Subject Leaders: Mrs Derrington
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 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
The National Curriculum covers many strands of mathematics. They are:
Addition and Subtraction
Multiplication and Division
Properties of 2d and 3d shape
Position and direction
For more detail about coverage in individual year groups, please refer to the following link:In the Early Years and Foundation Stage, maths follows the Development Matters framework, with the areas being “Numbers” and “Shape, Space and Measure.”
Year 6 have been amazing mentors to Year 4 this week as they showed them the wonderful world of mathletics.
There were so many school values on show across the two years as they learnt and supported each other with logging on and navigation of our exciting new maths resource. All the teachers involved were more than impressed by the maturity and care being shown. Well done Year 6
2016/17 - what the children have been doing:
Year 4 have been celebrating all things mathematical this week by planning, devising, creating and playing their own maths games.
The only restriction was their imaginations and the use of maths in the game. At our end of year maths party there was fierce competition as the children played each others games with fiendishly hard maths clues, chance cards, traps and mental maths agility galore.
" I've liked learning about maths this year and I think I've really improved." Albie Beresford
" I've really enjoyed my maths learning and I found some of the maths challenging but fun." Isabelle Hugill
" Before Year 4 I felt like I was no good at maths and so I felt scared this year. Now I feel I've got better, maths is clearer and I enjoy my maths now!"
There has been a real mathematical buzz in Year 5 this week as the children have been sharing their solutions to a tricky problem presented to them by Mrs Rowe for their home-work.
They were challenged to solve the age-old problem of transporting a fox, a chicken and a bag of grain across a stream without mishap and only transporting one item at a time.
The twist was that Mrs Rowe asked them to present their thinking in a visual and creative way.
Year 5 have risen to the challenge and the home-works have included Lego models, pictures, shoe-box models and even a fantastic stop-motion animation created by Ed Jacobs.
He told me, "I really enjoyed this home-work. It helped me show my maths working out in a creative way."
Fantastic work 5RR.
Year 6 decided to get active in maths when they were learning how to calculate the mean of a set of data. They completed various timed activities in order to generate data and then calculated the average. An interesting conversation followed when we looked at the different results across the class groups and talked about possible variables and anomalies. We then used our knowledge of how to calculate the mean to attempt some fiendishly tricky reasoning problems involving missing data and statements that we had to agree or disagree with and provide proof for our answers.
There is a Rubik's cube craze sweeping the school at the moment which some of the teachers are old enough to be remembering the first time around!They are proving to be excellent for fostering the children's problem solving and thinking skills as well as encouraging collaboration and peer guidance. Long may it last!
How the subject is taught at Christ Church
Mathematics is taught as practically as possible, with teachers frequently using images as well as kinaesthetic tools for children to manipulate. We believe this practical approach enables children to understand the mathematics behind the concept being taught rather than simply learning a method to achieve an outcome. Once children have had input on an area of mathematics and had time to practise, they are then given more open-ended tasks to deepen their understanding and demonstrate their ability to apply their learning.
Calculation is taught following the school’s calculation policy and, in Key stages 1 and 2, children are given regular opportunities to practice their arithmetic skills. In Key Stage 2, children take part in times table clubs whereby they are encouraged to recall facts rapidly and have weekly opportunities to practise their tables at speed. Mental maths is an integral part of the mathematics curriculum and is taught and practised either discretely during warm-ups and plenaries or more overtly during short mental maths sessions.In the Early years, maths is taught both discretely and through cross-curricular opportunities. It is mostly taught through practical activities, often in partners or groups, with an emphasis on problem solving and mathematical exploration.
AssessmentChildren’s outcomes in lessons are used to inform planning. At the end of a unit of work each child is assessed against the subjects National Curriculum objectives using must, should and could criteria. By the end of the school year the class teacher will have built a record of all children’s progress in their cohort for subject leaders to analyse and new class teachers can use them to gain a picture of new classes progress and attainment in order to inform planning and teaching.
Opportunities for the application of maths, literacy and computing skills
- Computing: drawing graphs; using angles in coding software
- Science: distances of planets from the sun; reading scales when measuring temperature; converting units of measurement
- P.E: counting; using time; statistics
- D.T: ratio and proportion in cookery; measurement and conversions; fractions
- Geography: atlas work
- History: timelines
- MFL: using numbers to count in other languages