Maths Overview

At Roskear Primary and Nursery school, we believe that all children have the potential to succeed in mathematics. We use a  ‘mastery approach’ to the teaching of mathematics and believe that all pupils  should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete and pictorial representations. This in- turn meets the three aims of the National Curriculum (Fluency, Problem Solving and Reasoning).

 

Concrete – Pictorial – Abstract

The principle of the concrete – pictorial - abstract (CPA) approach is that for children to have a true understanding of a mathematical concept, they need to master all three phases. Concrete is the ‘doing’ stage. Pupils will use a variety of concrete objects to explore mathematical concepts and model problems. Pictorial is the ‘seeing’ stage, where visual representations of concrete objects are used to help students visualise problems. Abstract is the ‘symbolic’ stage. After achieving a solid understanding in the previous two stages, abstract concepts (such as mathematical symbols) will be introduced. Reinforcement is achieved by going back and forth between these representations. For example, if a child is working abstractly, they may be asked to prove their answer using concrete or pictorial methods. For the purposes of the pupils we refer to CPA as ‘show it,’ ‘draw it’ and ‘explain it’ (with ‘prove it’ continuing to deepen their understanding.

 

Daily Maths Lesson

Our daily maths lessons have four elements: In focus, Let’s Learn, Guided Practice and Task‘In Focus’ is a ‘hook’ which relates to prior learning and the main learning intention. It can be an image, a conjecture or question which pupils’ discuss together before sharing with the class. ‘Let’s Learn’ is where the teacher unpicks the pupils’ thinking and teaches the main skills required for the lesson (using CPA) the skills required for the lesson.  The ’Guided Practice’ is where the children attempt a series of questions which are differentiated to learn and consolidate the teaching part of the lesson. After the children have attempted the Guided Practice, they attempt the ‘Task.’ There are three levels of tasks (one star, two star, three star or terms that indicate three levels of challenge/progression/depth).‘One star challenge’- provides further consolidation of the ‘Let’s learn’ example and  initial ‘Guided practice’ questions with reasoning opportunities; ‘two star challenge’ -  provides consolidation of the final Guided practice questions and conceptual variation; ‘three star challenge’ – provides pupils with conceptual variation and application of skills in different contexts.

 

MyMaths
 

At Roskear maths homework is set online using My Maths, every pupil will have their own log in personal to them. Maths homework is tailored by their teacher and is set weekly. For those that have difficulties accessing this at home, there are opportunities during the school day to complete the homework which has been set, for example My Maths club.

 

The My Maths App to use on IOS devices is the Puffin Academy App and not the Puffin Browser, this browser is rated 17+ in the apple store and so is not suitable for primary aged children to use. Exploring the settings on your devices should allow you to block access to certain apps and browsers and only allow the installing of age appropriate material. We are happy to offer advice regarding settings should you require any.

 

Policies
 
Please click the links below for the latest Maths policies.
 
99 Club
 
‘Number fluency’ is essential to becoming a successful mathematician. In order for pupils to ‘problem solve’ and ‘reason’ they must be able to not only recall number facts such as the times table and number bonds but manipulate numbers. Studies show that successful mathematicians don’t rely on basic strategies such as: counting fingers or reciting their times tables, as a result they have ‘brain space’ to   solve mathematical problems.

Our ‘99 club’ is an adaption of the commonly used ’99 club’ and has been designed to include not only the recall of known facts but the ‘essential skills’ they need to acquire at a level specific to their age.

Pupils have one opportunity per week to complete the next level. It is administered weekly, ideally marked the same day given back to pupils.

Monday-  Year 1/Year 2

Tuesday –Year 3

Wednesday- Year 4

Thursday –Year 5

Friday – Year 6

We promote the 4R’s and value the importance of developing ‘resilience.’ Results are recorded weekly and progress in achievement is celebrated. Once a child has achieved 100% in the allotted time scale they receive a sticker to put on their 99 club badge. There are nine stickers to collect each year. Every year, every child will start again on the 11 club with the ‘essential skills’ specific to that year group.

Teachers develop these ‘essential skills’ by having a fun 15 mins targeted session everyday where they will practice, rehearse and consolidate these skills with increasing speed and accuracy. This will be in a variety of forms but generally in a fun/ game type activity.

In addition to this, all the 99 club tests are available on the website for parents to practice at home. It is not advisable to rehearse the answers -rather practice the skills. Your class teacher will be able to help with this.

EYFS Maths 
 

Mathematics teaching for the pre-school, nursery and reception children is taught through the ‘Mathematical Development’ (including number and shape, space and measures) area of learning, using Development Matters’ curriculum guidance to ensure continuity of practice to KS1. There are resources available for the children to access during continuous provision. The activities and resources available to the children to access during child led learning, promote the concepts of early maths,. In YR and nursery, pupils will also participate in daily ‘carpet maths’ sessions, including a daily ‘maths meeting’ to provide additional support to the development of mathematical skills and knowledge. The aim is that by the end of the Reception all children are prepared to participate in the daily dedicated mathematics lesson, thus, appropriate readiness for the next stage of their education.

 
Useful Maths Websites
 
Mrs Bonds has scoured the internet and found the following websites that include useful resources for helping with maths development:
 
 
Maths Apps
 
Here are a view of the Apps that we use in school to help teach Maths:
 
Pora Ora: Leapfrog: Recommended for ages 6-8. A new tournament is about to start! Grab your Pora Pals, put on your multiplying cap and get ready to challenge the big bosses – or even your friends! At school we only using the play option and do not create accounts in the game.
Math Bingo: Recommended for ages 6-8. The object of Math BINGO is to get a pattern of five BINGO Bugs in a row by correctly answering math problems.
Useful Maths Websites
 
Mrs Bonds has scoured the internet and found the following websites that include useful resources for helping with maths development:
 
 
Maths Apps
 
Here are a view of the Apps that we use in school to help teach Maths:
 
Pora Ora: Leapfrog: Recommended for ages 6-8. A new tournament is about to start! Grab your Pora Pals, put on your multiplying cap and get ready to challenge the big bosses – or even your friends! At school we only using the play option and do not create accounts in the game.
Math Bingo: Recommended for ages 6-8. The object of Math BINGO is to get a pattern of five BINGO Bugs in a row by correctly answering math problems.