Our goal for mathematics education is that children will be able to become fluent, reason mathematically and solve problems, through the ‘BIG ideas’:
Problem Solving: I am a mathematician because I apply my mathematics to a variety of problems and break them down into simpler steps and persevere in finding the answer.
Reasoning: I am a mathematician because I observe relationships and develop an argument, justification or proof using mathematical language.
Fluency: I am a mathematician because I develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
“Pure mathematics is, in its way, the poetry of logical ideas.” Albert Einstein
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
At Grimsargh St Michael’s, we use the White Rose maths scheme to support planning and teaching of maths throughout school. The scheme’s fundamental belief is that ‘everyone can do maths’, and it is designed to teach to the ‘mastery’ of concepts so pupils become resilient, independent and confident mathematicians.
While White Rose is the ‘base’ of the Grimsargh maths curriculum, teachers enrich the content with resources from NCETM, NRICH, and other high quality resources, to provide pupils with enriched, well rounded and high quality maths lessons, bespoke to each class.
Mrs Todd is our Maths lead. Please contact her via the office (01772 653600) with any queries or questions.
Click here to read the National Curriculum: Mathematics Programmes of Study.
The Mastery Approach
At Grimsargh St Michael’s we are working with our local Maths Hub (AbacusNW) to develop a ‘Mastery Approach’ to teaching mathematics.
In Reception, Year 1 and Year 2, teachers are using ‘Mastering Number’ as a way of securing number knowledge. More information can be found here https://www.ncetm.org.uk/maths-hubs-projects/mastering-number/
We are also using the Maths Hub to engage in their Teaching for Mastery Programme. This is a long term project that will support teacher’s in the development of Mastery, as part of their classroom practice and ensure continuity across the school.
The NCETM explain Mastery as:
‘Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.’
Here is a leaflet created for parents giving more information about Mastery.
Mathematics in the Early Years
Children at the expected level of development will:
– Have a deep understanding of number to 10, including the composition of each number;
– Subitise (recognise quantities without counting) up to 5;
– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
Children at the expected level of development will:
– Verbally count beyond 20, recognising the pattern of the counting system;
– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Mathletics is a targeted, rewarding and captivating online learning resource, which is aligned to curriculum standards. Children have take-home access to Mathletics – they simply sign in with their school username and password (see below) using any compatible computer or mobile device.
We recommend that you spend time looking at the program with your child to explore how Mathletics will benefit their learning. As a parent or carer, you can sign up to the Mathletics Family Centre. This will give you access to the learning content your child is following, and information regarding his or her progress within Mathletics.
To register for this service, you will need your child’s username and password:
- Visit www.mathletics.com/parents
- Complete the fields and click Register
- Record your new username and password
To access the Mathletics Family Centre:
- Visit www.mathletics.com
- Sign in using your own username and password
The extra Mathletics practice at home can make all the difference to your child’s progress. Encourage them to achieve a weekly target of 1000 points to earn a certificate, building through bronze, silver and gold across the school year. Go for gold! Further information and guides on Mathletics can be found under ‘Help’ in the Mathletics Family Centre.
Each year, from year 2 through to year 6 have specific times tables they must learn:
- Year 2: x2, x5, x10
- Year 3: x3, x4, x6
- Year 4: x7, x8, x9, x11, x12
- Year 5 & 6 : further consolidation of all tables including ‘mega’ facts (6 x 80; 7 x 900; 400 x 6) and ‘mini’ facts (0.5 x 8; 3 x 0.03; 0.009 x 8)
For times tables I would advise you, as parents/ carers, spend a few weeks exploring one particular times table; look into any patterns; find things that are grouped by that amount (for example traffic lights in 3s; boxes of eggs in 6s; colours in a rainbow in 7s); practice the related division facts; depending on year group expectations, practice the ‘mini’ and ‘mega’ facts (7 x 4 and 0.7 x 4 (mini) and 70 x 4 (mega).
Multiplication Tables Check (MTC)
The multiplication tables check (MTC) is statutory for primary schools in the 2021/22 academic year.
The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.
Schools will have a 3-week check window in June to administer the MTC. Teachers will have the flexibility to administer the check to individual pupils, small groups or a whole class at the same time.
The Government have published a leaflet for schools to share with parents.