01223 714300    office@queenemma.cambs.sch.uk


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

Yearly Overview

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.

BBC Bitesize for KS1 and BBC Bitesize for KS2 offers information on maths by topic with interactive activities for children to use.

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

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

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

Macaw Class have been busy partitioning and redistributing hundreds, tens and ones in different ways using their place value counters to help.

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

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.

Year 5

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.

Year 6

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.