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.
Early Mathematics is the development of young children’s skills from being able to count and recognise shape, to the ability to recognise, order, compare and calculate increasingly larger numbers in a variety of ways, measure, read time, handle money, fluently recall number facts, recognise shape and their properties and provides them with the skills in how to problem solve, reason and be resilient within their learning.
Children do not automatically learn this and skills need to be specifically taught that are sequential and progressive to develop knowledge and skills which can be securely demonstrated by our pupils. Providing high-quality learning experiences, allows us to create the necessary foundation to help children master essential Mathematical understanding and problem solving skills.
Once children have these necessary foundations, their journey in Mathematics continues through increasingly more complicated calculations, Mathematical concepts, reasoning and problem solving that both engage and further develop their skills as a Mathematician.
Maths is an essential element of the Marlfields curriculum with clear, progressive learning that is child-centered, creating curious resilient learners.
At Marlfields Primary School we aim to achieve the following from our Mathematics curriculum:
The calculation policy shows the methods we teach to solve addition, subtraction, multiplication and division problems (through concrete, pictorial and abstract models) and the progression across the school. At Reginald Mitchell children are taught a range of mental and pencil-and-paper methods, and encouraged to consider when different methods are appropriate and efficient.
Marlfields Calculation Progression Policy
To ensure the children have a sound understanding of all mathematical concepts, we use the CPA approach (Concrete, Pictorial and Abstract). Children need to make links between practical equipment, pictures and abstract numbers because they learn in different ways. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.
Click here for our Mathematics Curriculum Intent
The document below identifies the key elements which we believe are important to incorporate into our Mathematics lessons in order for them to build on previously taught knowledge and also to deepen and secure key concepts.
Click here for our Mathematics Lesson Pathway
To ensure children are taught and remember the appropriate knowledge and skills relating to Mathematics, we have created a progressive breakdown of the national curriculum expectations. This draws on the skills and knowledge being taught across all subject areas and hopes to contribute to the development of key concepts and themes in a deep and connected way.
Click here for our Mathematics Progressive Curriculum Overview
Our mathematics curriculum will ensure all children are not only taught subject specific vocabulary but also provide opportunities for them to use such language within the correct context with confidence and fluency.
Click here for our Mathematics Subject Specific Vocabulary Progression
To ensure the highest emphasis is placed on both the teaching and the learning of new knowledge and skills we have also clarified when it will take place within our topics and the subject specific gains our children will make in terms of what they will know and be able to do.
Click here for our Nursery Mathematics Overview
Click here for our Reception Mathematics Overview
Click here for our Year 1 Mathematics Overview
Click here for our Year 2 Mathematics Overview
Click here for our Year 3 Mathematics Overview
Click here for our Year 4 Mathematics Overview
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.
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.
NumBots | Families
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.
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.
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.
