# Maths ### Maths

INTENT:

Every child to build a deep, conceptual understanding of concepts, which will enable them to apply their learning in different situations, to become competent and independent mathematicians.

IMPLEMENTATION:

• A typical Maths lesson will provide the opportunity forall children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
• We follow the White Rose schemes of learning to ensure that the coverage for the year is completed and we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective.
• Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking.
• Children are provided with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.
• Teachers use the learning challenges to teach for mastery – an approach to extend and deepen the understanding of pupils within each year group.
• Teachers use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously.
• We use our ‘total recall’ time at the start of topic and maths lessons to develop the children’s long-term memory on specific maths KIRFs (Key Instant Recall Facts).

IMPACT:

In 2019, 82% of Y6 pupils achieved ‘Expected Standard’ for Maths and 45% of Y6 pupils achieved Above Expected Standard (End of KS2 SATs).

Using Teacher Assessment (July 2019),

At the end of Y3 – 76% of pupils are at EXS for Maths.

At the end of Y4 – 76% of pupils are at EXS for Maths.

At the end of Y5 – 76% of pupils are at EXS for Maths.

‘I love playing with numbers and it will be really handy when I’m an adult.’ Ashley Year 6

‘Maths challenges me and there’s always something new to learn.’ Willow Year 6

Maths Intent, Implementation and Impact

The document below outlines our intent for Maths, how we implement it and what the impact is. Maths – Intent, Implementation and Impact

How are Maths lessons taught at Carbeile?

Discrete maths lessons – Most of the number aspects of the curriculum are taught through discrete Maths lessons. We are working towards a mastery approach to teaching mathematics.  This means that we focus on topics, such as place value or addition, for a longer period of time to enable pupils to gain a deeper understanding of the mathematical concepts.  Children are given opportunities to develop fluency, reason mathematically and solve problems.  Maths lessons are planned using the Skills Progression below.  Throughout all lessons there is an emphasis on the development of long-term memory to ensure that knowledge and skills are retained and built upon. Maths Progression

Mathematical fluency – short sessions at least 3 times a week focusing on developing fluency with aspects such as times tables.

Cross-Curricular Maths – Many aspects of the curriculum, especially Measurement, Geometry and Statistics are taught through a cross-curricular approach.  There are particularly strong links with Computing, Science, Geography and Art.

Models and Images – To support children’s conceptual understanding, we use a range of models and images, including Numicon, straws, bead strings, place value counters, number lines, fraction boxes, Dienes’ apparatus.

Speaking and Listening – Children are given frequent opportunities to discuss their mathematical thinking.

Enrichment
We aim to provide children with rich and exciting Mathematics throughout their Maths lessons at Carbeile. As a school, we are looking at ways of promoting deep learning to challenge all children. We also offer some opportunities for children to engage in Maths beyond the classroom.

iPupils in Year 5 and 6 participate in Maths workshops at Plymouth University.  The Core Hub organised ‘Discovery Day’, part of which involved a whole school Mathletics competition.

There are loads of great internet sites for children to practise their Maths skills in the Parent Zone.  Please let Mrs Sales know if you know of any that should be added to this list.

Maths Videos – these show the written methods we teach for each of the 4 operations.

Column Subtraction with whole numbers:

Column Subtraction with Decimals:

Multiplying by a 1 Digit Number (Short Multiplication):

Multiplying by a 2 Digit Number (Long Multiplication):

Dividing by a 1 Digit Number (Short Division):

Dividing by a 1 Digit Number with a Decimal Remainder:

Dividing by a 2 Digit Number (Long Division):

Home Learning

Maths homework at Carbeile consists of two parts: Key Instant Recall Facts (KIRFs) and Maths activities on Mathletics.  As with reading homework, the most important thing for parents and carers is to support children’s enthusiasm and enjoyment of Mathematics.

KIRFs –Key Instant Recall Facts.  These are closely aligned with the curriculum, with specific half-termly targets for each year group.  We expect the majority of children within a year group to be working towards these targets. Children are expected to practise these facts at least three times per week.  If your child is struggling to recall facts, please concentrate on a smaller number and practise more frequently.

The Maths Co-ordinator

Caroline Sales is the Mathematics co-ordinator and oversees the teaching and learning of Maths at Carbeile. Maths Policy Full Calculation Policy Appendix 1 bar method Appendix 2 Rounding Appendix 3 Problem Solving Year 3 Maths Curriculum Overview Year 4 Maths Curriculum Overview Year 5 Maths Curriculum Overview Year 6 Maths Curriculum Overview National Curriculum for Maths 2014         