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Maths

 

Maths at Wyndcliffe

Here at Wyndcliffe, maths is taught every day, across the curriculum. Our aim is to develop and secure the confidence and competence of each and every child regardless of their ability, in a vision where they become passionate, curious and confident mathematicians. With a hope, this continues throughout their education and into adult life.

 

Specific Aims

  • 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

 

Delivery

  • Teachers ensure that they are aware of the intent of their planning and have identified the learning outcome and know how this is best achieved through the consideration of the learning journey, use of appropriate resources, scaffolding and challenge.
  • Years 1-6 follow the White Rose Maths schemes of learning as their medium term planning documents. The units of work provide teachers with exemplification for maths objectives and are broken down into fluency, Reasoning and Problem-Solving.
  • Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where

required, children’s ITP’s will be incorporated into lessons and suitable objectives from the National Curriculum for Mathematics and/or the SEN Maths Toolkit will be used effectively.

  • The CPA approach (concrete, pictorial, abstract) is embedded in all learning journeys:
  1. Concrete representation- a pupil is first introduced to an idea or a skill by acting it out with real objects. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.
  2. Pictorial representation- a pupil has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem.
  3. Abstract representation - a pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6.
  • There is a balance of fluency, reasoning and problem solving within any given week which are evidence through Ready, Steady and Go questions.

 

 

Maths in EYFS

“Developing a strong grounding in numbers is essential so that all children develop the necessary building blocks to excel mathematically.” Development Matters: Curriculum Guidance adopter version 2020.

The Development Matters: Curriculum Guidance forms the basis of teaching and learning of mathematics in the early years setting.

Throughout Nursery and Reception mathematics is explored through different contexts, including books, puzzles, songs, rhymes, puppet play and games. There are opportunities throughout the day to learn about mathematics through the environment, through routines, as well as in dedicated teaching time.

  • Number: Children are expected to have a deep understanding of number to 10, including how each number is composed. Children become familiar with a range of strategies’ to use to represent mathematical ideas including their fingers, drawings, and marks such as tallies and subitising. Teachers encourage children to invent and explore their own representations to record their thinking and communicate their understanding. They explore concepts such as doubling and learn to recall number facts without the use of aids.
  • Numerical Patterns: Children are expected to count beyond 20, recognising the pattern of the counting system. Working in pairs, small groups or independently, children use resources to solve problems and encouraged to pose questions about their reasoning. They explore basic concepts such as odds and evens and how quantities can be distributed equally.

Teachers in EYFS use development age bands to assess, understand and support each individual child’s development pathway. The EYFS profile summarises and describes children’s attainment at the end of EYFS. This information is then shared with parents and Year 1 Teachers during transition meetings

 

Maths in Key Stage One

In Years 1 and 2 at Wyndcliffe, the focus of Maths is to ensure all pupils develop confidence and mental fluency with whole numbers, counting and place value. During our lessons pupils will work with numerals, words and the four operations to allow them to grasp the concept of place value of numbers up to 100. To ensure pupils develop efficient methods, a range of practical activities and visual representations are embedded in all lessons. Also during this stage, pupils will develop their ability to recognise, describe, draw, compare and sort different quantities (such as length, mass, capacity/volume, time and money).

By the end of year 2, pupils should know their number bonds to 20 and be precise in using and understanding place value. They should also know multiplication and division facts for the 2, 5 and 10 times table. Teachers ensure a strong emphasis is placed on quick recall of number facts through pupil’s weekly arithmetic lessons and the ’99 club’ to ensure pupils are equipped to develop effective mental strategies.

Through the use of daily verbal feedback and stem sentences to guide pupil voice and peer assessment, pupils will also be able to read and spell mathematical vocabulary at a level consistent with their word reading and spelling knowledge at Key Stage 1.

 

 

Maths at Lower Key Stage Two

At Wyndcliffe, while the children are in Years 3 and 4, we understand that it is vital to ensure that pupils become more confident and increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value of numbers beyond a 1000. This will ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. This will be reinforced with their weekly arithmetic and mental strategies lessons.

At this stage, pupils will develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teachers will 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. During these lessons, staff will observe children can use measuring instruments with increasing 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. This will be evidenced through the variety of activities the teachers plan to ensure rapid recall of multiplication, including the ’99 Club’, and division facts is embedded.

Through stem sentences, to guide pupil voice and peer assessment, pupils will also be able to read and spell mathematical vocabulary correctly and it will give them opportunity to communicate more effectively.

 

Maths at Upper Key Stage Two

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils carry on to develop and extend their understanding of the number system and place value to include larger integers (whole numbers up to 10, 000, 000). Through regular practise, using flashbacks and addressing misconceptions, this will reinforce the connections pupils make in their learning. Therefore, making connections turning short-term working memory into long term.

Pupils will also be improving their ability to solve a wider range of problems, including increasingly more complex number and arithmetic questions, and where calculations need an efficient method of calculation. A robust calculation policy and a solid arithmetic foundation built on in previous years will shape on pupils’ prior understanding, who are now being introduced to the language of algebra as a means for solving problems. Children will be able to make this transition with more confidence and ease.

Teaching in geometry and measures will also consolidate and extend knowledge developed in number. When learning about shapes, pupils will be able to classify 2D and 3D shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils will be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils will also be able to read, spell and pronounce mathematical vocabulary correctly, again through the use and consolidation of sentence stems, pupil voice, peer assessment and verbal feedback.

 

 

 

 

Mathematics Overview

 

From September 2017, planning and teaching of mathematics will be based on a mastery approach. The approach is based on research and international evidence from successful practice in Shanghai and Singapore.  

 

Children are encouraged to develop fluency, reasoning and problem solving skills through the use of concrete, pictoral and abstract resources.

  

                                                  

  

The aim is for children to gain a deeper more meaningful understanding of what they are doing rather than learning to repeat routines without grasping what is happening mathematically.

 

At Wyndcliffe we have adopted three characters to ensure our children engage in fun, challenging and practical mastery mathematics.

  

 

 

                                   

                                        

 

 

 

 

Times Tables 99 Club at Wyndcliffe Primary school...

                                                                     

 The 99 Club is a fantastic scheme which aims to raise standards in maths through encouraging children to improve their mental calculations when attempting quick-fire multiplication and division problems.

 

The idea is that with repeated practice, the scheme should result in increased speed and confidence when tackling mental maths problems without relying on written workings and methods.

 

Children start on the 11 club and are given 10 minutes to complete the maths problems, if they manage to get them all correct within that time they move up to the next club (22).

 

Work is carried out quietly during the 10 minutes, calculators cannot be used, the aim is that children develop fluency and can confidently recall multiplication and division facts. Success is celebrated through the award of Bronze, Silver, Gold or Platinum awards.

 

11 Club  - 11 questions (doubling numbers 1 to 10)

22 Club - 22 questions (repeated addition 1 to 10)

33 Club - 33 questions (2x, 3x, 5x, and 10x tables)

44 Club - 44 questions (1x, 4x, and 6x tables)

55 Club - 55 questions (7x, and 8x tables)

66 Club - 66 questions (9x, 11x, and 12x tables)

77 Club - 77 questions (inverse division facts)

88 Club - 88 questions (mixed multiplication and division facts)

99 Club - 99 questions (mixed multiplication and division facts)

Useful Maths links

 

Maths Through Stories

Wyndcliffe Primary School

Little Green Lane, Bordesley Green, Birmingham, B9 5BG

Telephone: 0121 464 4241 E-Mail: enquiry@wyndcliffe.bham.sch.uk
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