The New Mathematics Curriculum
A guide for parents and carers in Key Stage 1
Aims of Today’sSession
To develop an overview of the new maths curriculum in Years 1 and 2.To find out what Emmanuel School is doing to support your child with the increased expectations.To discuss strategies on how you can best support your child at home.
The New Maths Curriculum
Came into force in September 2014 for all year groups except for Years 2 and 6.Years 2 and 6 will be assessed using the old curriculum framework in Summer Term 2015.
Purpose of Study
Mathematics is a creative and highly inter-connected 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.
Aims ofthe New Maths Curriculum
The national curriculum for mathematics aims to ensure that all pupils:Becomefluentin the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.Reasonmathematicallyby following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical languageCansolve problemsby applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seekingsolutions.Higher expectations and emphasis on ‘arithmetic’
Number in Year 1
Place ValueCountto and across 100, forwards and backwards, beginning with 0 or 1, or from any given number(this was to 20 in the old curriculum)Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tensGivena number, identify one more and one lessIdentifyand represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, leastReadand write numbers from 1 to 20 in numerals and words.Addition and SubtractionRead, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signsRepresentand use number bonds and related subtraction facts within 20(this was to 10 in old curriculum).Addand subtract one-digit and two-digit numbers to 20, including zeroSolveone-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing numberproblems.
Number in Year 1
Multiplication and divisionSolveone-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.FractionsRecognise, find and name a half as one of two equal parts of an object, shape or quantityRecognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Measurement in Year 1
Compare, describe and solve practical problems for:lengthsand heights [for example, long/short, longer/shorter, tall/short, double/half]mass/weight[for example, heavy/light, heavier than, lighter than]capacityand volume [for example, full/empty, more than, less than, half, half full, quarter]time[for example, quicker, slower, earlier, later]Measureand begin to record the following:lengths and heightsmass/weightcapacityand volumetime(hours, minutes, seconds)Recogniseand know the value of different denominations of coins and notesSequenceevents in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]Recogniseand use language relating to dates, including days of the week, weeks, months and yearsTellthe time to the hour and half past the hour and draw the hands on a clock face to show these times.
Number in Year 2
Place Valuecount in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backwardRecognisethe place value of each digit in a two-digit number (tens, ones)Identify, represent and estimate numbers using different representations, including the number lineCompareand order numbers from 0 up to 100; use <, > and = signsReadand write numbers to at least 100 in numerals and in wordsUseplace value and number facts to solve problems.Addition and SubtractionSolveproblems with addition and subtraction:Usingconcrete objects and pictorial representations, including those involving numbers, quantities and measuresApplyingtheir increasing knowledge of mental and written methodsRecalland use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100Addand subtract numbers using concrete objects, pictorial representations, and mentally, including:atwo-digit number and onesatwo-digit number and tenstwotwo-digit numbersaddingthree one-digit numbersShowthat addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannotRecogniseand use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Number in Year 2
Multiplication and DivisionRecalland use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbersCalculatemathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signsShowthat multiplication of two numbers can be done in any order (commutative) and division of one number by another cannotSolveproblems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.FractionsRecognise, find, name and write fractions1/3, ¼, 2/4 and ¾ ofa length, shape, set of objects or quantityWritesimple fractions for example, 2½ of 6= 3 and recognise the equivalenceof 2/4 and 1/2
Measurement in Year 2
Chooseand use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vesselsCompareand order lengths, mass, volume/capacity and record the results using >, < and =Recogniseand use symbols for pounds (£) and pence (p); combine amounts to make a particular valueFinddifferent combinations of coins that equal the same amounts of moneySolvesimple problems in a practical context involving addition and subtraction of money of the same unit, including giving changeCompareand sequence intervals of timeTelland write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these timesKnowthe number of minutes in an hour and the number of hours in a day.
What are we doing at Emmanuel School To Support Your Child?
We want each and every child to be confident and fluent in Maths.Each week we are planning and teaching objectives from the new curriculum, including in Year 2.KS1 aredoing daily mentalmathspractiseof key number facts.We are increasing our use of resources to help children make links between concrete and abstract ideas e.g. numicon, bead strings, hundred squares, number lines, place value cards and grids,We are updatingour written calculation policy so it is in line with thenew maths curriculum.
The Role of Parents and Carers
“Parentsare a child’s first and most enduring educators, and their influence cannotbe overestimated.”Reviewof Mathematics teaching in Early Years Settings and Primary Schools, Sir Peter Williams2008“Perhapsthe single most important thing that parents can do to help their children with maths is to pass on a positiveattitude.”TanyaByron, ClinicalPsychologist“Students' motivation to learn maths is higher among students whose parents discuss with them how mathematics can be applied to everyday life or who obtain mathematics materials for them.”The Programme for International Student Assessment 2013
Talk about time- for example, 'What time should you leave the house to get to school on time?' or, if they have a 20 minute turn on the computer and they’ve already used 10 minutes, how much longer can they use the computer for?Measure ingredientsand set the timer together when you are cooking. How much more food will you need if extra people come for dinner?Talk about the shape and sizeof objects – use the internet to find interesting size facts like tallest and shortest people, or biggest and smallest buildings etc.When you are sharingfood like pizza, cake or berries, ask your child to help youshare it equallybetween the people eating.Solve maths problemsat home, e.g. How many apples should we buy at the shop? Why?’ or ‘How long will it take us to get to Gran's house if we go to the library on the way?’Collect informationtogether and create a tally chart, e.g. find out the family’s favourite animal or fruit etc.Make patternswith objects, colouring pencils, paint or play-dough, and build structures with Lego, or cardboard boxes.See ‘Out and About’ cards
Estimate– at the shops ask your child to estimate how much 3 or 4 items will come to.At the shops- if you're buying a couple of items in a shop, ask them to guess how much they will cost.Give them small amountsof pocket money e.g 50p - what can they buy? If they want to save for something, how long with it take them?Talk about the items you buy- which are more expensive, which are cheaper? Which are heavier, which are lighter?Explore quantitiesby asking them to think about how many different ways they can make 50p. How many 10p coins do you need to make £1?When you buy something, get your child to hand over the money. Check the change with them afterwards.
http://www.theguardian.com/education/2008/mar/25/schools.uk3Play games with cards– players take two cards and add the numbers - the player with the highest number wins. Try it with subtraction, multiplication, and division too.Play ‘Think of a number’– you think of a number between 0-100, and they have to guess. They can ask questions like ‘is it less than 20?’.Play with blocks like Lego or Jenga– talk about size, colour, shape, weight, texture. Create patterns and structures. Ask them to guess how many blocks they could pile up without them falling down and then build them up to see if they were correct.Play with containers– e.g. How many sweets are in the jar? Ask your child to guess and then count to see how close they were.Pick an objectand give your child clues to find it by using directional language: up, down, over, under, between, through, beside, behind, in front of, and on top of. Make the game more challenging: give more complicated directions e.g. ‘It’s on top of the table and to the left of the magazine’.Play board gameslike Connect 4,Snakesand Ladders, Jacks, Dominos, Ludo, Monopoly,RushHour Game or ChessAsk your child to designtheir own board game (and dice). Play the game together. Afterwards, talk about the mathematical thinking, reasoning, or problem solving the game used.
KS1 Dice Games
Tug of Warhttp://nrich.maths.org/5897Two dicehttp://nrich.maths.org/150Dotty Sixhttp://nrich.maths.org/7337/noteShut the boxhttp://nrich.maths.org/6074/noteSnail One Hundredhttp://nrich.maths.org/8303
Websites For Parents
National Numeracy Parent Toolkit has a wealth of tips and advice forparents.http://www.nnparenttoolkit.org.uk/Oxford Owl includesa range of activities, top tips and eBooks simple ideas, to help your child with their maths at home.http://www.oxfordowl.co.uk/maths-owl/mathsMaths 4 Mums and Dads explains some of the milestones children make between the ages of 3-and-11-years-old.http://www.maths4mumsanddads.co.uk/index.phpNrich. A range of maths games, problems and articles on all areas of maths. Parents of Key Stage 1 children should select ‘stage 1’.http://nrich.maths.org/frontpage
Websites For Children
Books and Apps
See Camden List
Do speakto your child's class teacher if you have any questions about Maths at school.Please complete a workshop evaluation.