Maths

1. Maths The Primary Framework Nicky McDonald

2. Do it your way! • 25x19 • 5% of 86 • 248-99 • 103-98 • ½ of 378 • 1+2+3+4+5+6+7+8+9+10+11=

3. Key features of how mathematics is taught in the primary school • An emphasis on the development of mental calculation • A greater focus on the development of number skills and knowledge • Informal methods of calculation until children can…..

4. Mentally add and subtract anypair of 2-digit numbers • For most children during the latter part of year 3 • Children will be using a variety of mental methods by this time

5. Mental first • 56+ 29 or 56 +29 • Children cease to “say” the numbers, seeing only digits in columns e.g. “6 add 9” instead of “56 add 29”

6. 2000 - 102 This is most sensibly done by finding the difference or counting back, not by decomposition.

7. 25x8 or 25 x 8 • Children relying on written procedures forget how much they can do mentally. 25x8 is double 25x4

8. The calculating repertoire ‘Brain Paper’ • Mental recall of number facts • Mental methods of calculation Paper (and use of calculators) • Jottings to record mental calculations • Informal written methods • Standard written methods

9. Expanded Written Methods Standard Written Methods Calculator Mental Calculations with jottings Informal Methods Mental Recall The calculating continuum

10. The calculating continuum • Children constantly move up and down the continuum • Learning a new method of calculating does not mean other ways are no longer relevant • Children should always be looking for calculations they can do wholly or partly mentally

11. A structured approach to calculation An approach based on the skills of mental calculation: • Remembering number facts • Using known facts to derive new ones • Familiarity with the number system and relationships between numbers • Having a repertoire of mental calculation strategies • Understanding of the four operations and how they are related

12. Moving from informal to formal methods • At every stage, teachers first use examples that children can easily do mentally • Children then see how the steps in a written procedure link to what they do in their heads • They then move to using numbers that cannot easily be dealt with mentally, including money and decimal numbers • Partitioning and place value are crucial concepts and estimation of size of answers is essential.

13. Calculation Policy • As a result of the Maths Ofsted in September 2007 we have now put in place a Calculation Policy. • Shared with the Infants, available on the website • www.jrj.westberks.org In the Parents, Maths area.

14. The key changes in the New Primary Framework • Greater emphasis on using and applying mathematics • Earlier recall of multiplication facts • Clear emphasis on mental calculation throughout the primary curriculum • Clear progression in multiplication and division introducing early concepts in the Foundation Stage • Increased expectation in objectives for derivation and recall of number facts to support the teaching of problem solving, enquiry and calculation

15. Block A Counting, partitioning and calculating Using and applying mathematics Counting and understanding number Calculating Using and applying mathematics Block B Securing number facts, understanding shape Knowing and using number facts Understanding shape Block C Handling data and measures Using and applying mathematics Measuring Handling data Using and applying mathematics Block D Calculating, measuring and understanding shape Calculating Measuring Understanding shape Block E Securing number facts, relationships and calculating Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating