The sum of two numbers is 15 and have a difference of 3, what is their product? MATHS KNOWLEDGE IS IMPORTANT

How many faces has a square based pyramid? Calculate 8 squared less 2 cubed? How many sides have 4 octagons and 6 hexagons? How many degrees in half a circle? How many seconds in an hour? What is 63 divided by 90? How many cm in 20.5 metres? What is the size of one angle in an equilateral triangle? What are all the prime numbers between 20 and 30? The sum of two numbers is 15 and have a difference of 3, what is their product? MATHS KNOWLEDGE IS IMPORTANT

How many faces has a square based pyramid? Calculate 8 squared less 2 cubed? How many sides have 4 octagons and 6 hexagons? How many degrees in half a circle? How many seconds in an hour? What is 63 divided by 90? How many cm in 20.5 metres? What is the size of one angle in an equilateral triangle? What are all the prime numbers between 20 and 30? The sum of two numbers is 15 and have a difference of 3, what is their product? 5 56 68 180 3600 0.7 2050cm 60 degrees 23 29 54 MATHS KNOWLEDGE IS IMPORTANT

New Maths Curriculum For Parents We are going to look at the new curriculum and explore ways to help at home.

Mathematics is a creative and highly interconnected 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.

Mathematics in Key Stage One Aims for our children In teaching maths we are aiming for children to become fluent when working with numbers, to be able to reason about numbers and to solve problems involving numbers.

There is a statutory National Programme of Study. Mathematics is divided into subjects: Number Number and Place Value Measurement Addition and Subtraction Multiplication and Division Geometry properties of shapes position and direction Statistics Fractions Children have an hour a day of mathematics teaching.

Key facts about the new curriculum Laid out in terms of age related expectations Pitch of calculation has increased Cross Curricular links with Science, Computing and Geography Raised emphasis on pupils applying their mathematics to a whole range of problems Emphasis on pupils mastering skills rather than adding layers of knowledge e.g. A pupil who can do TU + TU needs to be able to do this through range of problems and areas of mathematics before moving to HTU

A few new things/changes in pitch Roman numerals read clocks (y3) Roman numerals read (y4) Knowing times tables and division facts to 12 x 12 Y4 Volume and capacity Y1 onwards Area of parallelograms and triangles (Y6) Multiplication and division problems (y1) Finding ½,1/4,3/4 of sets, shapes and quantities (y2) Imperial measures (y5) Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius (y6) Long multiplication and long division (y6)

Mastery model of teaching and learning Makes the assumption that given the time and quality teaching all pupils can and will eventually master the core learning outcome. Because of their aptitude the time for some learners to do so will be greater than others, and the learning needs to be carefully planned to take account of this. Mastery relies on carefully planned learning journeys with clear long and short term learning intentions based on required standards.

Mastery.. Lessons embedded in longer sequences of work. First all pupils are introduced to the new learning and given opportunities to develop their understanding. Formative assessment distinguishes between those who have mastered the learning and can then be given the opportunity to deepen their understanding and those who need intervention or more input.

Teaching sequence in maths. A block of lessons on a strand Range of problem solving embedded Distance checks on learning Focus on key learning and skills Daily number skills- tables, bonds, known facts Mapping to other curriculum areas Teaching to gaps Addressing misconceptions and pupils checking their work

Assessment in maths no levels Year group Age Related Expectations (Y1,3,4,5) Developing, Secure, Exceeding 2015 Year 2 - Teacher assessment, level Year 6 SAT, level 2016 - Year 2 teacher assessment, Year 6 SATs, with a score which relates to whether they met the national standard

Addition Understand the concept of more Count a set of objects Subtraction Understand the concept of less Take away from a set of objects Combine sets of objects Recording pictorially Recording as a number sentence Using a number line to count all Recording pictorially Recording as a number sentence Using a number line to count back Using a number line to count on Partitioning 2 digit numbers into 10s and 1s Using a blank number line Column addition Partitioning 2 digit numbers into 10s and 1s Using a blank number line Column subtraction Children are taught that addition and subtraction are inverse operations

Multiplication Counting and combining sets of counters of the same size Recording as a number sentence using repeated addition Using a number line to hop along in steps of the same size Introduce x symbol, working with arrays Using a blank number line for repeated addition alongside beginning to learn times tables facts Division Sharing counters equally Recording as a number sentence using repeated subtraction Using a number line to hop back in steps of the same size Introduce the symbol Using a blank number line for repeated subtraction alongside applying related multiplication facts

Becoming numerate Understanding place value It s all about pattern Acquiring a tool box of number facts Doubles and halves number bonds number patterns and counting in steps of different sizes times tables Now we can apply our knowledge

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Sample Y2 Questions Arithmetic Paper Problem Solving Paper 75 + 17 = ¾ of 20 =

Sample Y6 Questions Arithmetic Paper Problem Solving Papers

Written Calculation Expectation Greater focus on known facts Column addition and subtraction Short and long multiplication Short and long division

How you can help at home Notice numbers all around us Practice counting up and back from different starting points, in 1s then in steps of different sizes Learn number bonds, number doubles and times tables Practice telling the time, knowing days of week, months of the year, noticing the date Familiarisation with coins, simple shopping bills, value for money offers in shops Measures g, kg, ml, l, cm, m Playing board games such as Yahtzee, Monopoly, snakes and ladders, card games, dominoes.

Question time!