The New Mathematics Curriculum

Mrs C Hague 2015

© Curriculum Foundation 2

Knowledge AttitudeSkill Competence

Subjects Application of subjects

Teaching and learning

approachCompetence

Curriculum competencies

The key skills

Investigate

Analyse and synthesise

Develop and create

Evaluate

Communication

• 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics Curriculum - aims

• an understanding of the meaning of the operations and their relationships to

each other -- for example, the inverse relationship between multiplication

and division;

• the knowledge of a large repertoire of number relationships, including the

addition and multiplication "facts" as well as other relationships, such as

how 4 X 5 is related to 4 X 50;

• a thorough understanding of the base ten number system, how numbers

are structured in this system, and how the place value system of numbers

behaves in different operations – for example, that 24 + 10 = 34 or 24 X 10

= 240.

‘Being friends with number’

Fluency is more than memorisation of procedures and facts.

Where should the penguin go?

Breeding pairs on

islands in the

Western Cape

“I can use information from graphs to explain how the population has changed in size at different points in time.”

Using the image above, how many different ways can you find of writing 1/2? From the picture, what equivalent fractions for 1/3 can you find? Again, using the image of the fraction wall, how else could you write 3/4? What other fractions do you know that are the same as 1/2? Find some other fractions which are equivalent to 3/4. Can you find any "rules" for working out equivalent fractions?

CHALLENGE

Using the fraction wall above, can you say which is bigger, 1/3 or 2/8? By how much?

Which is smaller, 5/6 or 3/4? By how much?

What is the difference between 5/6 and 1/3?

What is three quarters of 2/3? Can you explain how you worked this out? 

Kate has eight multilink cubes. She has two red ones, two yellow, two green and two blue.

She wants to fit them together to make a cube so that each colour shows on each face just once.

Is it possible ?If so, how?If you've found a way, is there another way?

A rockhopper penguin is at the bottom of a cliff which is

20m high. Every five minutes the penguin jumps up ¾ m

then is washed back down the cliff ¼ m by a wave. How

long does it take for the penguin to reach the top of the

cliff?

Show how you reached your solution.

Classic problems to solve