Parent Meeting: Years 5 and 6 Maths Curriculum Overview

1. Welcome to our Curriculum Meeting For Parents Years 5 and 6

2. Overview of the meeting • Maths – written calculations, tables, targets and using and applying CH • Handwriting and Presentation Policy MS • Spellings MS • Reading and writing targets MS • How you can help at home CH

3. Mathematics Main Aspects • Multiplication Tables – speed and accuracy • Using and Applying • Written calculations

4. Column Written Methods for Addition Y5 Children should extend the carrying method to numbers with at least four digits. 587 3587 + 475 + 675 1062 4262 1 1 1 1 1 3121 3.20 + 37 +2.88 + 148 6.08 3306 1 1 1 Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 3.2 m + 280 cm.

5. Y6 Children should extend the carrying method to number with any number of digits. 7648 6584 42 + 14865848 6432 913412432 786 1 1 1 1 1 1 3 + 468111944 1 2 1 401.20 + 26.85 + 0.71 428.76 1 Using similar methods, children will add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to four digits and either one or two decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 401.2 + 26.85 + 0.71.

6. Written Methods for Subtraction Y5 Children should: be able to subtract numbers with different numbers of digits; SHOW WRITTEN METHOD begin to find the difference between two decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other. • If the numbers involved in the calculation are close together or near to multiples of 10, 100 etc., children should be encouraged to recognise that it is more efficient to find the difference by counting up using a number line to support the mental calculation. • e.g. 1209 – 398 = 811SHOW NUMBER LINE

7. Y6 Children should: be able to subtract numbers with different numbers of digits; be able to subtract two or more decimal fractions with up to three digits and either one or two decimal places; know that decimal points should line up under each other. • If the numbers involved in the calculation are close together or near to multiples of 10, 100 etc, children should be encouraged to recognise that it is more efficient to find the difference by counting up using a number line to support the mental calculation. e.g. 3002 - 1997 = 1005

8. Multiplication and Division • Y5 – short up to 4 digits and long multiplication for 2 digit numbers • Y6– multiply up to 4 digit numbers by 2 digits • Long division and short up to 4 digits • Remainders as fractions / decimals / rounding • Word problems – multi step • Estimation / accuracy • Y5 squared / cubed / factors • Y6 Factors / common multiples / prime

9. Written Method for Multiplication Y5 HTU x U (Short multiplication – multiplication by a single digit)

10. Y6 ThHTU x U (Short multiplication – multiplication by a single digit) 4346 x 8 4.92 x 3 Long multiplication – HTU by TU / THTU by TU Column Method

11. Written Method for Division Y5/6 Children can start to subtract larger multiples of the divisor (e.g. 20x). Short division (HTU ÷ U) 196 ÷ 6 BUS STOP METHOD Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2. Children need to be able to decide what to do after division and round up or down accordingly. They should make sensible decisions about rounding up or down after division. For example 240 ÷ 52 is 4 remainder 32, but whether the answer should be rounded up to 5 or rounded down to 4 depends on the context.

12. Target Setting

13. Handwriting and Presentation • Focus on handwriting and presentation this year. • All using pencil and have to earn pen licence • Joined cursive – see poster • Homework needs to be neatly written and presented.

14. Teaching of Spelling • Weekly spelling lists given incorporating both NC word requirements and individual/class needs eg homophones, plurals • Meanings to be learnt as well as spellings • Weekly test on a Wednesday • Spelling journals within school to practice in different ways – No nonsense “pictures”

15. Reading and writing targets • Individual writing targets given to each child on a half termly basis. • Practiced daily within the literacy lesson when they write. • Group targets given for reading based on guided group • Guided group activities on a daily basis to practice targets.

16. Ideas for helping at home • Tables and Rockstars! • High expectations with handwriting and presentation • Hearing your child read with questioning • Reading to your child • Spelling revision • Sharpen and speed up mental skills • Solving problems in real life context • Promote correct use of mathematical vocabulary • Practical work – measuring – conversion of units • IT – Ipad Apps; Interactive Resources • Homework – Y6 spring term • Computer?

17. Thank you so much for attending our workshop. Time for any questions.