At Queen Emma we aim for the children to become confident mathematicians who enjoy the subject. We try and achieve this through delivering exciting and interesting mathematical experiences and challenges.
In line with the national curriculum for mathematics we aim to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
The objectives for each year group, as taken from the national curriculum, and the term in which they will be covered are:
No Nonsense Number Facts
Information for Parents
The Mathematics Policy on our Policies page outlines the aims and vision for Maths Teaching at Queen Emma.
Our Calculation Policy outlines some of the main methods and strategies we teach the children when working on calculation. Written calculation is always taught alongside the use of practical resources and other relevant models and images.
On the National Numeracy website you can find a wealth of ideas for ways in which you can support your child’s maths at home.
Conker Maths is a website where children can work on their recall of number facts. When you click on the link you will see a list of options on the right, under the heading ‘Quick Start’. Select the ‘number questions – pupils’ option and it will take you to a list of maths objectives. Select the one you would like to practise and it will provide different calculations for your child to work on.
Primary Games Arena has a wide range of fun maths games across all topics.
NRich has lots of maths games and problems to help children develop their mathematical thinking and problem solving skills.
Examples Of Learning
This week, we have been learning about the whole part model. We selected a number card (our whole) and then partitioned the correct number of cubes into two different parts. We tried to see if we could think of more than one way to partition each number.
We have been busy comparing numbers in maths. We have learnt to recognize the less than (<), greater than (>) and equal to (=) sign. We then used these symbols to correctly compare different sets of objects.
In Maths, we have been learning to weigh different objects using balance scales. We had fun comparing the weight of different objects and discussing which objects were lighter or heavier.
In maths, we have been learning to accurately measure the length of different objects by using rulers, meter rules and trundle wheels. We had fun measuring different items outside of the classroom and we loved using the new equipment!
Year 1 children have been exploring place value to 10, using the part-whole model and comparing numbers using <, > and =. We have also started to explore number bonds of numbers to 10 and fact families in addition. Plus, we found out that addition is commutative! We are enjoying investigations from Nrich too. The one entitled ‘Two Dice’ was great fun to try with a partner. We were challenged to try to find out all the possible solutions at home!
Year 2 have been exploring place value to 20 by using equipment such as dienes and bead strings. We learnt some new vocabulary, ‘digit’ and ‘numeral’ and counted using a Gattegno chart. We’re having lots of fun in Maths!
We have been working hard as mathematicians, learning all about place value and how to partition numbers into different combinations of tens and ones. They have also been revising their number patterns within and to 10 and learning how to apply this to the number patterns within and to 20.
Macaw Class were busy at the beginning of term, learning about tangram puzzles through the book Grandfather Tang’s Story by Ann Tompert. They used the skills of flipping, rotating and sliding to recreate the tangram animals from the story.
We have been busy using our prior knowledge of bridging ten from Year 2 to help us to bridge 100 with two two-digit multiples of ten. We used our ten frames to support our understanding of the structure of the mathematics and learned to bridge one hundred by adding and subtracting. We then used the dienes to help us bridge one hundred when we had a two-digit and a one-digit number and recorded our thinking on our whiteboards.
Year 3 have been using a range of different methods when adding and subtracting. In the examples here, you can see that they have been using counters to help with their addition, as well as drawn models to represent the process.
Year 4 started the year off looking at the place value of numbers. We learnt about ascending and descending numbers, rounding numbers to the nearest 10, 100 and 1,000 and learnt to read and write Roman Numerals up to 100. Once we had an understanding of 4-digit numbers and their place value, we moved onto refining our addition and subtraction skills. Faced with the challenges of exchanging numbers to complete the column method. We also enjoyed investigating more efficient strategies, to complete addition and subtraction calculations including rounding numbers to assist with estimating and using mental strategies to complete our calculations. We identified how we can use inverse operations to check our answers.
We can continue to revise and master our multiplication number facts through using arrays and product triangles to assist our learning.
We worked together to calculate how many bricks would be needed to make pyramids of different heights. We initially used cubes to help us construct the pyramids. Some of us soon started to spot patterns and realised that we could calculate how many cubes would be needed for a pyramid of any given height using our knowledge of squared numbers and calculation.
Multiplication was investigated and discussed in Maths. We thought about ways to “prove” our findings using a variety of methods.
We practised writing our understanding of maths using the written-word form and place value representation.
We used written ideas as well as constructed models to understand the concept of area. We began with quadrilateral shapes and then proceeded to triangles. Well done!
Jaguar Class have been focusing on speed when recalling times table facts up to 12. The children have started to challenge each other using Times Table Rock Stars and are enjoying sharing their achievements.
We have great ideas about Maths and are keen to show our methods! Partitioning, column method and grids have all helped prove what we know.
The year sixes have been reviewing fractions in Maths. We’ve shown values with models, mixed numbers and improper fraction equalities.