THE NEW MATHEMATICS CURRICULUMA guide for parents and carers in Key Stage 1

AIMS OF TODAY’S SESSION

To develop an overview of the new maths curriculum in Years 1 and 2.

To find out what Emmanuel School is doing to support your child with the increased expectations.

To discuss strategies on how you can best support your child at home.

THE NEW MATHS CURRICULUM

Came into force in September 2014 for all year groups except for Years 2 and 6.

Years 2 and 6 will be assessed using the old curriculum framework in Summer Term 2015.

PURPOSE OF STUDY

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

AIMS OF THE NEW MATHS CURRICULUM

The national curriculum for mathematics aims to ensure that all pupils:

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.

Higher expectations and emphasis on ‘arithmetic’

NUMBER IN YEAR 1

Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or

from any given number (this was to 20 in the old curriculum) Count, read and write numbers to 100 in numerals; count in multiples of twos,

fives and tens Given a number, identify one more and one less 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

Read and write numbers from 1 to 20 in numerals and words.

Addition and Subtraction Read, write and interpret mathematical statements involving addition (+),

subtraction (–) and equals (=) signs Represent and use number bonds and related subtraction facts within 20 (this

was to 10 in old curriculum). Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete

objects and pictorial representations, and missing number problems.

NUMBER IN YEAR 1

Multiplication and division 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.

Fractions Recognise, find and name a half as one of two

equal parts of an object, shape or quantity Recognise, find and name a quarter as one of

four equal parts of an object, shape or quantity.

MEASUREMENT IN YEAR 1 Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short,

double/half] mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full,

quarter] time [for example, quicker, slower, earlier, later]

Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds)

Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using language [for example, before and

after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks,

months and years Tell the time to the hour and half past the hour and draw the hands on a clock

face to show these times.

NUMBER IN YEAR 2Place Value

count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Recognise the place value of each digit in a two-digit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use <, > and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems.

Addition and Subtraction

Solve problems with addition and subtraction: Using concrete objects and pictorial representations, including those involving numbers, quantities

and measures Applying their increasing knowledge of mental and written methods Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to

100 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 adding three one-digit numbers Show that addition of two numbers can be done in any order (commutative) and subtraction of one

number from another cannot Recognise and use the inverse relationship between addition and subtraction and use this to check

calculations and solve missing number problems.

NUMBER IN YEAR 2Multiplication and Division

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Fractions Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a

length, shape, set of objects or quantity Write simple fractions for example, 2 ½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2

MEASUREMENT IN YEAR 2

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

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Find different combinations of coins that equal the same amounts of money

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Compare and sequence intervals of time 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 Know the number of minutes in an hour and the number of hours in

a day.

WHAT ARE WE DOING AT EMMANUEL SCHOOL TO SUPPORT YOUR CHILD?

We want each and every child to be confident and fluent in Maths.

Each week we are planning and teaching objectives from the new curriculum, including in Year 2.

KS1 are doing daily mental maths practise of key number facts.

We are increasing our use of resources to help children make links between concrete and abstract ideas e.g. numicon, bead strings, hundred squares, number lines, place value cards and grids,

We are updating our written calculation policy so it is in line with the new maths curriculum.

THE ROLE OF PARENTS AND CARERS

“Parents are a child’s first and most enduring educators, and their influence cannot be overestimated.”Review of Mathematics teaching in Early Years Settings and Primary Schools, Sir Peter Williams 2008

“Perhaps the single most important thing that parents can do to help their children with maths is to pass on a positive attitude.”Tanya Byron, Clinical Psychologist

“Students' motivation to learn maths is higher among students whose parents discuss with them how mathematics can be applied to everyday life or who obtain mathematics materials for them.”The Programme for International Student Assessment 2013

EVERYDAY EXPERIENCES Talk about time - for example, 'What time should you leave the house

to get to school on time?' or, if they have a 20 minute turn on the computer and they’ve already used 10 minutes, how much longer can they use the computer for?

Measure ingredients and set the timer together when you are cooking. How much more food will you need if extra people come for dinner?

Talk about the shape and size of objects – use the internet to find interesting size facts like tallest and shortest people, or biggest and smallest buildings etc.

When you are sharing food like pizza, cake or berries, ask your child to help you share it equally between the people eating.

Solve maths problems at home, e.g. How many apples should we buy at the shop? Why?’ or ‘How long will it take us to get to Gran's house if we go to the library on the way?’

Collect information together and create a tally chart, e.g. find out the family’s favourite animal or fruit etc.

Make patterns with objects, colouring pencils, paint or play-dough, and build structures with Lego, or cardboard boxes.

See ‘Out and About’ cards

MONEY Estimate – at the shops ask your child to estimate how

much 3 or 4 items will come to. At the shops - if you're buying a couple of items in a

shop, ask them to guess how much they will cost. Give them small amounts of pocket money e.g 50p -

what can they buy? If they want to save for something, how long with it take them?

Talk about the items you buy - which are more expensive, which are cheaper? Which are heavier, which are lighter?

Explore quantities by asking them to think about how many different ways they can make 50p. How many 10p coins do you need to make £1?

When you buy something, get your child to hand over the money. Check the change with them afterwards.

GAMEShttp://www.theguardian.com/education/2008/mar/25/schools.uk3 Play games with cards – players take two cards and add the numbers -

the player with the highest number wins. Try it with subtraction, multiplication, and division too.

Play ‘Think of a number’ – you think of a number between 0-100, and they have to guess. They can ask questions like ‘is it less than 20?’.

Play with blocks like Lego or Jenga – talk about size, colour, shape, weight, texture. Create patterns and structures. Ask them to guess how many blocks they could pile up without them falling down and then build them up to see if they were correct.

Play with containers – e.g. How many sweets are in the jar? Ask your child to guess and then count to see how close they were.

Pick an object and give your child clues to find it by using directional language: up, down, over, under, between, through, beside, behind, in front of, and on top of. Make the game more challenging: give more complicated directions e.g. ‘It’s on top of the table and to the left of the magazine’.

Play board games like Connect 4, Snakes and Ladders, Jacks, Dominos, Ludo, Monopoly, Rush Hour Game or Chess

Ask your child to design their own board game (and dice). Play the game together. Afterwards, talk about the mathematical thinking, reasoning, or problem solving the game used.

KS1 DICE GAMES

Tug of Warhttp://nrich.maths.org/5897 Two dicehttp://nrich.maths.org/150 Dotty Sixhttp://nrich.maths.org/7337/note Shut the boxhttp://nrich.maths.org/6074/note Snail One Hundredhttp://nrich.maths.org/8303

WEBSITES FOR PARENTS National Numeracy Parent Toolkit has a wealth of tips and

advice for parents.http://www.nnparenttoolkit.org.uk/

Oxford Owl includes a range of activities, top tips and eBooks simple ideas, to help your child with their maths at home.

http://www.oxfordowl.co.uk/maths-owl/maths

Maths 4 Mums and Dads explains some of the milestones children make between the ages of 3-and-11-years-old.

http://www.maths4mumsanddads.co.uk/index.php

Nrich. A range of maths games, problems and articles on all areas of maths. Parents of Key Stage 1 children should select ‘stage 1’.

http://nrich.maths.org/frontpage

WEBSITES FOR CHILDREN

http://www.amathsdictionaryforkids.com/http://www.bbc.co.uk/bitesize/ks1/maths/http://www.ictgames.com/resources.htmlhttp://www.ilovemathsgames.com/http://www.mathsisfun.com/index.htmhttp://www.mathszone.co.uk/http://www.multiplication.com/http://www.primarygames.co.uk/http://resources.woodlands-junior.kent.sch.uk/mathshttp://www.topmarks.co.uk/

BOOKS AND APPS

See Camden List

FEEDBACK

Do speak to your child's class teacher if you have any questions about Maths at school.

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