Ladygrove Primary School

Maths

MATHEMATICS

Our mathematics curriculum at Ladygrove Primary School follows the guidance provided in the National Curriculum and enables each pupil to develop within and beyond their capabilities, developing not only the mathematics skills, knowledge and understanding required for their lifelong learning journey, but also an enthusiasm and fascination about mathematics itself.

National Curriculum: Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.

Aims

The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • 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.
  • These aims are at the heart of our mathematics curriculum at Woodlands Primary School, whereby connections in mathematics are explored in depth, enabling our children to develop mathematical fluency, reasoning and competence in their ability to solve problems.

We believe our pupils should have:

  • Confidence in mathematics so they are able to express themselves and their ideas using the language of mathematics;
  • An understanding of how mathematics is used beyond the classroom in everyday life and the world of work;
  • A passion for mathematical learning;
  • An awareness and understanding of relationships within mathematics and the ability to generalise;
  • An awareness of the range of strategies that they can use as they apply their knowledge, skills and understanding to solve complex problems in a range of different contexts;
  • The ability to persevere and be resilient in their everyday learning.

At Ladygrove Primary School, we use the 'White Rose' material  – to complement our daily teaching and learning.  Our Mathematics uses the CPA approach:

C = Concrete (using physical objects to solve maths problems)

P = Pictorial (using drawings to solve Maths problems)

A = Abstract (solving maths problems using only numbers and symbols)

Find out more about White Rose Maths here:

https://whiterosemaths.com/

 

Our School Curriculum

The programmes of study for mathematics are set out weekly and teachers have flexibility to teach the objectives in an order which meets the needs of pupils, using continuous assessment for learning to develop pupils’ mastery of concepts.  Pupils progress in Mathematics at different rates, so groupings are continuously flexible to ensure the activities are pitched to provide challenge for the more able and consolidation for those who need it.

Key Stage One

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 should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

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.


By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Lower Key Stage Two – Year 3 and 4

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.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.
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 should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage Two – Year 5 and 6

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.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

 

 

Useful websites:

Here at Ladygrove, we use Times Tables Rockstars to build fluency in Time tables.  It is an excellent resource where every pupil from Year 2 through to Year 6 is given their own unique log in.  Teachers can then see how well each pupil is doing in their tables, as well as identify gaps in multiplication links and knowledge.

 

Times Tables Rockstars - website information

In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools - both primary and secondary - worldwide.

https://ttrockstars.com/