Welcome to primary mathematics at Canterbury Christ Church

Welcome to primary mathematics at Canterbury Christ Church University The Pre-Programme Mathematics Task

Introduction The Primary maths tutor team are looking forward to meeting you on our programme. We hope that you will enjoy learning how to teach mathematics to children so that they become confident, motivated and enthusiastic mathematicians. We recommend that you refresh your knowledge of the mathematics taught in primary school before you join the programme. This is because you will be working with children in school very early on in your programme. It may be some time since you studied mathematics, and it is important that you have a secure knowledge of the mathematics in the current curriculum up to at least the end of Key Stage 2 (even if you are focusing on the Early Years. ). During the programme we will develop your understanding of the mathematics in the primary curriculum, and beyond, and prepare you to teach it to children so that they understand it too. If you have any queries do contact Gina on gina. donaldson@canterbury. ac. uk

If you have been advised to complete this task as a condition or a recommendation as part of your offer of a place on one of our programmes, please contact the admissions team when you have finished it. You will not be asked to submit your work as evidence, but may be asked by your maths tutor when you begin the programme to talk about the self study you have completed.

You can access the curriculum on: • Early Years: https: //www. gov. uk/government/publications/ early-years-foundation-stage-framework--2 • Key Stages 1 and 2: https: //www. gov. uk/government/publications/ national-curriculum-in-england-mathematicsprogrammes-of-study

For your independent study, we recommend : The BBC website http: //www. bbc. co. uk/education Or you can log on to the following website, where you will need to register by choosing a user name and password: www. ncetm. org. uk Under the Self Evaluation Tab, choose Self Evaluation Tools, Mathematics Content Knowledge. The selfevaluation tool allows you to open examples for each part of the curriculum in order to check your understanding.

How to use this power point • In each area of mathematics, we have listed the aspects we would like you to be accurate in • Read the list and if you are unsure of any aspect, open the link to see in more detail the content you should be secure in

Areas of mathematics Number Geometry Statistics Measurement Algebra

Number In particular ensure that you are secure in: • Rapid recall of number bonds, i. e. pairs of numbers which total 10, 20, 1000, and 1. • Rapid recall of multiplication facts up to 12 x 12. • Addition and subtraction of larger numbers using a written method. Make sure you can use quick and accurate formal methods to work with numbers of up to four digits, and numbers with digits after the decimal point. • Multiplication and division of larger numbers using a written method. Make sure you can use quick and accurate formal methods to work with numbers of up to four digits, and numbers with digits after the decimal point. • Your knowledge of the place value of our number system e. g. the way our numbers are written in columns, with each column having a value ten times larger than the on its right. • Your knowledge of the order in which to calculate operations • Your knowledge of fractions and mixed numbers, what they are called and what they mean. Make sure that you are familiar with and can solve problems with the key equivalent fractions, decimals, and percentages for example ½, 1/3, ¼, 2/3, ¾, 1/10. Ensure you are able to order, add and subtract fractions with different denominators, multiply two fractions and divide a fraction by a whole number • Your knowledge of negative numbers and how to calculate intervals across zero. • Reading Roman numerals to 1000 and recognising years written in Roman numerals

Rapid recall of number bonds Ensure that you have a very quick memory of the number bond facts to increase your speed with harder calculations and your confidence in the classroom. For example, make sure you can remember all the pairs of numbers which add up to 10, 20, 1000, and 1. • Try to remember the related subtraction facts • For example, 34 + 66 = 100 so 100 – 34 = 66 and 0. 7 + 0. 3 = 1 so 1 - 0. 7 = 0. 3 • Use the patterns in the facts to help you • Try to play games regularly where you add and subtract numbers quickly such as darts.

Rapid recall of multiplication facts up to 12 x 12 • • • Make sure that you can remember the multiples of every number up to 12 (e. g. the multiples of 4 are 4, 8, 12, 16…), in order, and that you can multiply quickly any two numbers up to twelve. Look for strategies to learn these table facts. Explore the patterns in the tables by writing down the multiples of each number. Which have odd and even multiples? Use the fact that multiplication is commutative, i. e. 3 x 4 = 4 x 3 Make up games to increase your speed of recall such as times table snap. Make sure you learn all the doubles of numbers up to 20 e. g. double 7 is 14 and all the halves of even numbers up to 40 e. g. half of 16 is 8. It is also important that for any multiplication fact that you can state the corresponding division facts e. g. 3 x 4 = 12 12 / 3 = 4 12 / 4 = 3 Also, make sure you can multiply any two digit number by one digit number e. g. 24 x 3 by working out 20 x 3 and adding it to 4 x 3 Make sure you can easily recognise the square numbers e. g. 1 x 1, 2 x 2, 3 x 3, 4 x 4… Be able to state the factors of any number (for example the factors of 12 are 1, 2, 3, 4, 6 and 12 as they divide 12 with no remainder)

Addition and subtraction • Addition of two larger numbers together using a formal written method Make sure you have a quick and accurate method to add two numbers of up to four digits, and numbers with decimals e. g. • Subtraction of larger numbers using a formal written method Make sure you have a quick and accurate method to subtract two numbers of up to four digits, and numbers with decimals e. g.

Multiplication and division • Multiplication of larger numbers together using a formal written method Make sure you have a quick and accurate method of long multiplication to multiply two numbers of up to four digits, and numbers with decimals e. g. • Division of two larger numbers together using a formal written method Make sure you have a quick and accurate method of short and long division to divide two numbers of up to four digits by up to a two digit number, and numbers with decimals e. g.

Your knowledge of the place value of our number system • For example, the way our numbers are written in columns, with each column having a value ten times larger than the on its right H T O . • Make sure you can round a number such as 3. 456 to the nearest whole number or to one or two decimal places • Order numbers such as 3. 7, 3. 24, 3. 04, 3. 4, 0. 34, 3. 09 • Ensure your can multiply and divide by 10, 1000 by moving digits rather than moving the decimal point

The order of operations • Your knowledge of how to use the order of operations when calculating with more than one operation to solve a problem • For example solving problems such as 2 + 3 x 7 • Remind yourself of BIDMAS (Brackets, indices, division, multiplication, addition, subtraction)

Your knowledge of fractions, what they are called and what they mean For example make sure that you know: • How to read and write fractions, what each number in the fraction means • How to read and write a mixed number such as 3 ½ • How to find a fraction of a number e. g. ¾ of 24 • How to simplify a fraction like 35 /49 to write it in its simplest terms • How to find a percentage of a number such as 30% of 120 • What the equivalent decimals and percentages are for key fractions: 1/2, ¼, 3/4, 1/3, 2/6, 1/20, 2/10 • How to change a fraction to its equivalent decimal and percentage e. g. 1/8 = 0. 125 = 12. 5% • How to find common denominators. • How to order fractions with different denominators by changing them into equivalent fractions with common denominators. • How to add and subtract fractions with different denominators by changing them into equivalent fractions with common denominators. • How to multiply two fractions • How to divide a fraction by a whole number.

Negative numbers Practise counting backwards from zero, using the term negative Ensure that you are able to calculate intervals across zero. Record positive and negative numbers on a number line For example, find the difference between temperatures of -5° C and 7° C

Roman numerals • Check your ability to read to 1000 and recognise years written in Roman numerals

Geometry In particular ensure that you are secure in: • The names of 2 D and 3 D shapes. • The properties of 2 D and 3 D shapes.

2 D and 3 D shape names For example: 2 D shape rectangle, square, parallelogram, rhombus, trapezium, octagon, pentagon, hexagon, circle, semicircle 3 D shape cube, cone, cuboid, sphere, cylinder, triangular - based pyramid, tetrahedron, square - based pyramid, triangular prism, hexagonal prism

Properties of 2 D and 3 D shapes • For example for 2 D shapes: Number of sides, number and size of angles, vertices, lines of reflectional symmetry, order of rotational symmetry, tessellation, number of right angles, parallel sides Parts of a circle, for example the radius, diameter and circumference • For example for 3 D shapes: Number of faces, edges and corners / vertices, parallel planes and symmetry

Statistics In particular try to ensure that you are secure in: • Calculating the mean of a set of data • Understanding bar charts, pictograms, line graphs, pie charts • Your ability to use tables, charts and graphs to solve problems

Calculating the mean The wages of 10 workers in a factory are £ 40, 000, £ 32, 000, £ 9000, £ 9000, £ 9000 and £ 9000. What is the mean?

Understanding charts, tables and graphs • For example, identify the following sort of charts, tables and graphs, and consider when they might be used: Frequency table Pictogram Block graph Bar chart Line graph Pie chart • Ensure you know the difference between discrete and continuous data, and an identify which sort of graphs ands charts can be used with which sort of data.

Using tables and charts to solve problems For example, think about some questions you might explore with primary aged children which can be answered by collecting, representing and interpreting data. For example, what is the favourite piece of fruit which could be stocked in the tuck shop? How could this data be collected, represented and used to answer the question?

Measurement In particular ensure that you are secure in: • The key units of measurements and their related conversions. • How to calculate measurements for example the area of a parallelogram and triangle, and the volume of a cuboid.

Units of measurement Ensure you are familiar with the key units of measurements and their related conversions. For example: Make sure you can state the key units used to measure length, mass, capacity, time, volume, angle and area. Remember the conversions between metric units of measurement e. g. 10 mm = 1 cm 100 cm = 1 m 1000 m = 1 km 1000 g = 1 kg 1000 ml = 1 l Remind yourself of how to convert between miles and kilometres for example using a line graph.

Calculating measurements • Your ability to find the area of rectangular shapes, parallelograms and triangles. • Your ability to find the volume of a cuboid.

Algebra In particular ensure that you are secure in: • Using simple formulae. • Generating and describing linear number sequences. • Expressing missing number problems algebraically. • Finding pairs of numbers that satisfy an equation with two unknowns eg x + y = 1. • Listing the possibilities of combinations of two variables eg the number of possibilities when you throw two 6 sided dice.

Using simple formulae For example Use the formulae written in words for finding the area of a rectangle, or its perimeter

Generating and describing linear number sequences For example • Counting in different steps, exploring the patterns in the multiplication tables • Explore the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13… • 1, 4, 7, 10… will it ever reach 300?

Expressing missing number problems algebraically • Write some known arithmetical rules algebraically • How to find the perimeter of a rectangle length and b • How to find the perimeter of a square side s • How to find the area of a rectangle

Finding pairs of numbers that satisfy an equation with two unknowns For example • X + Y = 10 • X + Y = 0 • X – Y = 10 • X + Y = 1

Listing the possibilities of combinations of two variables For example: the number of possibilities when you throw two 6 sided dice.