Maths
At Langley Moor Primary School, we want our children to experience a love and enjoyment of mathematics and a sense of curiosity about the subject, whilst also fostering a clear understanding of mathematics and a ‘can do’ attitude. We apply the mastery approach to the teaching and learning of Mathematics- where children are taught to become independent and confident mathematicians. Our curriculum is designed to enable our pupils to develop a secure understanding of each area of mathematics, recognising the rich and varied connections between them. We teach maths in small sequenced and manageable connected steps. Our intention is to ensure that all children are fluent in the fundamentals of mathematics. The children are encouraged to be flexible and adaptable, applying their learning to investigate, reason and problem solve. Through mathematical talk, children will develop the ability to articulate their reasoning, discuss and explain their thinking. We aim to develop a love of mathematics within our children and a sense of curiosity and enjoyment of the subject.
Through Reception, Year 1 and 2, we use a combination of both Power Maths and the White Rose Schemes of Learning, which are based on the mastery approach to the teaching and learning of mathematics. This approach breaks the curriculum down into small, manageable steps that all children work on in a daily lesson all together. Those that need a bit more support are given additional help by working on the same task within a small group with adult support. In Key Stage 1, we are passionate about developing number work ensuring children have an excellent grasp of number to enable them to master key skills including the counting, reading, writing and place value knowledge of numbers up to 100, number bonds up to 20, doubling and halving, adding and subtracting one-digit and two-digit numbers and the ability to recall the 2,5 and 10 times table facts.
Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Children’s learning is supported through the ‘Concrete, Pictorial, Abstract’ approach to develop a deeper understanding of what they are learning. Children move through the different stages of their learning at their own pace. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities that children are given to develop their mathematical thinking. Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. Children are expected to use the correct mathematical vocabulary and to express their reasoning in complete sentences, known as STEM sentences, to enhance the quality of children’s mathematical reasoning and conceptual understanding.
Through Year 3 – 6 we use a combination of both Power Maths and the White Rose Schemes of Learning which is based on the mastery approach to the teaching and learning of mathematics. This approach breaks the curriculum down into small, manageable steps that all children work on in a daily lesson all together. Those that need a bit more support are given additional help by working on the same task within a small group with adult support. In Key Stage 2, children continue to build on prior knowledge and progress further in number work to become confident to order, partition and round numbers to three decimal places, to add, subtract, divide and multiply numbers up to four digits, have a knowledge of prime, square and cube numbers and an understanding of factors and multiples. Children will develop a firm understanding of the equivalent relationships between decimals, fractions and percentages. They will have a secure grasp of the times tables up to 12 x 12. As in Key Stage 1, children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Children’s new learning is supported through the ‘Concrete, 4 Pictorial, Abstract’ approach to develop a deeper understanding of what they are learning. Children move through the different stages of their learning at their own pace. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking. Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. Children are expected to use the correct mathematical vocabulary and to express their reasoning in complete sentences, known as STEM sentences, to enhance the quality of children’s mathematical reasoning and conceptual understanding. As in Key Stage 1, children’s fluency is developed through practicing key skills, repeating, reinforcing and revising.
Children in Year 3, 4 and 5 also have dedicated time to work on Times Table Rockstars to help build confidence and secure their understanding of the all the times tables up to 12 x 12. Assessment informs the teaching and learning sequence. Formative assessment including discussions with peers (talk partners), mini plenaries, challenge questions, immediate marking and feedback within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge. Summative assessments are completed at the end of each term.
Representation and structure
Concrete and pictorial resources are used regularly within learning to make the structure of the maths clear to children and help to develop their understanding of new concepts.
Fluency
It is our intention to ensure that all children are fluent in the fundamentals of mathematics. Procedural fluency and conceptual understanding are developed in tandem because we recognise that each supports the development of the other. Gaining fluency with key number facts and mathematical procedures forms an integral part of our daily Maths teaching. This includes helping children to learn to recall key facts automatically. Children are encouraged to work flexibly, recognising that calculations can be solved in a variety of ways.
Variation
Teachers make use of Power Maths textbooks and resources provided by the White Rose Maths hub to sequence learning in small steps and to teach with variation. Teaching with variation involves presenting the same concept in different ways in order to encourage children to make connections and comparisons. For example, they may be asked to consider ‘What’s the same?’ and ‘What’s different?’ about two different representations of the same concept. This in turn helps to deepen children’s understanding of the mathematical concepts they are taught, so that they can be flexible in their thinking and adapt their learning to new contexts.
Mathematical thinking
Mathematical talk and discussion are used to provide opportunities for children to reason mathematically. Children are encouraged to spot patterns, make connections and use mathematical language to justify their views. Children are taught to apply their knowledge of mathematics to help them solve routine and nonroutine problems with increasing sophistication, and are encouraged to be both flexible and resilient when seeking solutions.
Area of study:
Progression of skills: