Mathematics
Intent
At Marlcliffe Primary, we are mathematicians! We believe that all children can achieve within mathematics and can become ‘masters’ of the subject. They can develop a love and enjoyment of it whilst becoming independent problem solvers. We aim for children to embrace a positive attitude to their learning and for them to become confident and competent in all areas of mathematics.
In line with the National Curriculum, we aim to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time. Pupils should develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Implementation
At Marlcliffe Primary we use the National Curriculum as a basis for our planning, supported by the White Rose scheme. Mathematics is taught on a daily basis from reception to Y6 for approximately 1 hour and supported and enhanced through other curriculum areas. Fluency is developed three times a week outside the mathematic lesson. Learning of new concepts follow a CPA approach (Concrete, pictorial, abstract) allowing children to fully understand concepts before moving into the abstract side of mathematics. Concrete equipment such as Numicon, dienes and counters are used within lessons and always available to support and scaffold children’s learning. There is an emphasis on children knowing and using mathematical vocabulary. Children use sentence stems to ensure they talk about maths using whole sentences and key vocabulary. In Y1 – 4 teaching and learning usually takes place within a whole class. In Y5 and Y6 children are currently grouped by ability. These groups are fluid and through continuous assessment for learning, children are allocated to different groups depending on their needs.
Foundation stage
Mathematics forms the basis of one of the areas of learning which involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. Emphasis is on teaching it practically, through stories and books; through topic links; child-initiated learning through play, plus adult intervention.
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.
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
Lower Key Stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
Upper Key Stage 2
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should 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. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
Impact
Our children demonstrate a love of mathematical skills and can apply these to different context both in specific maths lessons and across the curriculum. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Our children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions. Marlcliffe Learners are resilient and determined in their maths lessons and understand that mistakes and getting stuck are part of the learning process. We aim for as many children as possible to reach at least the age-appropriate standard and to be in line with or above national expectations, intervening early when we identify children who need support to catch up.
The Calculation Policy will help you to understand the methods we teach the children for addition, subtraction, division and multiplication.
This website lets you practise partitioning numbers: