Mathematics

Mathematics is a body of knowledge which provides a way of viewing and making sense of the world.It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems.Mathematics also provides the means for creating new imaginative worlds to explore and it is through this exploration that new mathematics is created and current ideas are modified and extended.

Aims

Our aims in teaching Mathematics are that all children will:

·enjoy the subject and develop confidence in their ability to use maths and gain a sense of achievement.

·achieve their maximum potential in numeracy and a range of other mathematical skills.

·apply these skills with confidence and understanding when solving problems.

Principles of the Teaching and Learning of Mathematics

Mathematics is important because:

·it is widely used in society, both in everyday situations and in the world of work.

·it can be used to represent or communicate ideas, to predict, to explain and to verify

·it is interesting and enjoyable providing the intellectual challenge and aesthetic pleasure.

Mathematics is a core subject in the National Curriculum.The fundamental skills, knowledge and concepts of the subject are set out in “Mathematics in the National Curriculum” where they are categorised into 4 attainment targets.

1.Using and applying mathematics.

2.Number and algebra

3.Shape, space and measures

4.Handling data

Strategies for the Teaching of Mathematics

The mathematics curriculum is organised on a subject basis outside the main topic framework of the curriculum (although topic work will often also include mathematical activities).Mathematics is taught

·for approximately 5 hours at KS1 and 5 hours at KS2

·in groups matched for ability

The predominant mode of working in mathematics is group work although individual work and class teaching are used where appropriate.Each week mathematics lessons include opportunities for

·demonstration, explanation and instruction by the teacher to groups, individuals and the whole class.

·whole class and group discussions

·practical activities to provide meaningful context

·practice activities to consolidate skills which have been learned

·the use of mental mathematics involving quick recall of simple mathematical facts.

·problem solving and investigational activities.

CALCULATORS are used throughout the school to enable children to work on investigational activities without the need or focus on calculation.They are not a substitute for pencil and paper or mental methods of calculation which are also widely practised.

In Reception children are taught mathematics in their class groups. Above this age children are 'set' for mathematics into ability groups. These groupings are flexible and there is opportunity for children to move between 'sets' as they progress. All aspects of using and applying mathematics, number and algebra, shape, space and measures and handling data - including learning tables - are taught in school.

Children are taught how to apply these skills to solving problems in real situations using investigations in other curriculum areas.

Mental Maths

We have been working very hard to improve our mental maths. We have introduced Maths Passports as one way of raising attainment in this area.

What are Maths passports?

We use passport cards for each stage/continent containing a list of targets taken from the rapid recall elements of the Primary Framework for each year group:

§ Stage 1- Europe (YR objectives)

§ Stage 2 – Asia (Y1 objectives)

§ Stage 3 – Africa (Y2 objectives)

§ Stage 4 – Australasia (Y3 objectives)

§ Stage 5 – North America (Y4 objectives)

§ Stage 6 – South America (Y5 objectives)

§ Stage 7 – Globetrotters (Y6)

This is a very personalised way of learning as the children are not simply given the passport for their year group but they are on the passport for the level they are working at. They progress at their own speed onto the next stage.

Resources used to support the Passport targets in class

101 Oral mental Starters software and book
10 maths miracles software
Busy bees software
Any other activities/ resources (e.g. primary resources and games and other similar software) that support the targets

Passport Process:

The passport targets are incorporated into the oral mental starters daily (and possibly additional sessions for children who are behind)
Children are assessed on these targets at regular intervals by completing a timed task. (There should be a period of at least 2 weeks between assessments focusing on the same target)
Three stamps next to a target, this indicates that the target has been achieved.
Children continue to practice and be assessed on the remaining targets until all of the targets for a continent have been achieved. They then move on to the next continent and a new set of targets

Maths Tragets

Numeracy Passport stages

Stage 1 – Europe

Say the numbers 0-10 accurately
Say 1 more than any number between 0-10
Say 1 less than any number between 0-10

Stage 2 – Asia

To count in twos 2, 4, 6, 8, 10, 12, 14, 16, 18, 20...22, 24

To count in fives 5, 10, 15, 20, 25, 30, 35, 40, 45, 50...55, 60
To count in tens 10, 20, 30, 40, 50, 60, 70, 80, 90, 100...110
Know by heart all number bonds to 10, so 7 + 3, 2 + 8, 4 + 6...
To know by heart all addition and subtraction facts for each number up to 5, so 5 + 0, 5 – 0, 4 + 1, 4 – 1, 3 + 1, 3 – 1, 2 + 1, 2 - 1…
Recall the doubles of all numbers to at least 10, so double 7 = 14, Double 3 = 6, double 9 = 18, double 13 = 26, double 17 = 34

Stage 3 – Africa

Know by heart all number bonds that total 20
Know by heart all addition and subtraction facts for each number up to 10
Know by heart all bonds of multiples of 10 up to 100
Know by heart doubles and halves of all numbers to 20
Know by heart all multiplication facts, and division facts, for 2, up to 2 x 10
Know by heart all multiplication facts, and division facts, for 5, up to 5 x 10
Know by heart all multiplication facts, and division facts, for 10, up to 10 x 10

Stage 4 - Australasia (Y3 objectives)

Know by heart addition and subtraction facts for each number up to 20
Know by heart all sums and differences of multiples of 10 up to 100
Know by heart all number bonds that total 100
Know by heart all doubles of multiples of 5 up to 100 …double 45, double 15
Know by heart all doubles of multiples of 10 up to 100 …double 30,double 50
Know by heart all halves of all multiples of 10 up to 100 …halve 60, halve 70
Know by heart all multiplication facts, and division facts, for 3, up to 3 x 10
Know by heart all multiplication facts, and division facts, for 6, up to 6 x 10
Know by heart all multiplication facts, and division facts, for 4, up to 4 x 10
Recognise multiples of 2, 5, 10 up to 1000

Stage 5 – North America (Y4 objectives)

Double any 2 digit number …double 42, double 67,double 88
Halve any 2 digit number …halve 50, halve 86, halve 98
Know by heart all multiplication facts for 7, up to 7 x 10
Know by heart all division facts, for 7, up to 7 x 10, e.g. 35 ÷ 7 =
Know by heart all multiplication facts for 8, up to 8 x 10
Know by heart all division facts for 8 up to 8 x 10, 56 ÷ 7 =
Know by heart all multiplication facts for 9, up to 9 x 10
Know by heart all division facts, for 9, up to 9 x 10, 63 ÷ 9 =

Stage 6 – South America (Y5 objectives)

Double any number with up to 1 decimal place
Halve any number with up to 1 decimal place
Recall quickly multiplication facts up to 10 x 10 and use them to multiply pairs of multiples of 10 and 100, for example 30 x 70, 40 x 200
Recall quickly division facts of all tables up to 10 x 10 and use them to divide pairs of multiples of 10 and 100, for example 240 ÷ 40 = 60
Identify pairs of factors for all 2 digit whole numbers

Stage 7 – Globetrotters (Y6 objectives)

Know by heart all the squares of numbers up to 12 x 12
Recognise and recall factors of numbers up to 100 and corresponding multiples of 100
Use knowledge of place value and x facts to 10 x 10 to derive related multiplication and division facts involving decimals … 0.8 x 7 = 5.6
Know by heart tests of divisibility for multiples of 2, 3, 4, 5, 6, 9 and 10

Calculation Policy