Year 5 example
Objective:
add and subtract whole numbers with more than four digits, including using formal written methods (columnar addition and subtraction)
Thank you for taking the time to join us this evening.
Mastery
- Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
- The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
School's Calculation Policy
What is it and why do we have one?
A 'guide' which exemplifies the progression of methods of each calculation.
This ensures that there is a consistent approach across the school and from parents on how we teach our children calculations.
Focus on Calculations
Age related
Higher
Expectations
How does the curriculum impact on the way my child will learn maths?
What can
parents do to help?
St. Paul's Catholic Primary School
Parents' Maths Workshop
- Talk maths with your child. e.g "how much change will I get from...?" "How long is it until ... ?"
- Involve children with weighing or measuring
- Point out numbers in real life. e.g. phone numbers, timetables
- Give children the opportunity to handle money in shops.
- Discuss scores in sports: "How may points between the top teams?"
- Encourage quick recall of times tables facts (all are expected to be known by the end of Y4)
- Play number games
- Play number puzzles and challenges
- Encourage concentration - Does your children get enough sleep?
- Allow your children to be the 'expert' - get them to 'teach' you methods from school
- Use the methods that have been taught at school
- Please do not teach your child a method that is out of order developmentally. Your child will be taught the appropriate method at school and this will be the method they should use to complete any homework.
- The decimal point does not move! To reinforce place value, we stress that the digits move.
- We never 'just add a zero' when multiplying by 10. Again, the digits move and the 0 is a place holder.
- Please do not rub out work. We teach the children that mistakes are the stepping stones of learning.
What should I not do?
Why learn maths?
Aims
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.
To explore the following questions:
Why is maths important?
How does the curriculum impact on the way my child will learn maths?
What will my child's learning look like?
How can I help my child at home?
National Curriculum for Mathematics
DfE, 2014
The Aims of the National Curriculum
- become fluent in 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.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.