miranda milner clare pearson

1. Miranda Milner & Clare Pearson

3. Aims All practitioners: have access to and understand how FFT data can be used to support targeting and T&L have a clear timeline and set of actions for the spring and summer terms are aware of strategies and resources which impact on Y6 attainment in English and mathematics

4. Timeline This provides suggested activities to support practitioners in the run-up to KS2 SATs Activity: highlight the actions to reflect Green � actions already completed Amber � partly complete/planned Red � needs action!

5. The �Y6 Conversation� Completed by consultants/advisers with some schools either in September or January If not done, may be a useful activity to engage in to secure targeting.

6. Y6 conversation How many children in the Y6 cohort? What % of children are currently attaining level 3B+& above in: Reading: / children = % Writing: / children = % Maths: / children = % How many more children are needed to attain level 4 in order to meet: 65% ..........children in English FFT D estimate of��..% ������..children in English 65% ..........children in Maths FFT D estimate of��..% ������..children in Maths

7. Y6 conversation Therefore, which children will you be targeting to make accelerated progress (state names)

8. Mathematics Miranda Milner

9. L4+ maths results 2004 � 2007

12. Mental Maths Test structure questions associated with calculation KS2 2006 SAT 17/20 marks = 85% 2006 Y5 optional SAT 16/20 marks = 80% 2006 Y4 optional SAT 13/20 marks = 65%

13. Mental Maths What multiplication and division facts do pupils need to know and recall? Level 3 2, 3, 4, 5 and 10 facts Level 4 6, 7, 8 and 9 facts X by multiple of 10 Level 5 2 digits X 1 digit X decimals (e.g. U.t x U) Share these expectations with your pupils

14. Mental Mathematics Pupil attainment on the mental mathematics test can push Level 3�s to a 4 or Level 4�s to a 5 Level 4 pass mark is around 50% (i.e. equivalent to 10 marks on mental paper) Level 5 pass mark is around 75% (i.e. equivalent to 15 marks on mental paper)

15. Mental Maths Test structure Level 3 questions: (6 marks) numbers 1, 2, 6, 7, 8 and 16 Level 4 questions: (8 marks) numbers 3, 4, 9, 10, 11, 12, 17 and 18 Level 5 questions: (6 marks) numbers 5, 13, 14, 15, 19 and 20

17. Mental Maths Test structure They have the SAME pattern in terms of question number / level every year! Share this pattern with your children so that they are familiar with which questions are going to be easier / harder.

18. Multiplication Tables : strategies Strategies for learning tables: If know 2, double to 4, then double to 8 If know 10, then halve to get 5 If know 3, then double to get 6 9�s - hands (!!!) Learn the 7�s! 5 6 7 8

20. Visual / kinaesthetic number line Calculation skills Use mathematical language Mathematical explanations

21. Mental Mathematics Regular mental maths tests followed by analysis of the test and targeted teaching to the gaps in pupil�s understanding. Frequent short sessions are more effective than longer, less frequent sessions. (10 mins)

22. Mental Mathematics: strategies Kinaesthetic approach: Give children verbal problems. Give 5 seconds, then ask the pupils to show the operation. + - x � This could also be used for multi-step problems!

23. Mental Mathematics: strategies A mango is 99p. Pineapples are �1.12 more than a mango. How much is a pineapple Oatcakes are 9p each. I want to buy 6. How much will they cost? There are 32 eggs. Each box holds 6 eggs. How many boxes do I need?

24. Mental Maths test :detecting the clues Questions 3 and 4 are ALMOST ALWAYS multiplication (level 4) MODEL the correct mathematical language and insist that children USE it. �Times� 2005 Question15 Level 5 What is 30 times 40 times 10?

25. Mental Maths: Level 3 / level 4 Discuss the difference between a L3 and a L4 questions e.g. doubling and halving Level 3 : double 34 Level 4 : double 1.6 Level 3 : half of 90p Level 4 : what is halfway between 30 and 80 Discuss which strategies the children used � talk partners?

26. Mental Maths test :detecting the clues Verbal instructions ~ two minutes, once familiar with the format of the test, children can use this time and the information on their mental maths paper to predict what some questions might be Teach children the clues to help them to navigate through the Mental Maths tests

27. �Non-mental test� mental maths questions??? Which questions are obvious from the information on the response paper? 2005 Q12 � estimate the angle 2004 Q11 � what fraction is shaded? 2004 Q20 � how many degrees is x? 2003 Q20 � how many degrees between the hands?

28. Mental Maths test :detecting the clues Q12 Temp �C negative numbers Q13 cm� Level 5 2 digit x 1 digit Q15 0.9 place value: x 10 or 100 or � by 10 or 100

29. Mental Maths: choose one number 0.7 0.077 0.707 0.77 7.007 2�C -5�C 5�C 0�C -1�C 1 1 2 3 5 100 3 4 10 0.1 0.2 0.3 0.4 0.5 100 140 260 300 340

30. Mental Maths: choose one number 1 1 2 3 5 100 3 4 10 0.1 0.2 0.3 0.4 0.5 fractions and simple decimals: find an EQUIVALENT

31. Mental Maths: choose one number 0.7 0.077 0.707 0.77 7.007 2�C -5�C 5�C 0�C -1�C Decimals with similar digits and negative numbers: highest or lowest

32. Mental Maths: choose one number 140 260 300 340 Multiple of 6

33. Mental Maths: conversion Converting between units of measure 2006 Q9 Level 4 convert 15cm to mm 2005 Q7 Level 3 convert � a metre to cm 2004 Q12 Level 4 convert 4� Km to M 2003 Q5 Level 5 convert 12 Kg to g

34. Mental Maths: lists: prices, times Prices pen �1.20 ruler �0.75 pencil �0.55 How much more is one than another? Add 2 items & find the change? Bus times 07:15 07:35 07:55 08:15 How many minutes between times? Later or earlier times?

35. Analyse mental maths tests using PAT (pupil attainment tracker) Are there any trends in how well the questions were answered ? consider� Length of answer time (Q1-5: 5 second, Q6-15: 10 second, Q16-20: 15 second) Type of question e.g. calculation, place value, Using the inverse operation, question in context. Note weighting of questions between the strands, (Number / calculating / SSM / HD)

36. Analyse mental maths tests using PAT (pupil attainment tracker)

37. Testbase

38. The mental paper Help children gain familiarity with the types of questions, timings and the factual knowledge they are likely to need. On SCORE > maths minisite How to help prepare for the mental paperHow to help prepare for the mental paper

39. Key messages - mental

40. The Written Maths Papers

41. Structure of the written papers Questions associated with calculation Y5 2006 optional SAT 54/90 marks 60% Paper 5A 15/35 marks 43% Paper 5B 23/35 marks 66% Mental Maths paper 16/20 marks 80%

42. Structure of the written papers Questions associated with calculation 2006 KS2 SAT 57/100 marks 57% Paper A 20/40 marks 50% Paper B 20/40 marks 50% Mental Maths paper 17/20 marks 80% (46 marks needed to attain level 4)

43. Structure of the written papers Questions associated with calculation 2006 KS2 SAT 57 marks (46 marks to attain level 4) 2005 KS2 SAT 48 marks 2004 KS2 SAT 48 marks 2003 KS2 SAT 48 marks

44. Primary National Strategy materials � your maths SL has a copy Overcoming Barriers � Moving children from level 3 to level 4

45. Mathematical Writing Encourages pupils to formulate concise and precise verbal and written explanations when communicating their reasoning in mathematics

46. Mathematical Writing

47. Primary Framework Resourceswww.standards.dfes.gov.uk/primaryframeworks/mathematics/

48. ITPs and Spreadsheets Standards Site Home > Primary Framework Home > Library > Mathematics > ICT resources

49. Partnership with parents POSTCARDSStandards Site Home > Primary Framework Home > Mathematics > Planning > Year 6 > Timeline > Resources > Partnership with parents

50. ICT resources - Easter CD Standards Site Home > Primary Framework Home > Mathematics > Planning > Year 6 > Timeline > Resources > ICT

51. Springboard and Wave 3 Standards Site Home > Primary Framework Home > Mathematics > Planning > Year 6 > Timeline > Resources > Intervention

52. Pitch & Expectations and Mathematics Overview Y6 Standards Site Home > Primary Framework Home > Mathematics > Planning > Year 6 > Resources

53. QCA Implications for teaching and learning - 2006 2005 areas identified by QCA Understanding and using mathematical terms � factor, multiple, area, perimeter, properties of 2-D and 3-D shapes, vocabulary related to position and movement Problems where answers have to satisfy more than one condition Place value with numbers larger than 1000 and smaller than 1 Opportunities to use the <,> and = signs Develop visual and spatial reasoning Knowledge of the relationship between metric units Use of knowledge of angles Read graphs accurately and compare categories of data presented in graphs 2005 areas identified by QCA Understanding and using mathematical terms � factor, multiple, area, perimeter, properties of 2-D and 3-D shapes, vocabulary related to position and movement Problems where answers have to satisfy more than one condition Place value with numbers larger than 1000 and smaller than 1 Opportunities to use the <,> and = signs Develop visual and spatial reasoning Knowledge of the relationship between metric units Use of knowledge of angles Read graphs accurately and compare categories of data presented in graphs

54. Common areas for development QCA implications Multiplying and dividing by 10/100 Using a calculator effectively and writing their method Recording all steps in their working Working with shapes in a variety of orientations, including irregular shapes Using knowledge of angles and measuring and drawing angles and lines with accuracy Areas appear year after year as issues (based on QCA feedback from 2001-2004)Areas appear year after year as issues (based on QCA feedback from 2001-2004)

55. Common areas for development QCA implications Reading scales in a variety of contexts and calibrated in different ways (including graphs) Calculating perimeter and understanding the distinction between perimeter (linear) and area (measurement of surface) Using inverse operations Memorising multiplication facts Knowledge of units of length, mass and capacity

56. Justify and explain General statements for Speaking and Listening: Which gives the better deal? How could you justify your opinion mathematically?

57. Justify and Explain Always Sometimes Never statements

58. The London Eye Adults �11.50 Children �5.75 It takes half an hour for a full rotation. There is a 10� angle between each pod. There is a 360� degree viewing area. There are 25 people in a pod. There are no children on today. How much money did they take in one hour?

60. Nemesis There are 8 sections to each ride on Nemesis. Each section of the ride has 4 seats. It takes 3 mins to complete the ride. Alton Towers opens from 10am-7pm. There are no queues and no empty seats. How many people ride Nemesis each hour?

61. A RUCSAC APPROXIMATE first READ the question UNDERSTAND what the question is asking CALCULATE (or Choose the operation) SOLVE the problem ANSWER the problem in context CHECK your answer

62. Key messages - written