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# Welcome - PowerPoint PPT Presentation

Welcome. Mathematics – The New Curriculum. First of all,. Don’t panic!! Number chain I start with number 4 Add 6 Divide by 2 Multiply by 5 Multiply by 4 Subtract 73 What number do I have? 27. Aims.

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Presentation Transcript

### Welcome

Mathematics – The New Curriculum

First of all,
• Don’t panic!!
• Number chain

Divide by 2

Multiply by 5

Multiply by 4

Subtract 73

What number do I have?

27

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.
Rationale
• The politics...
• The new national curriculum is being shaped to provide a level of challenge – and ambition – explicitly sharper than exists in the current national curriculum.

Michael Gove, April 2013.

Rationale
• It is estimated that at least 1 in 4 of adults is innumerate.
• The employment prospects of today’s 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

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.
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.
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.
Have a go!
• We will divide into four, depending on the colour of the cube on your chair.
• Red – Mrs Hiscock – Addition and Subtraction
• Blue – Miss Carroll – Short and Long Multiplication
• Green – Mr Redmill – Short Division
• Yellow – Ms Marshall– Long Division
• Then, after 15 minutes, move onto the next operation in the next classroom.