Ruth Merttens -­‐  Advisory committee for Numeracy -­‐  Hamilton Trust/Abacus Her opinion on the new curriculum —  Not a fan 1. The Maths (and English) curriculum is fuller and faster. 2. It is a different type of curriculum. 3. It has a different feel factor. —  Optimistic We will implement the curriculum to it’s best for our children in our school. Choices —  We can’t see all objectives as having equal weighing. —  Some are CENTRAL to children’s learning and need to be prioritised. —  This isn’t as key an issue for KS1. —  The key points she made are applicable from across FS as well as KS1. What ma4ers in teaching maths? Comfortable with numbers NUMERATE Frail with numbers What is the difference between them? 4 pillars of calcula9on 1. Place value Key to understanding how numbers work. What’s the common error? 1. Write the number one hundred and one in figures. 2. Write one pound and 5 pence as a decimal. 3. Write the number seventeen in figures. 100s 10s 1s 4 pillars of calcula9on 2. Images and models Maths is abstract. Good mathematicians have a model in their head. We need to be systematic and developmental in our approach. How are we developing the use of images and models through the school? B
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Foundation Stage Pegged washing line 1-­‐20: showing that numbers have a position in the line. Attract attention to it daily. Year 1 Year1 and Year 2 Landmarked line Children can imagine the beads B
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Number grids are a very important model to sort out how numbers work. Use number grids with multiples of 10 coloured. Year 1 – jigsaws -­‐ what number is missing? -­‐ what are we counting in? – learning nearly numbers (39 is nearly 40) –adding and subtracting 1 and 10 on a number grid – use a spider. Spiders count in tens. Count in tens from any number on top row. So when in Year 2 we add 11 – spider first then add 1. 4 pillars of calcula9on 3. Number facts – learn/memorise them Children aren’t using their memory as much as they used to. Crucial for KS1: By 7 it is too late for many facts. -­‐ number bonds to 10/to 4,5,6,7,8,9/to 20 -­‐ number bonds to 100/1000/decimels -­‐ timestables What they learn needs to stay learnt. 5 minute fillers – put it on your timetable, do it EVERY DAY 4 pillars of calcula9on 4. Doubling and halving -­‐ it’s the most basic maths function; learning these gives a child fluency in number -­‐ it’s the basis on multiplication and division Useful bits and bobs… —  Foundation Stage – cloth bags —  Children numberline —  Spiders, Frogs and Robbers —  Teach the metaskill of when to use a skill Eg. 22-­‐5 = 22 – 18 = —  Good mistakes, we can all learn from them Next steps for us… —  Jamie Heathcote training – images and models. —  Clarify a whole school systematic approach to images and models –link with Juniors. —  Use of 5 minute fillers EVERY DAY. —  Looking at the new curriculum in Y1, planning for the importance of the 4 pillars. PLACE VALUE IMAGES AND MODELS NUMBER FACTS DOUBLING AND HALVING —  Have a look at Hamilton Trust plans. —  Light children up with maths.