Why is Maths Education important?
At St Bede’s Catholic Primary School we believe that a high-quality mathematics education is crucial. When children are taught mathematics well, they are able to understand the world around them, reason mathematically, and they develop a sense of excitement and curiosity about the subject. We teach mathematics in a creative way, linking it to other subjects where possible, in order to enable children to understand and appreciate relationships and pattern in number and space.
Mathematics is essential to everyday life and necessary to nearly all forms of employment, particularly in science, technology and engineering. It is with this in mind that we endeavour to ensure that all children develop a healthy and enthusiastic attitude towards mathematics that will stay with them throughout their life.
What does Maths look like in our school?
Our aim for Mathematics, is for the enjoyment and enthusiasm for learning to be promoted through practical activity, exploration and discussion. Our belief that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.
Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.
Pictorial – alongside concrete, children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
As each child progresses through the school, we want them to gain confidence and fluency with numbers and the number system; Each child will develop the ability to solve problems through decision-making and reasoning in a range of contexts; The children will develop a practical understanding of the ways in which information is gathered and presented. They will explore features of shape and space, and develop measuring skills in a range of contexts.
The children will consolidate their maths knowledge across the year and this knowledge will then be developed further in each year group.
We aim to develop the children’s understanding of the importance of mathematics in everyday life and this will lead to a deep and lasting love of mathematics.
wrm-addition-subtraction-calculation-policy-july-2022
Multiplication and Division calculation policy July 2022
MATHS READY TO PROGRESS Y1 Y6 2022-2023 v1
BCCET-Common-mathematical-methods
By The end of each phase…
By the end of Early Years, children should count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.”
By the end of Early Years children should use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. Children should recognise, create and describe patterns. They should explore characteristics of everyday objects and shapes and use mathematical language to describe them.
By the end of Year 2, Key Stage 1, most children should know the number bonds to 20 and be precise in using and understanding place value; read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
The children will be developing confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children should be using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of Year 4 Lower Key Stage 2, children will become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. Children should be developing efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Children should be developing their ability to solve a range of problems, including with simple fractions and decimal place value. Children should draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Children should be using measuring instruments with 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. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.
By the end of Year 6, upper key stage 2, children should be extending their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Most children should have developed their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic and problems using efficient written and mental methods of calculation.
Children are introduced to the language of algebra as a means for solving a variety of problems.
Children‘s use of geometrical and measurement skills should consolidate and extend their knowledge and development in number. Children should be able to classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations: including long multiplication and division; working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Year 1 Scheme of Learning Small Steps AUTUMN
Year 2 Scheme of Learning Small Steps AUTUMN
Year 3 Scheme of Learning Small Steps AUTUMN
Year 4 Scheme of Learning Small Steps AUTUMN
