Queen Emma Primary School: Mathematics Subject Statement
At the Queens’ Federation we aim to foster ‘Learning for Life.’
We will provide a rich, relevant and inspirational curriculum that promotes a lifelong love of learning and equips our pupils with the key knowledge and understanding, skills and personal qualities that they will need to thrive in a rapidly changing world. Our curriculum is designed to be relevant to our children and is linked to the context of our school and the local community.
At Queen Emma Primary School, we want all pupils to achieve confidence, competence and enjoyment in mathematics. The fundamental idea is that all pupils develop a deep understanding of the mathematics. This is central to the planning and provision of mathematics. Learning is carefully sequenced, taking into account what has been taught before, and what knowledge and skills are needed for the next stage of each child’s mathematical development.
Three key aims at the heart of our mathematics curriculum are for pupils to:
- be fluent in the fundamentals of mathematics
- reason mathematically
- solve routine and non-routine problems with increasing independence.
Key features of our approach:
- Children progress through the curriculum content at the same pace.
- Teachers reinforce an expectation that all children are capable of achieving high standards in mathematics.
- Children are taught through daily whole-class teaching, where the focus is on all pupils working together on the same lesson content at the same time.
- Daily fluency sessions support the retention and recall of key number facts.
- Teaching is underpinned by a small-steps mastery approach and supported by carefully crafted lessons, resources and representations to foster deep conceptual and procedural knowledge.
- Differentiation is achieved through the provision of step forward and step back activities within the majority of lessons.
We are a Teaching for Mastery school and this approach is implemented and supported through the use of the NCETM Spines, White Rose Mathematics scheme and the NCETM Mastering Number Programme in Reception and KS1. Teachers will also carefully select other resources to support their teaching to ensure an enriching curriculum which is in line with the Teaching for Mastery ethos. For example, NRich or I See Reasoning tasks. Through the use of these resources we ensure that:
- Teachers introduce new concepts in a coherent sequence using a mastery approach.
- Concepts are taught through high quality mathematical models and representations.
- Mathematical models are consistently used through school.
- Teachers are supported with their subject knowledge.
At Queen Emma Primary School, pupils leave us as knowledgeable, skillful and confident mathematicians ready for the next phase of their learning. They are able to quickly recall facts and procedures and have the flexibility and fluidity to move between different contexts and representations of mathematics. Our pupils have the ability to recognise relationships and make connections in mathematics and can demonstrate a skill in multiple ways, using mathematical language to explain their ideas. Pupils recognise the importance of mathematics in the wider world and are able to use their mathematical skills and knowledge confidently in a range of different contexts.
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
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
Year 1 went on a shape hunt around the school! We learnt the names of the following shapes: circle, rectangle, square and triangle. We even challenged ourselves to remember and find: ovals, pentagons, hexagons, heptagons and octagons. We discussed the similarities and differences between the shapes that we found.
In maths, we composed pattern block images. We named the shapes that made up the pattern block images and we discussed how we had to rotate the shapes to fit the outline.
Today in maths we explored using a number line to count forwards and backwards to 100. We discussed the interval lines on a number line and what they represent. We then had a go at drawing our own number lines on the playground using chalk!
Today in maths, the children have been learning their number bonds to 10. We found number bonds to 10 by playing an alternative version of snap; when the children found two numbers that add together to 10 they had to shout out ‘bonds’.
We have been learning about the addition and equals symbols in maths and using part – whole models and bar models to partition numbers up to 10. We have had a few practical lessons in maths to help our learning which we have all enjoyed.
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.
Year 2 had fun consolidating their learning on doubling and halving by playing a game with a partner!
In Year 2 we have been exploring multiplication by using counters to make arrays, tens frames and multiplication charts. We have learnt lots of new vocabulary – factor, product, adjacent multiples, commutative. We know that multiplication is commutative!
Year 2 children enjoyed an Nrich investigation ‘Catrina’s Cards’ which helped them to consolidate their learning in multiplication so far.
The children listened to the information about Catrina’s collection of football cards and represented this by drawing on their whiteboards. This helped them to work out how many she had altogether. The children then had the opportunity to look at each other’s representations; we noticed that they all have different strategies!
We also looked at the example solutions on the Nrich website to see how children in other schools tackled the investigation.
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!
Year 3 have really enjoyed learning about polygon’s and angles and have been using their square corner checkers to find right-angles and angles larger and smaller than right angles.
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 4 have been learning about area in maths. First we looked at a square centimetre and estimated how many would cover the surface of different items in our classroom. Then we used square centimetre paper to estimate and then count the squares of the area of different shapes. Finally we looked at a square metre and discussed that in a similar way.
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 have been learning about perimeter. We placed string around the outside of a shape and cut it when it met the point at which we had started. We then gathered these pieces of string together and compared them to see which objects had the longest perimeter and which had the shortest. Our next step was to use a ruler to measure the pieces of string to find out how long the perimeters were in cm.
We have been busy learning efficient written methods that we can use when multiplying numbers. We have looked at how we can use both an expanded and compact method to reach an answer. When working out on whiteboards, we have talked each step through with a partner making sure we explain the place value of each digit as we go.
In Jaguar Class we have a Maths teacher in the making! He explained working out and reasons for the methods he chose to solve a multiple-step word problem, relating to squared and cubed numbers. He used excellent mathematical vocabulary and interacted with his audience well.
In Year Six the children have been learning how to find common factors. The multilink proved beneficial when consolidating their understanding of equal amounts.
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.