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Mathematics

Rationale

The Mathematics programmes of study for key stages 1 and 2 of the National Curriculum aims to ensure that all pupils will become fluent in the fundamentals of mathematics, and be able to reason and solve problems by applying their mathematics across a range of problems breaking them down into smaller steps.

 

The aim of our Mathematics curriculum at Wick is to provide our pupils with the opportunity to develop the skills of a mathematician through a broad range of fluency, reasoning, and problem solving activities that aid and deepen their understanding of mathematical concepts and apply this to not only a range of problems across the curriculum but also to the range of mathematical problems we find ourselves enveloped in on a daily basis, e.g. telling the time in both analogue and digital formats, reading and interpreting graphs, making sense of patterns in number and shape, and ensuring we have paid and received the correct change when purchasing goods.

 

Through following the Early Years foundation stage statutory framework - the programmes of study as set out in the National Curriculum for key stages 1 & 2, and White Rose Maths schemes of small steps for learning - we ensure we have a progressive curriculum across all the phases so each child is equipped ready to progress to the next year group. Children at Wick will complete the primary phase of their education journey being fluent in mental and written methods for the four operations, and being able to recall the multiplication tables facts, giving them a solid foundation to continue enjoying learning maths throughout their secondary education and beyond.

 

How is Mathematics taught?

Mathematics is taught for an hour a day in the morning in engaging and challenging lessons. The lesson begins with a warm up activity, the focus of this is to either refresh concepts previously taught, reinforce understanding where a misconception has occurred or time to become more fluent in the retrieval of multiplication times tables facts ; children who are able to instantly recall the multiplication facts will gain a solid arithmetical foundation that will enable them to become proficient at problem solving.

 

The lesson then proceeds with the following format –

 

‘I do’ – the teacher models how to approach the skill being taught, clearly explaining their thinking and reasoning. A new concept will begin with fluency questions followed by how to apply this in a problem solving context;

 

‘We do’ – the pupils have a go at a similar question, working collaboratively if they wish, recording it in their book as a model for independent learning; 

 

‘You do’ – the children complete a set of independent tasks in steps designed to build their understanding. The tasks are broken down into 3 steps –

Step 1 – Fluency overlearning, often with visual aids/manipulatives to support understanding

 

Step 2 – Varied fluency putting the skill into context and using intelligent practice to develop a deeper understanding of the concept – includes missing numbers, word problems and comparing calculations

 

Step 3 – Problem solving and reasoning – a variety of multi-step problems some of which require understanding of other mathematical concepts – these can include: spot the error, true or false, Nrich activities, I see reasoning activities.

 

Evidence from the ‘We do’ stage, of the lesson and/or from a hinge question informs the step at which each child will begin their independent learning for the ‘You do’ stage of the lesson.  Throughout lessons class teachers’ work with groups or individuals on their independent learning and where a common misconception arises across the class, the teacher will intervene bringing the class back together to work through the misconception. Each lesson concludes with the class revisiting the lesson objective and individuals self-assessing their learning using the self- evaluation triangle: one side drawn the child demonstrates some understanding of the learning, two sides; child understood most of the lesson and three sides the child understood all of the lesson.

                                    

Learning Walls

In each classroom there is a Mathematics learning wall all of which follow the same format:

  • Stating the unit of learning
  • Completed examples of step 1, 2, 3 activities
  • Key vocabulary
  • Marvellous mistakes and what went wrong?
  • The purpose of the learning wall is to provide a visual aid and to promote greater independence.

 

Times Tables

Every child in the school has access to Numbots and/or TT Rockstars. Each class has at least one 15 minute session timetabled each week in the Computing suite in order to access this learning in a fun way. Children are encouraged to practise these skills at home every day for at least 5-10 minutes and all classes participate in weekly ‘Battle of the Classes’ tournaments with the results being displayed on the TT Rockstars display and in the weekly newsletter.

Calculation policy and strategies for adding, subtraction, multiplication and division

Times Tables - the importance of

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