MATHS AT GRAYSWOOD
Here at Grayswood, we are passionate about maths! We aim to develop our children as mathematicians who enjoy engaging with the processes of problem solving over and above the completion of the actual calculations involved. We embed the core skills of addition, subtraction, multiplication and division, realising the importance and application of number in an everyday real life context. We promote the importance of learning the multiplication tables and their related division facts through fun, effective, relevant lessons, celebrating individual achievements along the way. We develop an understanding of shape, data and measures through practical creative lessons which are often cross-curricular and encourage pupil led investigations. Our teaching of mathematics aims to equip children with the necessary numeracy skills to allow them to use different methods and strategies in everyday life as they continue on their learning journeys.
How is Maths taught across Key Stages?
Children have regular daily whole class mathematics inputs, where the focus is on developing mental maths skills, concentrating on numbers between 1 and 20. The initial part of the EYFS is centered around counting and ordering numbers, matching amounts to quantities and ensuring children are accurate in their counting and are using strategies to help them. Regular small group adult-led sessions are taught in mathematics. In addition to the more formal taught sessions, children are encouraged to explore number and shape and space through continuous provision activities, which are planned to develop children’s understanding of key mathematical concepts. By the end of the year, children are expected to be able to count and order numbers to 20, to be able to say what is one more and one less than a given number, to be able to add or subtract single digit numbers and to solve problems, including doubling, halving and sharing.
Key Stage 1- Years 1&2
The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools). At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.
Lower Key Stage 2 – Years 3&4
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper Key Stage 2 – Years 5&6
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Supporting your child with Maths at home
Whilst children learn about maths in school, there are also lots of ways that we need you to support your child at home. There are so many fun activities and games you can include in your everyday routines! Because maths is all around us and we’re using it every day, you will already be doing many of these mathematical activities and practicing your child’s numerical skills without even thinking about it. The most important thing you can do is to make learning maths FUN! Many parents will find that the way maths is taught is different from their own experience. If there are aspects of maths you would like to know more about, please see our calculation policy.
If you have any queries or concerns, please don't hesitate to contact your child’s class teacher.