Maths

Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, reason, solve problems and think in abstract ways. It is our aim at Ash Grove Primary Academy to encourage children to:

Develop their knowledge, skills and understanding
Show curiosity, to question and probe persistently for meaning
Recognise patterns in their work and to make generalisations based on what has been learnt earlier
Work with confidence and enjoyment, experiencing success in maths work
Communicate what they have learnt with clarity, confidence and accuracy of meaning using a growing and appropriate mathematical vocabulary
Develop the children’s knowledge and understanding of their own learning, including prior learning and next steps
Apply what they have learned to unfamiliar situations
Develop an interest in investigation
Realise that mathematical problems do not always have an answer, or even a best answer
Develop responsibility and initiative

Foundation Stage

In the Foundation Stage, children are given the opportunity to develop their understanding of number, measurement, pattern and shape and space through a combination of daily short, formal teaching as well as a range of planned structured play situations, where there is plenty of scope for exploration. Mathematical activities take place in a variety of situations, in both the indoor and outdoor environment, and resources are readily available to encourage independent, child-initiated learning opportunities and problem solving.

KS1 and KS2

In KS1 and KS2 teaching can be individual, small group or whole class depending on the area of study. Good Mathematics teaching is lively, engaging and involves a carefully planned blend of approaches that direct children’s learning. Children are challenged to think and encouraged to discuss and present their methods and reasoning using a wide range of mathematical language, diagrams and charts.

Key Stage One (Years 1 &2)

The principal aim is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources. Pupils should begin to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should know a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils should know number bonds to 20 and be precise in using and understanding place value. Children should be able to fluently recall their 2x, 3x, 5x and 10x table by the end of Year 2 and be able to recall the related division facts. Pupils should read and spell mathematical vocabulary, appropriate to their level.

Knowledge Organisers

Year 2 Statistics Knowledge Organiser
Year 2 Properties of Shape Knowledge Organiser
Year 2 Position and Direction Knowledge Organiser
Year 2 Number and Place Value Knowledge Organiser
Year 2 Multiplication and Division Knowledge Organiser
Year 2 Money Knowledge Organiser
Year 2 Mass Capacity and Temperature Knowledge Organiser
Year 2 Length and Height Knowledge Organiser
Year 2 Fractions Knowledge Organiser
Year 2 Addition and Subtraction Knowledge Organiser
Year 2 Time Knowledge Organiser

Lower Key Stage Two (Years 3 & 4)

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Children should also be able to recall the division facts for their multiplication tables. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Knowledge Organisers

Year 3 Statistics Maths Knowledge Organiser
Year 3 Properties of Shapes Maths Knowledge Organiser
Year 3 Number and Place Value Maths Knowledge Organiser
Year 3 Multiplication and Division Maths Knowledge Organiser
Year 3 Money Knowledge Organiser
Year 3 Mass and Capacity Maths Knowledge Organiser
Year 3 Length and Perimeter Knowledge Organiser
Year 3 Fractions Maths Knowledge Organiser
Year 3 Addition and Subtraction Maths Knowledge Organiser
Year 3 Time Knowledge Organiser

Upper Key Stage Two (Years 5 & 6)

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.