At Holden Clough, children are taught mathematics daily. Lessons have clear learning objectives so children understand what they are learning and can assess how well they have done in the same way their teachers do. Children develop their knowledge of number, calculations, fractions, measure, statistics and shape. Problem solving and reasoning are an integral part of our mathematics curriculum. Practice of number facts and calculation strategies are essential alongside the teaching and practice of mental calculation strategies to enable our children to become confident mathematicians.
Teachers plan lessons following a mastery approach to learning – the aim is for all children to be able to achieve the outcomes for their year group. Teachers are skilled at providing the appropriate scaffolding to support children’s learning and support the development of conceptual understanding alongside mathematical procedures. Additional adult support is also used within lessons and before the next lesson ( the same afternoon or the next morning) to ensure that all children in the class are ready to access the next part of their learning.
Children have access to a wide range of mathematical resources including numicon, Cuisenaire rods, number lines and place value counters to support their learning whilst working cooperatively or independently. When children have achieved the objectives for their year group, teachers provide learning that encourages children to deepen their understanding rather than moving onto the next year group’s learning content. This ensures that children have an excellent understanding of mathematical concepts whilst encouraging curiosity and resilience.
The national curriculum for mathematics aims 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 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.
Mastery of the curriculum requires that all pupils:
• use mathematical concepts, facts and procedures appropriately, flexibly and fluently;
• recall key number facts with speed and accuracy and use them to calculate and work out unknown facts;
• have sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
At Holden Clough we believe that our children really understand a mathematical concept, idea or technique if they can:
• describe it in their own words;
• represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the CPA (Concrete, Pictorial, Abstract approach) – see Progression in Calculation below
• explain it to someone else;
• make up his or her own examples (and nonexamples) of it;
• see connections between it and other facts or ideas;
• recognise it in new situations and contexts;
• make use of it in various ways, including in new situations.
Developing mastery with greater depth is characterised by pupils’ ability to:
• solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination;
• independently explore and investigate mathematical contexts and structures, communicate results clearly and systematically explain and generalise the mathematics.
Maths Workshops by Explore Learning
This half term all the children in years one to six have worked collaboratively to solve challenging maths activities.
Year 1 - Become Zoo Keepers for the day, focusing on comparing units of measurement, ‘greater than’ and ‘less than’.
Year 2 - Use navigation and directional skills to record journeys to help a crew across the Atlantic in the pursuit of treasure.
Year 3 - Set out on a mission to save the Polar icecaps by comparing a range of units of measure to evaluate the impact of global warming.
Year 4 - Become cooks challenged to make a last minute banquet for the Emperor which tests knowledge of Roman numerals.
Year 5 - Start a restaurant business and learn how to convert units of measurement, focusing on fractions, decimals and percentages.
Year 6 - Become packing designers for the latest Xbox and tackle a mathematical challenge focusing on 3D shapes and their nets.
NSPCC Number Day - Friday 5th December
Everyone was involved in fun maths challenges throughout the day!
Children and teachers dressed as digits!
Counting, calculating and estimating numbers was happening all around school!
Year 3 and 4 used their calculation skills to play "Countdown".
They also had fun using the "digits they were dressed as" to calculate large numbers!!