Mathematics

Rationale

Mathematics is a key life skill, providing children with a means of making sense of the world in which they live. It is a proficiency, which involves confidence and competence with numbers, shapes, measures and data. It requires an understanding of the numbers system and an ability to solve problems in a variety of contexts.

Mathematics demands practical understanding of the ways in which information is gathered, presented and sorted.

Guidelines

All children will be given equal opportunity to follow the National Curriculum Programme of Study for Mathematics through following the Maths-No Problem! Scheme of Work. In Years 1 to 6, children will be taught in whole cohorts by teams of 3 or 4 teachers and teaching assistants. In EYFS, mathematics will be taught explicitly in small groups. School will adopt a ‘keep up, not catch up’ approach to learning.

Mathematics teaching in school will reflect the philosophy of the National Curriculum and ‘Mastery’ framework to which children are taught the skills of fluency, reasoning and problem solving.

Mathematics teaching will take place on a daily 60 minutes basis in KS 1 and 80 minutes in KS 2. Interventions will take place during afternoon sessions, if necessary. Further practice of arithmetic strategies and skills take place each afternoon. In KS 2, there is a focus on learning multiplication tables.

Learning and Teaching will be based on the Concrete-Pictorial- Abstract model through Maths-No Problem!

• Concrete is the “doing” stage. During this stage, students use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.
• Pictorial is the “seeing” stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
• Abstract is the “symbolic” stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols (for example, +, –, x, ÷) to indicate addition, multiplication or division.

Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.

Planning will be linked to Mathematics objectives. Each lesson will be planned through Maths- No Problem! and is based on a 3 part lesson:

• Anchor Task: a task which allows children to try out and discuss different methods. This involves a lot of discussion and exploration, usually through Concrete materials (
• Guided Practice: children use the method(s) discussed to complete tasks. They work in small groups and questions become progressively more challenging.
• Independent Practice: children work independently to complete questions. Again, they range from scaffolded questions at first onto more challenging tasks.

When children have completed their workbook, they will then be able to choose a ‘chilli challenge’. This is an extension task which allows them to apply their learning further. The hotter the chilli, the trickier the challenge.

Children will use a variety of methods to record and present their work, including graphs and diagrams.

When completing written methods they will follow the school’s calculation policy.

ICT will be used to support and enhance mathematics teaching where relevant.

Multiplication Tables

Year 1 – Count in multiples of 2, 5 and 10. Recall and use all doubles to 10 and corresponding halves.

Year 2 – Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.

Year 3 – Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Year 4 – Recall and use multiplication and division facts for multiplication tables up to 12 x 12.

Year 5 – Revision of all times tables and division facts up to 12 x 12.

Year 6 – Revision of all times tables and division facts up to 12 x 12.

Helpful Resources

Maths – No Problem!

Please follow the link below for the Maths – No Problem website, as well as the scheme of work for each Year Group.

Times Table Rockstars

Times Table Rockstars is one of our fantastic resources for supporting the pupils with their multiplication tables.

In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools – both primary and secondary – worldwide.

Please see below for the Parent Handbook and a link to the website.

Pupils have their own login and can therefore login at school as well as from home.

Useful Websites

Family Friday: Times Tables with Years 2 to 6

Mrs Moses, our Mathematics Subject Leader, hosted a Times Tables afternoon with the parents and carers of children in Year 2 to 6. Mrs Moses spoke all about the importance of children learning their Times Tables and passed on a few handy tips and tricks to help simplify them!

Take a look below at the PowerPoint and Workbook used for the event.