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:
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
The children were around the snack table. I challenged them to share the fruit out. One child said, “If I had two bananas and Ltwo other children only have one then that’s not fair because we don’t have the same.” The children worked to share out the bananas, giving one out at a time. Another Child saw that they didn’t all have the same number of bananas so she suggested that they “go and get some more bananas”. The children got an extra banana to “make it fair”.
During Busy Learning, A child said to me, “I hope it’s Shape of the Week today because I know all the shapes!” He got out the shape bag and went through all of the shapes, naming them one by one. I challenged him to sort them into 2D and 3D shapes which he did with confidence. I asked, “How do you know they’re 3D?” He replied, “Because they’re solid.” “How do you know they’re 2D?” “Because they’re flat.”
We have been exploring place value up to 50 through lots of practical activities. We compared numbers using < and >; partitioned into tens and ones; and represented numbers on tens frames, with dienes and using Numicon. We have also used bead strings and hundred squares to help us show bigger numbers.
Year 1 have also been explaining our thinking and any patterns we can see – we have been very busy Mathematicians!
We have been learning about groups to help us to understand multiplication and division. First we made groups using objects like pasta and lollypop sticks, then we went to make the groups using house point counters in rows and columns to create arrays.
For example, 3 groups of 2 are 6. 2 groups of 3 are 6.
10 divided by 2, how many groups of 2 in 10?
In Year 3 we have been using known multiplication facts to help us to solve other multiplication and division problems. We have used our place value counters to help us prove that when one of the numbers in a calculation has got ten times bigger, then the answer will also get ten times bigger.
We have been focusing on fraction work in year four. Our fractions-in-action has included a game to help us recognise the numerator and denominator for all fractions. Lovely partner work!
In Year 4 we have studied perimeter and calculated our ideas in many ways. In groups we had a set number of sticky notes to create the largest perimeter we could. We then used calculations to show our working out. We are often asked to “prove” or “check” our ideas in many different ways. Here we tried to use as many as we could to assist our calculations. Super!
Our practical application of area had the year 4’s calculating tile squares down the corridor! Well done!
Today year 5 completed a maths investigation using multilink. The children had to work systematically to add different fractions together to make one whole. We had a great time adding fractions in a practical way.
Year 5 worked collaboratively to create posters representing multiplication through build it, say it, write it and draw it!
Year 5 have already been very busy in 2019, in our maths lessons. We have been learning to multiply using concrete resources (base 10 and place value counters) before moving on to the abstract calculation. The children always have access to the concrete resources should they need them.