Maths

Intent

The teaching and learning of mathematics is an integral part of every classroom. Through our maths curriculum, we aim to build resilience in our pupils, so that they are able to reason and explain ideas as well as use fluency skills to become confident mathematicians. We want our children to gain understanding and make connections between concepts so that they become successful mathematicians. We believe the best way to achieve this is to have a maths curriculum which allows children to revisit and build on the steps they already have. By revisiting previous learning, we are allowing the children to know more and remember more by transferring knowledge from their short-term memory to their long-term memory. 

Parents are aspirational for their children and keen to see them become confident and fluent mathematicians. It is vital that parents recognise the need to study at depth within objectives rather than just moving on to the next year group. Using White Rose as a scheme helps to achieve this within lessons, which offers guidance to teachers and subject leads to plan and deliver lessons at the appropriate pace. It encourages depth and mastery within lessons for all children.

Our curriculum is based around the following knowledge:

Substantive knowledge ( shown in the arrows pointing to the star)

• Number facts - Children need to be fluent in number facts such as number bonds, doubles and halves, equivalents, factor pairs, primes, etc. See fluency progression map below.
• Times tables - Children need to know their times tables up to 12x12 by the end of Y4. These underpin many aspects of mathematical learning (fractions, ratio, algebra, statistics)
• Symbols - Children need to recognise and understand mathematical symbols in order to be able to read and solve calculations

Procedural knowledge ( Methods)

Children need to know specific methods (both mental and written) and be able to apply these skills with any numbers. Methods include: Partitioning, Number lines, Column method, Short multiplication, Long multiplication, Short division

Disciplinary concepts

The children are taught these disciplinary concepts within all domains of mathematics across all year groups: Using and applying, investigating, reasoning, problem solving, analysing and justifying and proving.

This is how our children learn how to be successful Lace Hill mathematicians and achieve our intent below (also shown in the golden tail).

I am a Lace Hill mathematician because… 

• I demonstrate quick and efficient recall of facts and procedures
• I am a mathematical thinker, who reasons and solves problems
• I feel confident using mathematical vocabulary
• I can make connections in my learning to new ideas and within the world around me
• I can describe, explain and represent mathematical concepts in a variety of ways

Implementation

White Rose is a supporting resource for teaching maths. It supports children in developing the five big ideas of mastery: coherence, connecting new ideas to known concepts; representation and structure, noticing patterns and making connections; mathematical thinking, working on, thinking and reasoning with a taught idea; fluency, quick and efficient recall of facts and procedures; variation, giving examples that display an idea as well as those that don’t for children to notice, and varying practice questions so that repetition is avoided.

Our teachers explicitly model skills to children through their use of teaching and learning time. They model vocabulary to enrich discussions of mathematical concepts and empower children to reason and problem solve. Children need to know how to explain their methods and understanding; through open questioning from adults, children develop their questioning and reasoning skills. 

We follow a concrete, pictorial and abstract (CPA) approach which enables children to visualise the concept by using concrete apparatus first. These manipulatives are used and available across the school so that children can experience these throughout their learning journey.