We provide an exciting, relevant and challenging mathematics curriculum in line with the National Curriculum. Our mathematics curriculum is responsive to the needs of our children. We encourage children to take ownership of their learning and reflect on what they have learnt. We provide engaging opportunities, allowing children to develop fluency, reason mathematically and solve problems.
It is essential that children develop a conceptual understanding of mathematics; this is achieved through the concrete, pictorial, abstract approach. Concrete is the ‘doing’ stage, using concrete objects to model problems (e.g. Base 10, Numicon). Pictorial is the ‘seeing’ stage, using representations of the objects to model problems (e.g. Bar Model). Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model problems, this is introduced when children are have a secure understanding of the ‘concrete’ and ‘pictorial.’ This approach underpins our Calculation Policy (link to Calculation Policy).
Recall of Number Facts
On a weekly basis, as part of their mathematics lesson children are given the opportunity to learn and practise recalling number facts. For example: Year 1 will practise number bonds to 10 (two numbers which combined make 10). Year 2 will practise number bonds to 100 using multiples of 10 (60+40=100). Automatic recall of number facts is an essential skill that is utilised across the mathematics curriculum and beyond. It enables children to become fluent with more demanding areas of the mathematics curriculum as they are not relying on counting procedures.
By the end of Year 4 children are expected to be able to recall and use multiplication facts and related division facts up to 12 x 12 (National Curriculum, 2014). Being able to recall times table facts and related division facts makes a huge difference to children’s application across the mathematics curriculum and beyond. We have registered with Times Table Rock Stars, an exciting online program designed to motivate and excite children to learn their times tables and related division facts. Class teachers set a schedule to personalise the multiplication and division facts each child needs to practise, this will be their weekly mathematics homework (from Year 1 onwards). Year 1 will alternate weekly with practising number facts (e.g. learning doubles, number bonds to 10 and 20). Children will have an opportunity to learn and practise their times tables in school as well.
“Convince Me” Problem Solving
Once a week children will engage in a problem solving lesson linked to the mathematical concept the children have been covering for that week. During this lesson children will be able to work in pairs or teams of three to solve a given problem. By the end of the lesson the children need to convince the teacher of their understanding and discuss the strategies they chose to use to solve the problem. We are using the APE model (Answer, Prove, Explain) to develop children’s problem solving skills. Children are encouraged to verbalise their mathematical thinking and develop a strategic and systematic way of working.
Mathematics Subject Leader
KS2 Open Maths Morning
This morning parents and carers joined us for our Key Stage Two Maths open morning. Families supported their children in solving mathematical problems using our new ‘Convince Me’ approach to problem solving. Parents and carers commented on how they enjoyed seeing their children work collaboratively and apply taught strategies in different contexts. Thank you to those who joined us for your continued support.
“Having just spent an hour in school during the ‘maths morning’, I just wanted to say how great it was to be able to share in the children’s obvious enthusiasm and enjoyment of the problem solving activities. Their abilities to collaborate and discuss their ideas and thought processes was impressive as was the fact that so many of them wanted to challenge themselves and so chose the ‘harder’ problems. Many thanks for providing this opportunity,”