Our Maths curriculum is based around the National curriculum. The intent is that children will progressively develop independence in fluency, reasoning and problem solving. They will be able to demonstrate their understanding through oracy, calculation and diagrammatic representation. The children will have a sense of self as mathematicians and how maths is applied in everyday contexts, the wider world and future career opportunities within STEM.
‘Mrs Gosling is our Maths Lead.’
What is fluency in maths?
Fluency in maths is a fairly broad concept. The basics of mathematical fluency – as defined by the KS1 / KS2 National Curriculum for maths – involve knowing key mathematical facts and being able to recall them quickly and accurately. But true fluency in maths (at least up to Key Stage 2) means being able to apply the same skill to multiple contexts, and being able to choose the most appropriate method for a particular task. Fluency in maths lessons means we teach the content using a range of representations, to ensure that all pupils understand and have sufficient time to practise what is taught.
What is reasoning in maths?
Reasoning in maths is the process of applying logical thinking to a situation to derive the correct problem solving strategy for a given question, and using this method to develop and describe a solution. Put more simply, mathematical reasoning is the bridge between fluency and problem solving. It allows pupils to use the former to accurately carry out the latter.
What is problem solving in maths?
It’s sometimes easier to start off with what problem solving is not. Problem solving is not necessarily just about answering word problems in maths. If a child already has a readily available method to solve this sort of problem, problem solving has not occurred. Problem solving in maths is finding a way to apply knowledge and skills you have to answer unfamiliar types of problems.
What are manipulatives and concrete materials in maths?
Concrete resources, also known as manipulatives, are physical objects that children can pick up and manipulate to improve their maths knowledge. Used in maths education, a variety of concrete maths resources can help children to understand the relationship between numbers and the number system. Here are some we use in school.
Numicon
Numicon is an approach to teaching maths that helps children to see connections between numbers. It supports children as they learn early maths skills. It is a multi-sensory way of learning, which means your children learns by seeing and feeling.
Physical resources like the colourful Numicon Shapes are an important part of Numicon. The holes in the Numicon Shapes represent the numbers 1 and 10. When they are arranged in order, as in the picture below, children can easily see connections between numbers such as ‘one’ more and ‘one less’.
Later on, children will be able to see more complex mathematical ideas, like how two fours make eight, three twos make six and so on. This lays the foundation for their understanding of number all the way through school.
Base 10
Have you used numbers 0 – 9 to count? Then without even realising, you’ve used base-10! Base 10 is a method of assigning a place value to numbers. It’s also known as the place value number system, or decimal system, as the numerical value of a number relies on where the decimal point sits.
Base Ten is widely recognised as a preferred teaching resource for place value, but also for demonstrating early addition, subtraction and algebra. The children are able to physically hold the tens and ones and see a representation of a large number which supports their understanding of what that number in terms of tens and ones.
For example, a common misconception is that the digit 4 in ‘45’ means 4 when in fact in represents ‘40’. By using Base 10 the children are able to clearly see the representation and have a clearer understanding of place value.
Ten-Frame
A ten frame is a simple tool for teaching maths. They help children to develop number sense and early numeracy skills. The more young children encounter numbers and how they interact with each other, the more their number sense and skill grows.
You can use a ten frame to help children with addition and subtraction. Ten frames are two-by-five rectangular frames that form a base for which objects like counters can be placed. Using this device, children can practice with numbers from one to ten. By using ten frames, children can develop number sense in a visual and physical way, which is great news for their memory cognition as it activates all parts of the brain. A ten frame reinforces fluency skills and ensures children a complete understanding of numbers to 10 and beyond.
Part Whole Model
The part-whole model is the concept of how numbers can be split into parts. Children using this model will see the relationship between the whole number and the component parts. This helps learners make the connections between addition and subtraction.
Calculations
We have a clear written calculations policy that we use throughout the school. The number line is widely used and with the column method following when children are able to work in the abstract confidently. Marlfields-Calcuation-Policy-2018
We Love Times Tables!
These are an essential part of maths and it is impossible to perform multiplication and division calculations without having rapid recall of times tables.
The progression of skills is as follows:
Year 1 – Count on and back in 2s, 5s and 10s
Year 2 – Know by heart the 2, 5 and 10 times table and the related division facts.
Year 3 – Know by heart the 3, 4 and 8 times table and the related division facts.
Year 4 – Know by heart the 6, 7 and 9, 11 and 12 times table and the related division facts.
Year 5 and 6 – Consolidate and practice fluency
We use Times Table Rockstars to support our learning of times tables.
Parents & Carers – Times Tables Rock Stars
For EYFS and Year 1 children are encouraged to log on to Numbots to support their subitising and learning of basic number facts.
Maths skills are not just for maths lessons!
Maths is taught across the curriculum and we ensure children are able to apply their mathematical skills within the wider curriculum. Children are taught logical thinking, reasoning, problem solving within maths lessons however these skills are applied in other subject areas.
We recognise that many jobs of the future will require an expertise in STEM. STEM is an acronym for science, technology, engineering, and maths. These four fields share an emphasis on innovation, problem-solving and critical thinking. And together they make up a popular and fast-growing industry. We want to ensure our children are equipped for not only jobs for today but the jobs for tomorrow and maths plays an important role in many of those new professions.
How can you help at home?
There are lots of ways to help your child practice maths at home beyond helping with homework. Here are some suggestions:
- Allow children to help with shopping at an age-appropriate level i.e. handing over money, collecting change, deciding if items in a shop are good offers or not etc.
- For younger children – lots of counting and courting songs i.e. five little ducks, ten green bottles. Don’t forget to count backwards!
- Practice times tables together, make a game out of it as much as possible, children learn more and faster if it’s fun!
- Involve children in cooking. Weights and times are an essential part of everyday maths.
- Involve them in simple DIY tasks where measuring is a part of the job.
- Play estimation games i.e. how long do you think it will take us to get there? How much do you think this weighs?
- Telling the time, this is easy to drop in at any point in the day.
- Find shapes in the environment.
- There are also games available on the internet.