Mathematics

At Warren Farm Primary School, children from Year 1 to Year 6, follow key objectives for each year group based on the National Curriculum 2014. Lessons are designed to follow a concrete, pictorial, abstract model, which encourages our pupils to explore mathematical ideas in depth and equip them with the necessary language to explain their reasoning and ask questions to extend their understanding.

Our aim is that our pupils develop the range of mental and written skills required to build firm foundations in preparation for key stage 3 and beyond. We want our pupils to be confident, curious and creative mathematicians.

Early Years

In the Early Years Numeracy is delivered and experienced in a very practical way in order to master maths. The children are encouraged through play, to ask questions, solve problems and find patterns in their everyday environment. We use a mathematical aid called Numicon to help the children see patterns and begin to problem solve much quicker. The children can explore a wide range of mathematical themes such as number, shape, position, direction, capacity, weight, time and money.

Key Stage 1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations. Emphasis will be placed on recall of number bonds to 20 in order to aid fluency. Pupils will also develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Pupils will use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

Key Stage 2

The principal focus of mathematics teaching in key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. Pupils will develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.  At this stage, pupils will develop their ability to solve a range of problems and will be introduced to the language of algebra as a means for solving them. Connections will be made between multiplication and division with fractions, decimals, percentages and ratio.

Teaching in geometry and measures will consolidate and extend knowledge developed in number. Pupils will classify shapes with increasingly complex geometric properties and learn the vocabulary needed to describe them. They will use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils are enrolled into ‘Times Table Rockstars’, which can be accessed at school and at home to enable regular practice in a fun way.

FLUENCY INVOLVES:

• Quick recall of facts and procedures.

• The flexibility and fluidity to move between different contexts and representations of mathematics.

• The ability to recognise relationships and make connections in mathematics.

REPRESENTATION & STRUCTURE

Mathematical structures are the key patterns and generalisations that underpin sets of numbers – they are the laws and relationships that we want children to spot. Using different representations can help children to ‘see’ these laws and relationships.

VARIATION

Procedural variation – This is a deliberate change in the type of examples used and questions set, to draw attention to certain features. Conceptual variation – When a concept is presented in different ways, to show what a concept is, in all of its different forms.

MATHEMATICAL THINKING INVOLVES:

• Looking for pattern and relationships

• Logical Reasoning

• Making Connections

COHERENCE

Teachers develop detailed knowledge of the curriculum in order to break the mathematics down into small steps to develop mastery and address all aspects in a logical progression. This will ensure deep and sustainable learning for all pupils.