At Long Furlong our vision for maths is to create self- motivated, enthusiastic, life-long learners. Our children will be ambitious and resilient mathematicians and be able to apply their skills to a range of problems and real-life contexts.

We follow the National Curriculum and teach using the maths mastery approach, following the White Rose Hub Scheme of Work. We use this alongside our Calculation guidance.

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Mastery in maths means that pupils acquire a deep, long-term, secure and adaptable understanding of the subject. There are five Big Ideas that underpin teaching for mastery. The diagram and information below explain this in more detail.

©NCETM – for further information, please click here.

Coherence

Lessons are broken down into small connected steps that gradually unfold the concept. It provides access for all children and leads to a generalisation of the concept and the ability to apply to a range of contexts.

Representation and Structure

Representations used in maths lesson expose the mathematical structure being taught, the main aim being that students will be able to do the maths without recourse to the representation. A key part of this is making sure the children are exposed to concrete, pictoral and then abstract representations.

Concrete – the ‘doing stage’ where children use concrete objects and physical resources to model problems. For example, if a problem involves adding fruit, first children can handle actual fruit. From there they can progress to handling counters or cubes which represent the fruit

Pictoral- the ‘seeing’ stage where children use abstract symbols to represent problems. This stage encourages children to make a mental connection between physical objects they have handled and the abstract pictures, diagrams and models that represent the objects from the problem.

Abstract- the ‘symbolic’ stage where children use abstract symbols to model problems. They need to have a solid understanding of the concrete and pictoral stage before moving onto this. This stage involves introducing abstract concepts such as mathematical symbols (+ – x ÷).

Mathematical Thinking

If taught ideas are to be understood deeply, ideas must be thought about, reasoned with and discussed with others. Children show a greater and deeper level of understanding if they can talk about what they have done and explain their answers and methods of problem solving.

Variation

There are two main types of variation- procedural and conceptual. Variation emphasises a concept’s essential features by focusing on what is kept the same and what changes. This allows the opportunity for the children to make meaningful connections and start noticing patterns.

Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representation of mathematics. This helps to avoid cognitive overload in the working memory and enables children to focus on new concepts.

KS1 Number Facts

Year 1 and 2 children need to be secure in addition and subtraction facts for all pairs of numbers to 20. KS1 children all have a log-on to Numbots which is part of the Times Table Rock Stars website. They can practise their number pairs at home.

KS2 children also have access to Numbots using the same login as they have for TT Rockstars.

KS2 Multiplication Tables

It is vital that children are fluent with multiplication facts in order to help them solve mathematical problems accurately and confidently. In Year 4 the children will take a Multiplication and Times Table Check.

The children have access to Times Table Rockstars (TT Rockstars) where they can practise their times tables.

Ideas for learning Times Tables

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Useful Websites

These are some useful websites for practising maths facts:

TopMarks ‘Hit the Button’ game

Primary Homework Help website

Yearly Overviews

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Early Years Foundation stage expectations (Reception and Nursery)

Please click here to read the DfE framework.

Years 1-6 National Curriculum expectations

Please click here to read the DfE progarmmes of study.