1 / 62

Empowering You in Maths – National Curriculum Highlights and Expectations

Explore the 2014 National Curriculum for Maths, focusing on teaching calculation skills, resources for child learning, and supporting math at home. Gain confidence in aiding children with mathematical concepts and problem-solving strategies. Discover the curriculum's emphasis on number fluency, formal calculation methods, and advanced topics like fractions and algebra. Enhance your ability to support learning according to the curriculum expectations and stay updated on current math educational practices.

vpollard
Download Presentation

Empowering You in Maths – National Curriculum Highlights and Expectations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Keeping Up With the Children - Maths

  2. What maths have you done today?

  3. Aims of session To provide an overview of the 2014 National Curriculum for Maths To share our approach to teaching calculation skills To raise awareness of what maths resources are available, to support your child’s learning To enable you to feel more confident about supporting children with maths at home

  4. The 2014 National CurriculumHEADLINES Children to know by heart their tables to 12x12, by the end of year 4. Greater emphasis on formal written calculation methods; long multiplication and division. Earlier and more challenging requirement for fractions and decimals. Increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles. Use of calculators to be restricted until the end of Key Stage 2. Greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age than previously. Roman numerals have been introduced from year 3. Greater focus on interpretation of data.

  5. The 2014 National CurriculumAIMS To ensure that children 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 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

  6. The 2014 National CurriculumEXPECTATIONS “The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.” National Curriculum for Maths Sept 2014

  7. Our Aims have a secure knowledge of number facts and be fluent in the four operations; be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages; be able to solve a wide range of problems, including those which require efficient mental and written methods; confidently use appropriate mathematical vocabulary to present a mathematical justification, argument or proof.

  8. Mental strategies for addition Recall of number bonds. Using near doubles. Partitioning (splitting a number up) and recombining (putting it back together again). Counting on and counting back in steps of 1, 10, 100 or 1000. Adding the nearest multiple of 10, 100 or 1000 and adjusting e.g. add 10 then take away 1 in order to add 9 to a number. Using the relationship between addition and subtraction.

  9. Early Years

  10. Number line – counting on 25 + 16 = 41 +10 +6 41 25 35

  11. 47 + 16

  12. 67 50 + 10 = 60 3 + 4 = 7

  13. Your Turn! 38 + 57 72 + 16 = 88 70 + 10 = 80 2 + 6 = 8

  14. Column addition 237 + 146 1 383 136 + 43 179

  15. Your Turn! 245 + 138

  16. Mental Strategies for Subtraction Recall of addition and subtraction facts. Finding a small difference by counting up. Partitioning (splitting a number up) and recombining (putting it back together again). Counting on and counting back in steps of 1, 10, 100 or 1000. Subtracting the nearest multiple of 10, 100 or 1000 and adjusting e.g. take away 10 then add 1 in order to take away 9 from a number. Using the relationship between addition and subtraction.

  17. Early Years

  18. Number line - counting back

  19. Number line – counting on 141 - 89 = 52 +41 +10 +1 89 90 100 141

  20. Your Turn!

  21. Partitioning 53 – 22 = 31 50 – 20 = 30 3 - 2 = 1 30 + 1 = 31

  22. Your Turn! 78 – 35 = 43 70 – 30 = 40 8 - 5 = 3 48 - 23 40 + 3 = 43

  23. Column subtraction 342 – 127 = 215 3 1 342 - 127 215

  24. Your Turn! 567 - 181 342 – 127 = 215 3 1 342 - 127 215

  25. Mental Strategies for Multiplication Using knowledge of doubling and halving Using recall of times tables facts Using closely related facts e.g. 13 x 11 = (13 x 10) + (13 x 1) Multiplying by 10, 100 or 1000 Partitioning numbers e.g. 23 x 4 = (20 x 4) + (3 x 4). Using knowledge of factors

  26. Early Years

  27. 13 rows of 4 10 x 4 = 40 3 x 4 = 12 40 + 12 = 52 4 groups of 2 = 8 4 x 2 = 8

  28. Partitioning 36 x 5 30 + 6 30 x 5 = 150 6 x 5 = 30 150 + 30 = 180

  29. Partitioning 36 x 5 X 30 6 5 150 30 150 + 30 = 180

  30. Your Turn! 28 x 5 36 x 5 = 180 X 30 6 5 150 30 150 + 30 = 180

  31. Grid method 17 x 25 200 140 50 +35 = 425 X 20 5 10 7 200 50 140 35 1

  32. Your Turn! 34 x 23 17 x 25 = 425 X 20 5 10 7 200 140 50 +35 = 425 200 50 140 35

  33. Long Multiplication 1 2 124 x 26 ______ + 744 24 80 32 24 1 1

  34. 153 x 24

  35. Mental Strategies for Division • Using knowledge of doubling and halving • Using times tables facts to find division facts eg 3 x 5 = 15 so 15 ÷ 5 = 3 • Using closely related facts eg 21 ÷ 7 = 3 so 210 ÷ 7 = 30, 210 ÷ 70 = 3, 2.1 ÷ 7 = 0.3 etc • Dividing by 10, 100 or 1000 • Using knowledge of factors

More Related