The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.
At Chopwell Primary School, our Mathematics curriculum has been developed to ensure every child can achieve excellence in mathematics. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different areas of mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning.
A daily maths lesson is a feature of life at Chopwell where children get to explore, investigate and consolidate a variety of mathematical concepts form the National Curriculum. These are normally organised into blocks of work with the following key focuses.
. Understanding and investigating with number
. Developing and applying calculation - addition and subtraction
. Developing and applying calculation - multiplication and division
. Measurement (including length, height, weight and time)
. Geometry (Investigating shape and pattern)
The description below offers a broad outline of the mathematical development that takes place in each block throughout KS1 and KS2.
Children will use concrete apparatus, pictorial representations and symbols to become fluent in a variety of concepts. They will be introduced to a wide range of mathematical vocabulary which will enable them to understand what it is they need to do.
They will also be expected to develop their mathematical thinking through problem solving and reasoning alongside their fluent recall of facts and use of written procedures.
Our children are enthusiastic and and keen to learn, they enjoy investigating and have some great success with their learning. Our maths is enabling children not only to grasp basic concepts but spend a lot more time investing, reasoning and problem solving using the mathematical knowledge they have learnt.
Mathematics in the EYFS (taken from EYFS Framework)
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Mathematics ELG: Number
Children at the expected level of development will: - Have a deep understanding of number to 10, including the composition of each number; 14 - Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
Children at the expected level of development will: - Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
In Reception we use White Rose Maths for planning - this is based on the 5 counting principles.
1. The one-one principle - This involves children assigning one number name to each object being counted. Children need to ensure that they count each object only once ensuring they have counted every object.
2. The stable-order principle - Children understand that when counting, the numbers have to be said in a certain order.
3. The cardinal principle - Children understand that the number name assigned to the final object in a group is the total number of objects in that group.
4. The abstraction principle - This involves children understanding that anything can be counted including things that cannot be touched including sounds and movements, eg, jumps.
5. The order-irrelevance principle - This involves children understand that the order that we count a group of objects in is irrelevant. There will still be the same number.
Maths lessons are very hands on, and based on the concrete, pictorial abstract methods used throughout the school.
In EYFS the children will ..
Children will be immersed in a mathematical environment which enables them to explore, discover and learn new concepts.
Times Tables Rocks Stars
Chopwell Primary School subscribes to Times Table Rock Stars for KS2 children. This is a system that the children use to practise the instant recall of their multiplication and division facts, which helps them achieve on our Table Mountain reward scheme.
When it comes to times tables, speed AND accuracy are important – the more facts a child remembers, the easier it is for them to complete harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help children master the times tables. To be a Times Table Rock Star they need to answer any multiplication fact up to 12×12 in less than 3 seconds!
World famous rock musicians are the best at what they do because they've spent hours practising guitar chords, writing music or playing on the drums. It's just the same with times tables – all Times Table Rock Stars need to practise and practise and practise.
Research shows that daily practise is the best strategy for children to learn these important facts. Short bursts of daily practise are much more effective than spending hours once a week.
The children can access and practise their times tables both at school and at home.