Barley Fields Primary School Maths Workshop

1. Barley Fields Primary School Maths Workshop November 2015

2. Aims of the session • To explore the New Maths Curriculum • To model the use of methods and strategies • To give you a greater understanding of the progression in Maths from Year 1 – Year 3 • To explore the importance of Mental Maths • Explore real life Maths and how children can apply their skills in a wide variety of areas

3. Mental Maths • In Year 1 and Year 2 principal focus of Mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. • By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. • To be able count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • To count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens • To be given a number, identify one more and one less • To identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • To read and write numbers from 1 to 20 in numerals and words.

4. Importance of rapid recall of facts.

5. Addition and Subtraction expectations for the end of Year 1 • We have many steps which support the children’s understanding of addition. By the end of Year 1 the children should be confident in the following: • To read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs • To be able to represent and use number bonds and related subtraction facts within 20 • To add and subtract one-digit and two-digit numbers to 20, including zero • To solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9

6. Addition and subtraction expectations for the end of Year 2 • To solve problems with addition and subtraction: • To use concrete objects and pictorial representations, including those involving numbers, quantities and measures • To apply their increasing knowledge of mental and written methods • To recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 • To add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones a two-digit number and tens two two-digit numbers • To add three one-digit numbers • To show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot • To recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

7. Addition

8. First step in Year 1 addition by using objects as well as mental methods to support.

9. Addition using tens and units rods or place value counters.

10. End of Year 1 beginning of Year 2.Addition method.

11. In Year 2 when the children are fully secure using place value we will introduce the bridging method.

12. Year 3 methodWill then introduce the column addition method.

13. Subtraction vocabulary

14. Subtraction mental methods.

15. Subtraction using objects or jottings

16. Understanding the vocabulary and that subtraction is also solving the difference.

17. Year 2Once the children have secure understanding of adding amounts mentally. We move onto subtraction on a number line to solve the difference.

18. Subtraction using larger hops. This does involve knowing your number bonds.

19. Greater depth of understanding of place value. Some children hop in 10s

20. Multiplication

21. Multiplication and division expectations for the end of Year 1 • To solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

22. Multiplication and division expectations for the end of Year 2 • To recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers • To calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs • To show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot • To solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

23. Methods for multiplication

24. Multiplication using arrays, objects or jottings.

25. Multiplication on a number line.

26. Division

27. Division early concepts

28. Division using objects and jottings.

29. Division as sharing

30. Division using a number line or using multiplication facts to support.

31. Applying the methods. • Children will need to apply their methods and knowledge in a wide variety of ways.

32. Fractions • Year 1 • Recognises, finds and names a half as one of two equal parts of an object, shape or quantity.   • Recognises, finds and names a quarter as one of four equal parts of an object, shape or quantity. • Year 2 • Recognises, finds, names and writes fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity. • Writes simple fractions for example, 1/2 of 6 = 3 and recognises the equivalence of 2/4 and 1/2.

33. Measurement • To choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels • To compare and order lengths, mass, volume/capacity and record the results using >, < and = • To recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value • To find different combinations of coins that equal the same amounts of money • To solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change • To compare and sequence intervals of time • To tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times • To know the number of minutes in an hour and the number of hours in a day.

34. Shape • To identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line • To identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces • To identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] • To compare and sort common 2-D and 3-D shapes and everyday objects

35. Statistics • To interpret and construct simple pictograms, tally charts, block diagrams and simple tables • To ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity • To ask and answer questions about totalling and comparing categorical data.

36. Thank you for coming! • Any questions?