Mathematics – The New Curriculum. First of all, Don’t panic!! Number chain I start with number 3...
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Mathematics – The New Curriculum. First of all, Don’t panic!! Number chain I start with number 3 Add 9 Divide by 4 Multiply by 5 Multiply by 4 Subtract
First of all, Dont panic!! Number chain I start with number 3
Add 9 Divide by 4 Multiply by 5 Multiply by 4 Subtract 42 What
number do I have? 18
Slide 3
Aims To become more familiar with the content of the new
National Curriculum for Mathematics. To know which formal written
methods we use to support the new curriculum. To know how you can
support your child at home with mathematics.
Slide 4
Rationale The politics... The new national curriculum has been
shaped to provide a level of challenge and ambition explicitly
sharper than exists in the current national curriculum. Michael
Gove, April 2013.
Slide 5
Rationale It is estimated that at least 1 in 4 of adults is
innumerate. The employment prospects of todays students are highly
dependent on their level of mathematical knowledge on leaving
education. Children must be able to recall quickly and accurately
basic number facts (e.g. Number bonds and multiplication tables).
Children must be fluent in applying quick, efficient written
methods of calculation. DfE 2012
Slide 6
Key Changes Probability has been removed (now in Secondary).
Earlier and more challenging requirement for multiplication tables
(up to 12x12). Clear expectations around written methods in
addition to mental methods. Earlier and more challenging
requirement for fractions and decimals. Increased requirement for
pupils to use formulae for volume and to calculate the area of
shapes other than squares and rectangles.
Slide 7
Key Changes Financial education has been reinforced with a
renewed emphasis on essential numeracy skills, using money and
working with percentages. A strong steer that the use of
calculators should be restricted until the later years of
primary.
Slide 8
The Three Aims The new national curriculum aims to ensure that:
Pupils become fluent in the fundamentals of mathematics, through
increasingly complex problems and can apply and recall knowledge
rapidly. Pupils can reason mathematically by following a line of
enquiry, conjecturing relationships and developing a proof using
mathematical language. Pupils can solve problems by applying their
mathematics to a variety of routine and non-routine problems with
increasing sophistication.
Slide 9
Have a go!
Slide 10
Addition Try these, using the formal written method: 656 + 347
658 + 265 784 + 337 849 + 376
Slide 11
Subtraction Try these, using the formal method: 652 301 821 346
734 267 932 348
Slide 12
Short Multiplication Try these, using the formal written
method: 34 X 6 36 x 9 68 x 4
Slide 13
Long Multiplication Try these, using the formal method: 14 x 19
18 x 21 17 x 19 112 x 19
Slide 14
Short Division Try these, using the formal written method: 84 6
180 15 210 14 156 12
Slide 15
What can you do at home to help your child? Parents' attitudes
toward mathematics have an impact on children's attitudes. Children
whose parents show an interest in and enthusiasm for mathematics
will be more likely to develop that enthusiasm themselves. Play
games that involve adding. E.g. Shut the Box. Talk about shapes
that you see around the home, etc. When out shopping, talk about
quantities and how much things cost. Use numbers on signs, car
registrations plates, to play games, add and subtract,
highest/lowest etc.