Maths Curriculum

In line with the Government’s introduction of the New National Curriculum our teaching and policies place an even greater emphasis on number and calculation, whilst maintaining the high standards of mathematical thinking, problem solving and cross curricular maths already the norm across the school. The curriculum has three core aims, which are equally weighted:

  • Reasoning Skills
  • Problem Solving skills
  • Procedural Fluency

The New Curriculum is divided into the following sections:

  • Number – including Number and Place Value, Addition and Subtraction, Multiplication and Division and Fractions (including Decimals (Year 4, 5 & 6) and Percentages (Year 5 & 6).
  • Measurement.
  • Ratio and Proportion (Year 6 only).
  • Algebra (Year 6 only).
  • Geometry – including Position and Direction.
  • Statistics.

Multiplication Tables

Children are now required to know all of their multiplication tables, up to 12 x 12 by the end of year four. At our school we require learners to know all of their tables, up to the 6th multiple by the end of year three as this gives the children familiarity with a greater range of numbers with which to calculate. By “knowing their tables” we mean being able to say they with fluency, answer questions out of the tables sequence and knowing the associated division facts.

 

Mastering Maths means:

  • fluency (number, calculation, methods used),
  • application (problem solving, maths in context),
  • reasoning (e.g. these are numbers and a calculation, what calculation could you use; open differentiation; can you explain?)

Reasoning in Mathematics

 Reasoning is fundamental to knowing and doing mathematics but when do we reason, what does reasoning 'look like' and how can we help children get better at it?

Developing reasoning skills with children is a complex business. They need to learn to become systematic thinkers and also acquire the ability to articulate such thinking in a clear, succinct and logical manner. There needs to be equal emphasis on both these aspects of reasoning and in both we need to consider progression. What would we expect from a novice reasoner as opposed to an expert reasoner? How can we help our children to progress to expert level?

 

Communicating reasoning

In a classroom teachers are focusing on pupils’ communication skills.

 

Here are some possible sentence starters that are encouraged by the teachers:

I think this because ...

If this is true then ...

I know that the next one is ... because ...

This can’t work because ...

When I tried xxxx I noticed that ...

The pattern looks like ...

All the numbers begin with ...

Because xxxx then I think xxxx

This won’t work because …

Handford Hall Maths Curriculum Overview:

Handford Hall Maths Curriculum

Handford Hall Suplementary Guidance Word Bank

 

Support for parents

Understanding progress in Mathematics - A guide for parents. Click on the image to open.

  

Have a look at our Calculations Policy   

 

Please click on the link below to take you to the information used at our recent Maths workshop

                          

 

Below is further information in some of the languages spoken at our school:

Portuguese

Polish

Lithuanian

Latvian

English

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Useful websites for children and parents. Please click on the links below:

http://www.amathsdictionaryforkids.com/dictionary.html

http://www.mathsisfun.com/

http://www.primarygames.com/math.php

http://www.familylearning.org.uk/multiplication_games.html

 

WORLD MATHS DAY

To celebrate 'World Maths Day' in March 5/6S turned the classroom into a shopping mall for the day. During the morning the class become 'employees' of the mall and had to set up the shops to earn their wage. Their jobs included calculating currency conversion rates for the travel agent and post office; pricing up items in the clothes shop and supermarket; working out the new prices for items that had special offers (50%, 25%, 10%) and labelling items in the 'Papeterie' (French stationery shop). Just before lunch the children were given their payslip and a cheque which they had to 'cash in' at the bank.

Each child was then given a shopping list (including weighing and putting the correct postage on a parcel at the post office) which they had to follow. The children used their budgeting skills to work out what was the cheapest option and checked they were given the correct change at each shop!

We all had a great morning practising our mental maths skills and so we decided to keep the shopping mall open for the afternoon! We invited years 3 and 4 to come and buy different products from our shops. At the takeaway children had to buy a meal for 4 people with a strict budget of £15. The children had to think carefully about what to choose and which option was the best offers. 

 

Take a look at a few photos of our day...