MATHEMATICS 

Member of Staff Responsible: Mrs Kate Metcalfe 

Review Date: September 2020 

INTENT:  

It is intended that Mathematics at Leigh St Peter’s CE Primary School will provide children with the skills, knowledge and concepts to develop their problem solving, maths communication and investigations abilities.  As much as possible staff will link this to real life situations to develop a good understanding of how maths is linked to real life. 

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 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. 
  • 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. 

 IMPLEMENTATION: 

1.0 TEACHING AND LEARNING: (see also Teaching and Learning policy):

Maths is taught using the whole School agreed Teaching and Learning cycle: review, teach, apply, practise cycle with each unit of work.  

Maths at St Peter’s is taught through a non-routine question approach. At the start of each of unit the children’s understanding is assessed through prior learning continuum questions. This is then used to assess the different starting points the children must be taught from. Their understanding is then revisited at the end of the unit to assess the children’s progress. 

Mathematical Reasoning Process: 

Prior learning 

Children are assessed using a prior learning assessment sheet in their maths books. From this assessment, teachers group, plan and resource to meet the needs of the children for that specific maths unit. 

GRAPPLE  

Children are now provided with the opportunity to investigate, analyse and tackle a challenging reasoning problem at the starting point of a unit of work. The GRAPPLE follows a structure approach to active learning and problem solving. Firstly, children have silent time, to read and think about the problem independently before making a start at reasoning. Secondly, children work in pairs to discuss their thoughts and apply their combined knowledge to continue to tackling the problem or review actions taken so far. Finally, the class are led by a teacher to complete the problem. The teacher carefully questions the children and models how to make jottings and apply arithmetic to complete the reasoning problem. 

Higher Level Fluency  

Higher-level fluency strategies are then taught. Children are challenged earlier on in the fluency stage through the use of missing numbers, movement of mathematic symbols and representing questions in a range of ways. As a result, children become deeper thinkers relating to calculations during the fluency stage, as opposed to waiting for the reasoning stage. 

Fluency Word Calculation 

Children then use their fluency skills to solve work calculations. Children apply knowledge of calculations developed in the fluency stage to tackle problems that require reading and understanding before mathematical application.  

Routine and Non-routine Reasoning Problems 

Children are provided with multiple opportunities to reason. They are given routine and non-routine (puzzles/challenges) problems that require application of arithmetic and reasoning skills to solve. 

Prior Learning Revisited 

Children re-visit their prior learning assessment and complete in orange pen to show progress in learning. 

Whole School agreed teaching and learning approach – concrete, pictorial and symbolic. 

CONCRETE  PICTORIAL  SYMBOLIC 
NCETM – Examples include structural apparatus such as cubes, counters, 3D shapes or weighing scales as well as contextual objects such as teddies or coins for counting or sorting.  NCETM – Examples include children’s own mark making and simple drawings, sketches, number lines and diagrams.  

 

NCETM – Examples include young children’s emergent graphics, early number formation, number sentences and written expanded methods such as ‘chunking’ or ‘grid’ method. 
Cuisenaire rods and trays, Base 10, Straws and coloured sticks, Counters e.g. double coloured, transparent, small and large. Numicon 

Natural resources e.g. pebbles, shells 

20 and 100 bead strings and bead bars 

Analogue and digital clocks, sand timers and digital stop watches. 

Ruler, metre stick, tape measure and trundle wheel 

Balance pans, balance scales and weighing scales 

Non-standard containers, measuring jugs and cylinders of different capacities and division scales 

Protractors and show me angle circles 

Thermometers 

Peg boards, pin boards and geo boards 

Fraction towers and equivalence shapes 

Number tracks, Number lines, Partially scaled number lines, Empty number lines, Grids 

Images of concrete apparatus on interactive whiteboard or I pads 

Place value charts, 100 square  

2D shapes 

5 frames and 10 frames 

Multiplication grid  

Tallying  

Place value arrow cards 

Dice – dots, Dice – numerals, Dice – place value from 1 digit to a million 

0 – 9 Digit cards 

Number fans/cards, Symbol fans/cards, Spinners, Dominoes 

A lot of the above resources contain numerals and this leads children to recording symbolically independently 

Early graphics (encouraged like emergent writing) 

Number sentences 

Recording on plain, lined, squared and graph paper 

 

 

 

Please click here for the school calculation policy.