Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering and is also necessary for financial literacy and most forms of employment.
At St Mary’s and St Peter’s school we believe that Mathematics equips children with a uniquely powerful set of tools to understand and change the world. A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically (building endurance), an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
SMSP follows the National Curriculum, primarily through the use of Abacus ActiveLearn, which provides detailed guidance, planning and resources for the implementation of mathematics. This ensures consistency, continuity and progression in the teaching of mathematics. Additional materials and guidance come from Abacus Mastery Checkpoints, White Rose, NCETM and the DfE. In Early Years, the curriculum is guided by the Early Years Foundation Stage Framework.
Mathematics is taught as a discrete lesson (with cross curricular links where appropriate, e.g. Science).
Mathematical concepts are explored in a variety of contexts to give children a richer and deeper learning experience. Children use objects and pictures to demonstrate and visualise abstract ideas, alongside numbers and symbols. Children are involved in a broad range of activities in order to learn mathematical concepts and develop numeracy. They are given practical experience, investigative tasks, regular practice and memorisation of mathematical facts and procedures to build mathematical fluency.
The curriculum is organised to be cumulative. This means that mathematical concepts that are taught earlier in the curriculum are revisited in the context of a new area of mathematics. This helps the children to make connections between different mathematical concepts. Retrieving, using and applying concepts regularly, transferring to new concepts helps develop fluency as well as conceptual understanding.
In order for children to make sense of a new idea or relationship, they need to incorporate it into their current understanding and see how it connects with ideas and relationships they have encountered previously. The greater their understanding of what has been taught previously, the more sense they will be able to make of increasingly complex mathematics in the future. Therefore, we believe that the key to knowing more mathematics lies in understanding.
We also believe that children who make sense of the mathematics they are learning have more memorable and enjoyable experiences that are more likely to be remembered in the long term. They will also be able to do more as they understand how to push the boundaries of what they know and apply it to solve problems.
We recognise that not all children come to each lesson at the same starting point and for this reason we differentiate and scaffold learning according to the needs of the learners. Children are supported by teaching assistants/learning support staff where appropriate. We provide opportunities for meaningful dialogue to take place in lessons. It is by giving children opportunity to talk and by listening carefully to what they have to say, that we can gather some of the richest data on their understanding and can plan the next steps.
Due to the impact of Covid-19 on children’s learning, the Recovery Curriculum was implemented at SMSP to ensure that the children were secure in the key areas of mathematics. For some children, this curriculum is still required.
- Awareness of time
- Counting/Concept of number/Recognising/Sequencing of numbers
- 2D and 3D shape/Symmetry/Repeating patterns
- Comparison of quantities
- Number Lines
- One more/one less
- Counting in 2s and 10s/Odd and even numbers
- Revisiting and consolidating all topics covered in EYFS
- Counting up to and operating up to 100
- Read, write, compare and know number names to 20 and beyond
- Times tables as repeated addition for 2s 5s 10s
- Number bonds to 10, 20 and beyond
- Sorting using Venn/Carroll diagrams
- Position and direction
- Measuring using standard/non-standard units
- 1 and 2 more/less than numbers up to 100/counting on and back in 10s from any number
- Finding halves/quarters/3 quarters of shape
- Describe properties of 2D and 3D shape
- Read and write time to the hour/half past/quarter hour; analogue/digital
- Name, know value and solve problems using coins/give change up to 20p/make amounts using coins
- Read, interpret and correct pictograms and block graphs
- Revisiting and consolidating all topics covered in EYFS/Year One
- Use < > = to compare numbers
- Locate numbers on landmarked line and grid
- Rounding numbers
- Count in 3s 4s to record multiplication problems/write x to go with arrays/groupings to show division and use the division sign
- Make amounts using coins and notes/money problems/ find change up to £20
- Know seconds/tell the time in multiples of 5 mins past and to the hour
- Use tally charts
- Weighing/Capacity/Distance/Volume using standard measurements
- Place halves on a number line/count in halves and quarters/understand and write mixed numbers/find a quarter/half and three quarters of a number
- Partition to add two 2 digit numbers/find the difference between the 2 digit numbers
- Use thermometers
- Subtraction using addition facts/add three or more small numbers
- Revisiting and consolidating all topics covered in EYFS/Year One/Year Two
- The four operations using 2/3 digit numbers
- Counting up method for subtraction/subtract three digits using counting up
- Division facts from 2s 3s 4s 5s 8s 10s times tables including remainders/Use chunking to divide
- Partition 3 digit numbers
- Word problems involving all areas of maths
- Add 2 digit numbers using expanded column addition/add 3 digit numbers using column addition
- Grid method for multiplying 1 digit numbers
- Identify, place on a number line, find amounts for 1/3, 1/6, 1/8/compare, order and add fractions with the same denominator
- Tell the time to the nearest minute/recognise am/pm and 24hr clock times
- Introduce perimeter of shapes/understand horizontal/vertical/perpendicular/parallel/diagonal lines
- Recognise degrees and understand right-angles
- Revisiting and consolidating all topics covered in EYFS/Year One/Year Two/Year Three
- Four operations using 4 digit numbers/read, write, compare 4 digit numbers/the four operations using 4 digit numbers
- Round 4 digit numbers to nearest 10, 100, 1000/Number bonds to 100
- Count on and back in 10, 100, 1000, 25 and 50/ find complements to multiples of 1000
- Derive factors of 2 digit numbers
- Find change from £10, £20 and £50
- Multiply and divide (2/3 digit numbers) ; 6, 7 and 9, 11 and 12, with remainders/understand that division is the inverse of multiplication
- Partition 4 digit numbers
- Add and subtract using column method (borrowing/carrying/decomposition)
- Reduce fractions to their simplest forms/understand compare and order decimal numbers/multiply and divide decimals by 10 and 100/read decimals to 2d.p/recognise decimal and fraction equivalents
- Calculate time intervals/convert pm times to 24 hour clock
- Converts between units of length/convert g/kg/read scales to the nearest 100ml
- Recognise and compare; acute, right and obtuse angles, perpendicular and parallel lines
- Draw lines of symmetry/identify and use coordinates to draw regular and irregular polygons/find coordinates of a shape after translation
- Draw and interpret line graphs
- Revisiting and consolidating all topics covered in EYFS/Year One/Year Two/Year Three/Year Four
- Four operations using 5, 6 digits/read, write, compare and order 5/6 digit numbers/the four operations using 4 digit numbers/read, write, order and compare 3 place decimal numbers/negative numbers in the context of temperature/write dates using Roman numerals
- Identify prime numbers
- Use counting up strategy to perform mental addition of 2 place decimals to next whole number/2-step word problems choosing appropriate methods
- Multiply and divide by 4 by doubling and halving twice/use mental multiplication strategies to multiply by 20, 25 and 9/use grid method to multiply pairs of 2 digit numbers/use short and long multiplication and division/express remainders as fractions
- Place mixed numbers on a number line/convert improper fractions to mixed numbers and vice versa/multiply proper fractions by whole numbers/compare and order fractions with related denominators
- Add and subtract 0.1 and 0.01/know and recognise equivalent fractions and decimals to half, tenths and fifths.
- Understand what percentages are/find percentages of amounts of money/find equivalent fractions/solve problems involving fraction and percentage equivalents
- Find perimeters and convert cm to mm/use scales to weigh amounts to nearest half interval/conversion of measurements, distance and weight/understand imperial units and relate to daily life/solve scaling problems involving measure and fractions
- Name parts of a circle including diameter, radius and circumference/draw circles using radius and a pair of compass
- Use a protractor to measure and draw angles in degrees/use terms and classify angles as obtuse, acute and reflex
- Draw polygons using co-ordinates/ read and mark co-ordinates in the first two quadrants/recognise and classify quadrilaterals/perpendicular and parallel sides/reflect simple shapes in the y axis or in a line/note what happens to co-ordinates when translated
- Draw and interpret line conversion graphs to show change in temperature over time
- Revisiting and consolidating all topics covered in EYFS/Year One/Year Two/Year Three/Year Four/Year Five
- Add and subtract negative numbers
- Multiply and divide by 10, 100 and 1000; use mental multiplication strategies to multiply by numbers such as 4, 8, 5, 25, 19, 29 and 99; use mental strategies to divide by 2, 4, 8, 5, 20 and 25.
- use long multiplication to multiply 3-digit and 4-digit numbers by teens numbers; use short division to divide 3- and 4-digit numbers by 1-digit numbers, including those which leave a remainder; express a remainder as a fraction, simplifying where possible.
- Compare fractions with unlike, denominators; correctly use the terms fraction, denominator and numerator; understand improper fractions and mixed numbers and add fractions with the same denominator, writing the answer as a mixed number; find non-unit fractions of amounts; add and subtract unit fractions with different denominators including mixed numbers; multiply fractions less than 1 by whole numbers, converting improper fractions to whole numbers; use commutativity to efficiently multiply fractions by whole numbers; divide unit and non-unit fractions by whole numbers; solve word problems involving fractions
- Round decimals to nearest tenth and whole number and place on a number line; convert decimals (up to 3 places) to fractions and vice-versa; use mental strategies to find simple percentages of amounts, including money.
- Convert between grams and kilograms, millilitres and litres, millimetres and centimetres, centimetres and metres, metres and kilometres, and miles and kilometres; revise reading the 24-hour clock and convert 12-hour times to 24-hour; read and write Roman numerals; find time intervals using the 24-hour clock;
- Calculate the perimeter, area and volume of shapes, and know their units of measurement; calculate the area of a triangle using the formula A = 1/2 b × h ; find the area of parallelograms using the formula A = b × h ; name and describe properties of 3D shapes; systematically find and compare nets for different 3D shapes.
- Solve problems involving number up to 3 decimal places; express missing number problems algebraically and find pairs of numbers that satisfy equations involving two unknowns; find missing lengths and angles; understand how brackets can be used in calculation problems; use knowledge of the order of operations to carry out calculations involving the four operations; use mathematical reasoning to investigate; solve word problems involving multiplication including two-step problems and finding change