Download Presentation Maths Curriculum Evening 2017 final version

MATHS CURRICULUM EVENING
22nd February 2017
THE NEW CURRICULUM-MORE RIGOUR
YEAR 2 SATS PAPER
YEAR 6 SATS PAPER
HERE ARE SOME OF THE SONGS WE ARE USING ACROSS KS1.
Big number song
Months of the year
Shape song
Counting by twos
We currently use a range of manipulatives in KS1 so that children can gain a secure sense of
number. These concrete representations provide young children with a hands on approach to
maths.
Using concrete manipulatives is the ‘doing stage’ which allows us to bring concepts to life and
gives the children a chance to physically solve maths problems.
We then use these manipulatives visually to aid the children’s working out.
ONCE CHILDREN ARE SECURE AT RECOGNISING AND USING MANIPULATIVES WE ARE ABLE TO
MOVE ON TO A ‘PICTORAL’ STAGE WHERE CHILDREN CAN SEE THESE MANIPULATIVES AND
LINK THIS TO WHEN THEY HAVE PHYSICALLY USED THEM. FOR EXAMPLE SHOWING THE
CHILDREN A NUMICON PIECE ON THE BOARD AND THEM UNDERSTANDING ITS VALUE.
When children have had a strong concrete basis they are able to use
the numicon to solve problems by drawing it out themselves or
visualising what it looks like.
It is crucial that children experience a wide range of physical
manipulatives so that they have a range of different visual
representations and methods to use when needed. This is why we try
to incorporate different manipulatives daily.
Once a child has demonstrated that they have a solid understanding
of the concrete and pictoral representations of a maths problem,
they be introduced to the more abstract concept of using
mathematical symbols to represent the problem.
4+9=
Children gain a strong sense of number when using different
manipulatives and it is important that we do not push them on to
written methods too early.
Tom had 3 apples his mum gave him 4 more
apples. How many did he have altogether?
1. CONCRETE
VERBAL PROBLEM SOLVING –
USING REAL APPLES AND COUNTING ON
2. VISUAL/PICTORAL
3
UNDERSTAND THAT THEY CAN USE MANIPULATIVES TO
REPRESENT THE NUMBERS. FOR EXAMPLE USING THE
CORRECT ROD TO REPRESENT EACH NUMBER IN
THE PROBLEM.
3. ABSTRACT
WRITE THE NUMBER SENTENCE
3+4=7
4
?
Modelling to simplify problems:
Three children save £64 altogether.
Bob saves 5 times as much as Charlie.
Charlie saves half as much as Sally.
How much have they each saved?
HAVING A ‘SENSE’ OF NUMBER
Can you see any issues with these
calculations?
WHEN IS IT TIME FOR A WRITTEN
CALCULATION?
Advice after test analysis 2016
1) Schools should re-focus on mental calculation as many children
wasted time using written methods when a mental method was far
quicker and appropriate.
2) We must remind children that the squared paper does not mean
they have to use a formal written method .
3) Schools should put greater focus on missing box questions - as
these appeared both in KS1 and KS2 papers.
4) Focus has been very heavily on number for many schools.
However, there was raised expectations in the curriculum for
geometry. This was evident in the test and caught some children out.
5) Children are not secure with the relationship between multiplication
and division.
Depth and breadth
in maths
THE IMPORTANCE OF MATHEMATICAL
VOCABULARY
• What is the difference between 4 and 6?
• What is the product of 4 and 6?
• What is the mean of 2, 5 and 8?
• How many edges and vertices does a cube have?
• What is the digital root of 127?