Marvellous Maths
• How has the maths curriculum changed?
• What are the essential skills that our children need?
• Which methods are used when (and why?)
• How can we help?
How has the curriculum changed?
1. Mastery Curriculum
3. It ‘feels’ different
2. MORE
The 4 Pillars = Numerically secure
children
1. Place Value
Hundreds
100s
Tens
10s
Ones
1s
1/10 tenths
0.1
1/100
Hundredths
0.01
The 4 Pillars = Numerically secure
children
2. Number Facts
Number pairs (bonds)
• ‘No work’ calculations
Facts- odd/even,
multiples, factors
• Routine memorisation
• As often as possible
Doubles and halves
Times tables
The 4 Pillars = Numerically secure
children
3. Models and Images
The 4 Pillars = Numerically secure
children
4. Doubling and Halving
• Simplest mathematical function
• Pivotal to fractions, mental calculation
strategies.
The 4 Pillars
Place Value + Number Facts + Models/Images + Doubling and Halving
Why do you teach a range of
methods?
Choosing an efficient strategy is a meta- skill
52 – 5 =
52 – 36 =
152 – 99 =
2003 – 875 =
Place Value
Addition
Expanded Column Addition
Expanded Column
Addition With Carrying
Compact Column
Addition
Subtraction
Counting Up Subtraction (Frog)
(Money)
Expanded Column
Subtraction
Compact Column
Subtraction
Multiplication
Grid Method
Ladder MethodHundreds first
Multiplication
Short Multiplication
Long Multiplication
Division
Short Division
Written version of a mental strategy
Long Division
How can I help my child?
• Be positive!
• Ask your child to explain the method
that they are using- look at today’s
hand-out to help!
• Practise mental mathematics at
every opportunity- times tables,
number bonds, guess my number,
the number plate game etc.
• Mathletics, KS2 bitesize games
• I-pad apps
"I’m rubbish at maths"
Or
"I hated maths at school."
Year 6 Mathematics
Each child should meet all expectations. If not, records need to be made and passed up to the next teacher.
Number and Place Value
Locate numbers up to 999,999 on a
landmarked line; use this to compare/order
numbers.
Round to ten, a hundred and a thousand, ten
thousand or one hundred thousand.
Read scales with accuracy and confidence
Generate and describe linear sequences.
Addition and Subtraction
Multiplication and Division
Fractions
Add and subtract mentally with
confidence – where the numbers are less
than 100 or the calculation relies upon
simple addition/subtraction and place
value. Examples include: 6,723 – 400, 78
+ 46, 72 – 46, 8020 + 910, 100 – 64, 5000
+ 12,000, etc.
Multiply numbers up to 20 by single-digit
numbers mentally or using grid method.
Recognise equivalent fractions, e.g. 4/8 =
½; reduce fractions to their simplest form
Add several large or decimal numbers
using written addition.
Multiply 2-digit numbers by 2-digit or 3digit numbers using grid method
Subtract large numbers using
decomposition or counting up
Scale up or down by a factor of 2, 5 or 10
Subtract decimal numbers using counting
up
Perform divisions mentally within the
range of tables facts using remainders or
rounding the answer up or down as
appropriate.
Solve missing number problems.
Generate and describe linear sequences.
Multiply 3-digit by numbers up to 12 using Identify simple fraction/decimal
ladder (expanded written multiplication) equivalents: ½ = 0.5, ¼ = 0.25, ¾ = 0.75,
1/ = 0.33, etc.
3
Measurement
Use, read and write, and convert between, standard units.
Measure areas and perimeters; understand that area is a measurement of covering
and is measured in square units, and perimeter is a length, measured in cm, m or mm
Use 12 and 24 hour clocks; calculate time intervals; use timetables.
Divide 3-digit by one-digit numbers using
chunking.
Statistics
Find and interpret the mean (average) of
several quantities.
Understand that if two numbers less than
1 are multiplied, the answer is smaller
than either of them.
Calculate simple percentages of whole
numbers.
Geometry
Compare and classify geometric shapes;
identify circles and parts of circles.
Identify positions in the first and fourth
quadrants on a co-ordinate grid; reflect
and translate shapes.