Maths Workshop
Monday 15th May 2017
Mr Goodwin
Principal at St. Oswald’s CE Primary School
Rural Church Schools Academy Trust Maths Lead
[email protected]
Aims of the workshop
• Not going to be any maths tests!!
To give you a clearer understanding of how:
• We assess in maths.
• The maths curriculum has changed since 2014.
• We teach maths in school.
• You can best support your child at home with maths.
Assessment without
levels
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Happened in 2014 and been running for 2 years for Years 1,3,4,5.
Happened in 2015 and been running for 1 year for Years 2 and 6.
No longer assessing against the old levels of L2 for end of KS1 and L4 for
the end of KS2.
Schools had to design their own systems for assessing children in maths
in order that we could monitor their progress from Reception to Year 6.
Children now assessed within their Year Group’s:
• Emerging – at the beginning stage of the year group’s curriculum
• Developing – starting to develop and more solid understanding
• Secure – has mastered the whole of their Year Group’s curriculum
• Exceeding – Has shown a greater depth of understanding that would
normally be expected for a child of their age.
How the maths curriculum has
changed:
• New Primary national Curriculum in 2014 (National Curriculum 2014)
• More emphasis on problem solving and reasoning and giving the children the
tools to make connections and master problems in maths.
• The bar was been raised and some curriculum content from the proceeding
year groups
• Focus on fluency – Reasoning – Problem (FRP) solving sequence
• Focus on time spent on Concrete – pictoral – abstract teaching (not just overreliance on abstract)
• In order for a child to have mastered the year group’s curriculum they must
have shown an in-depth understanding of their year groups objectives.
• The expectation being that ever child will be able to master the year groups
objectives.
End of Year
Expectations and
Objectives (on
sheets provided)
Emerging
Developing
Secure
How do we teach
maths at St. Oswald’s?
• Maths Calculations Policy to constancy and progression in the objectives
and the methods taught.
• A clear understating of the year group’s expectations and teaching to
mastery.
• Children progress and develop at different rates so some might need to
be taught out of year group with regards objectives.
• High Attaining mathematicians are not moved onto the next year group
or accelerated through the curriculum but taken into greater depth of
understanding for problem solving and reasoning.
X -Tables
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Still very important for children to master to be successful in maths
2018 – New Times Tables Test due to be introduced for Year 4
(current Y3’s will be the guinea pigs for this assessment)
Expected to know all 1 – 12 by the end of Year 4 (Y5&6 consolidation)
The key to success at Primary Maths and tackling more formal methods
X- Tables: keep it fun, games, quizzes, songs, CD’s, Live Mathletics
Reception
Children count reliably with numbers from 1 to 20, place them in
order and say which number is one more or one less than a given
number. Using quantities and objects, they add and subtract two
single-digit numbers and count on or back to find the answer.
They solve problems, including doubling, halving and sharing.
Children use everyday language to talk about size, weight,
capacity, position, distance, time and money to compare
quantities and objects and to solve problems. They recognise,
create and describe patterns. They explore characteristics of
everyday objects and shapes and use mathematical language
to describe them.
Year 1 -6 methods
Keep it real!! (Concrete – Pictoral, don’t go abstract too early
Concrete maths / apparatus / equipment
Place Value
Number bonds (10, 20, 50, 100, 1,000)
Odds and evens
Doubling and halving,
Informal methods (part / whole method, number line jumps,
partitioning, compensation, near doubles)
Formal written methods (column addition and subtraction, short and
long multiplication, short and long division)
Reasoning and
Problem solving for
mastery and depth
Why? How? Explain? Explain your
reasoning? Provide Examples.
Will this happen sometimes,
never, always? Show me? Prove
it!
Sometimes, never,
always?
1. When you add together 3 even
numbers you always end up with an
odd number.
2. A multiple of 5 is a multiple of 10.
3. When you square an even number
the product is even.
Word Problems
1. A big part of the maths curriculum
and being able to reason, problem
solve and apply methods taught.
2. Children need to comprehend the
questions and be able to visualise the
problem (bar modelling).
Bar Modelling
1. Method to help children visualise a
word problem.
2. Makes a number concrete in bar
form.
3. Being talked about from Reception
(bar trains) and used through Y1-6 Bar
Model method.
4. Bar Model sheet examples provided
Example of Bar Model in Y1
•Draw a bar model for 7+2 = 9
and write four number
sentences underneath.
Example of Bar Model in Y6
•On Saturday Lara read 2/5 of
her book. On Sunday she read
the other 90 pages to finish
the book. How many pages are
there in Lara’s book?
How to support at home:
1.
2.
3.
4.
5.
6.
7.
Concrete / real maths.
Support with maths homework and promote its
importance.
X Tables practice as this is the key that will
unlock the rest of the maths curriculum.
Time & Money (life skills).
Use the maths calculation policy if not sure
about a method.
Make maths fun and build confidence. It is often
that it is juat confidence is the issue (‘can’t do
maths’ flipped to ‘can do maths’ attitude!).
Mathletics & Live Mathletics logins.