this shows you examples of the methods we use in school for each of the four operations, but to help even more…
Now...over to you! • Next term we are planning to run some concept specific workshops including ones that will show you the calculation methods we use in school • Please write on the sheet anything else about maths you would like to know more about or be shown how to do; and the time of day that would work best;
