1. Monday 4th November 2013

3. 
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To revisit the new primary
curriculum for maths 2014
To have an overview of EYFS maths
To map out the statutory content
To explain the Concrete, Pictorial,
Abstract approach further
To consider concrete resources
within school
To introduce the concept of
Singapore maths

6. Purpose of study
Mathematics is a creative and highly interconnected
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.

7. The Aims of The New Curriculum
The National Curriculum for mathematics aims to
ensure all pupils:
become fluent in the fundamentals of
mathematics so that they are efficient in using and
selecting the appropriate written algorithms and
mental methods, underpinned by mathematical
concepts
can solve problems by applying their mathematics
to a variety of problems with increasing
sophistication, including in unfamiliar contexts and
to model real-life scenarios
can reason mathematically by following a line of
enquiry and develop and present a justification,
argument or proof using mathematical language.

8. 
Changes to curriculum (Sept 12) for Mathematics in EYFS curriculum:
Currently, two strands: Numbers and Shape, Space and Measures.

EYFS Profile: ELG: Numbers: Children count reliably with numbers
from one to 20, place them in order and say which number is one
more or one less than a given number. Using quantities and objects,
they add and subtract two single-digit numbers and count on or back
to find the answer. They solve problems, including doubling, halving
and sharing.

Six Term Curriculum in Foundation Stage at St Christopher.

Practical and real-life problem solving activities, rhymes, songs,
stories, use of mathematical vocabulary, number patterns and
methods of recording; by drawing, tallying, using standard notation
where appropriate.

Encouraging children to be creative in identifying and devising
problems and solutions in all areas of learning.

9. 
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Increased focus on arithmetic
proficiency
Instant recall of number facts
Higher expectations in Fractions,
Decimals and Percentages
Less emphasis on data handling

10. Data Handling will now be
called Statistics
 Shape and Space now comes
under the Geometry
umbrella


12. Three key features of our maths teaching
include:
 High expectations for every child
 More time on fewer topics
 Problem-solving at the heart
We aim to embed a deep understanding of
maths by employing a concrete, pictorial,
abstract approach – using objects and
pictures before numbers and symbols so that
pupils understand what they are doing rather
than just learning to repeat routines without
grasping what is happening.

13. Year 1
Number and
place value
Addition and
Subtraction
Multiplication and Fractions
Division
Measurement
• solve simple one-step
problems involving
multiplication and
division, calculating the
answer using concrete
objects, pictorial
representations and
arrays with the support of
the teacher
Compare, describe and solve
Geometry
Geometry
Properties of
Shape
Posi tion and
direction
Recognise and name
common 2-D and
3-D shapes,
including:

• 2-D shapes (e.g.
rectangles
(including squares ),
circles and
triangles)


• 3-D shapes (e.g.
cuboids (including
cubes), pyramids
and spheres).
 describe position,
directions and
movements, including
half, quarter and threequarter turns.

Pupils should be taught to:
 identify and represent
numbers using concrete
objects and pictorial
repres entations including
the number line, and us e
the language of: equal to,
more than, less than
(fewer), most, least

 given a number,
identify one more and
one less

 read and write
numbers from 1 to 20 in
digits and words.

 count, read and write
numbers to 100 in
numerals, count in
different multiples
including ones, twos,
fives and tens

 count to and across
100, forwards and
backwards, beginning
with 0 or 1, or from any
given number.
 read, write and interpret
mathematical statements
involving addition (+),
subtraction (-) and equals
(=) signs
 add and subtract onedigit and two-digit numbers
to 20 (9 + 9, 18 - 9),
including zero

 represent and use
• use written and mental
number bonds and related
strategies to double and
subtraction facts within 20
half one and two digit
 solve simple one-step
numbers.
problems that involve
addition and subtraction,
using concrete objects and
pictorial representations,
and missing number
problems.
E.g. 7 =
-9
• recognise, find and
name half as one of
two equal parts of an
object, shape or
quantity
• recognise, find and
name a quarter as
one of four equal
parts of an object,
shape quantity.

practical problems for:
 lengths and heights (e.g.
long/short, longer/shorter, tall/short,
double/half)
 mass or w eight (e.g. heavy/light,
heavier than, lighter than)
 capacity/volume (full/empty,
more than, less than, quarter)
 time (quicker, slow er, earlier,
later)
Measure and begin to record the
follow ing:
 lengths and heights
 mass/w eight
 capacity and volume
 time (hours, minutes, seconds)

 recognise and know the value of
different denominations of coins and
notes (inc luding counting coins)

 tell the time to the hour and half
past the hour and draw the hands
on a clock face to show these times
Sequence events in
chronological order using
language such as:

 before and after, next, first,
today, yesterday, tomorrow ,
morning, afternoon and evening

 recognise and use language
relating to dates, including days of
the w eek, w eeks, months and
years.

14. The expectation is that the majority of pupils will move
through the programmes of study at broadly the same
pace. However, decisions about when to progress
should always be based on the security of pupils’
understanding and their readiness to progress to the
next stage.
Pupils who grasp concepts rapidly should be challenged
through being offered rich and sophisticated problems
before any acceleration through new content. Those
who are not sufficiently fluent with earlier material
should consolidate their understanding, including
through additional practice, before moving on.

15. 
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Each class teacher will use the maths primary
curriculum 2014 end of year
expectations/programmes of study to inform
their long term planning and to derive the
learning objectives.
Each teacher will be provided with a condensed
reformatted version of the maths primary
curriculum.
Planning should be focused on addressing the
children’s specific needs and not driven by
coverage.
Planned activities should involve the CPA
approach and involve a range of activities.

17. 
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What we want you to consider is your current
approach to maths.
How do you deliver certain topics?
How would you teach this?
Tom has a bag of 64 marbles,
his friend gives him 28 more.
How many does he have now?

18. 
Why is maths hard?

Why do people find it easy/hard?

What does this mean for the children?

20. Schools should:
 tackle in-school inconsistency of teaching
 increase the emphasis on problem solving across the
mathematics curriculum
 develop the expertise of staff:
 in choosing teaching approaches and activities that foster
pupils’ deeper understanding,
 in checking and probing pupils’ understanding during the
lesson,
 in understanding the progression in strands of mathematics
over time, so that they know the key knowledge and skills
that underpin each stage of learning
 ensuring policies and guidance are backed up by
professional development for staff”

21. Findings from Ofsted 2011:
 Practical, hands-on experiences of using, comparing and
calculating with numbers and quantities … are of crucial
importance in establishing the best mathematical start …
Understanding of place value, fluency in mental methods, and
good recall of number facts … are considered by the schools to be
essential precursors for learning traditional vertical algorithms
(methods)

Subtraction is generally introduced alongside its inverse
operation, addition, and division alongside its inverse,
multiplication

High-quality teaching secures pupils 'understanding of structure
and relationships in number …


22. 
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The math curriculum in Singapore has been
recognised worldwide for its excellence in
producing students highly skilled in
mathematics.
Singapore maths curriculum aims to help
students develop the necessary math
concepts and process skills for everyday life
and to provide students with the ability to
formulate, apply and solve problems.

23.  Students
can under
perform in
mathematics because
they find it boring or
they can't remember
all the rules.

24. 
The Singapore method of
teaching mathematics develops
pupils' mathematical ability
and confidence without having
to resort to memorising
procedures to pass tests making mathematics more
engaging and interesting.

25. 
Ofsted, the National Centre for Teaching
Mathematics (NCETM), the Department
for Education, and the National
Curriculum Review Committee have all
emphasised the pedagogy and heuristics
used by Singapore. This method is now
being used successfully in the UK by the
Ark academies, the Harris Federation,
Primary Advantage as well as numerous
state, free, and independent schools.

26. 
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Emphasis on problem solving and
comprehension, allowing students to relate
what they learn and to connect knowledge
Careful scaffolding of core competencies of
: visualisation, as a platform for
comprehension
mental strategies, to develop decision
making abilities
pattern recognition, to support the ability
to make connections and generalise
Emphasis on the foundations for learning
and not on the content itself so students
learn to think mathematically as opposed
to merely reciting formulas or procedures.

27. C
= Concrete
P
= Pictorial
A
= Abstract

28. 
http://www.youtube.com/watch?
v=2Ss8xAXs_ns

29. 
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Using solid, hands on resources to help with
the understanding of maths.
It is important to use practical resources to
ensure children understand the process of
calculations, such as making a number ten
times bigger or increasing a number by 12
means we now have
12 more of something,
rather than maths
just being an abstract
activity that
‘we just do’.

31. 
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Using diagrams and images to represent
numbers and symbols.
Here, children move away from physical,
hands on objects and instead use pictures for
demonstrations and also recording.

32. 
Moving onto the use of numbers and symbols
in a conventional written method.

33. 
There will ALWAYS be that one child who, no
matter how many times you tell them or
show them the abstract method, they will
just not get it!

What you actually feel like saying to them
is…

35. 
We have to ensure that we are catering for
the needs of every child in our class/group.

Merely repeating the same instruction ten
times does not work for some children.

They need to be able to understand the
process rather than just rattle off facts.

Only then will they have a real grasp of the
number system and be able to apply that to
a range of problem solving activities.

36. 
How could we apply the CPA method to this
problem? What strategies could we use to
include CPA?

Steve has 12 sweets. Clair
has 5 fewer sweets than
Steve. How many sweets
does Clair have?

38. The whole class = 24
18 + 6 = 24
6
6
6
6
18 Girls
¾
¼ Boys

39. 
http://www.watchknowlearn.org/Video.aspx
?VideoID=44742&CategoryID=4912

40. Annie was playing with some cotton reels.
Lola wanted to play too, so Annie gave Lola 6
cotton reels.
Annie had 5 cotton reels left.
How many did she have to start with?
Can you set out the cotton reels so that you can
see the whole and the parts?

41. Kyle has 3 fewer cotton reels than Lauren. Lauren
has 8 cotton reels. How many reels does Kyle have?
This model compares 2 quantities. You are given
the value of one quantity and the difference. You
have to find the value of the missing quantity.
How can you show a solution to this problem?

48. How would you teach the children to
solve this problem without the bar?

49. Now solve it using the bar… which
way is easier?

50. 1st class
2nd
class
2nd
class
2nd
class
2nd
class
40
40 ÷ 5 = 8
1 x 8 = 8 1st class stamps
4 x 8 = 32 2nd class stamps

51. 
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There will be a new Maths Curriculum that
we must be ready to implement in 2014.
We must bear this in mind and start to
prepare this year, but it will involve gradual
changes.
There will be a new routes through
calculations document that will be
implemented from Spring term.
There must be more focus on using the CPA
approach to teaching maths starting now!
Try to start incorporating the Singapore bar
to problem solving activities.