Maths

At Gilbrook Primary School we pay great attention to the teaching of mathematics across both key stages.  There is a strong emphasis on reasoning and problem solving and we try to investigate this area of maths from a practical point of view, relating problems to everyday situations, where possible.

The National Curriculum 2014 states that:-

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 necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The National Curriculum for mathematics aims to ensure that all pupils:-

• Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
• Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of problems with increasing confidence, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

With this in mind, the purpose of mathematics at Gilbrook is to develop:-

• positive attitudes towards the subject and awareness of the relevance of mathematics in the real world,
• competence and confidence in using and applying mathematical knowledge, concepts and skills,
• an ability to solve problems, to reason, to think logically and to work systematically and accurately,
• initiative and motivation to work both independently and in co-operation with others,
• confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes,
• an ability to use and apply mathematics across the curriculum and in real life,
• an understanding of mathematics through a process of enquiry and investigation.

At Gilbrook we aim to provide a stimulating and exciting learning environment that takes account of different learning styles and individual additional needs and uses appropriate resources to maximise teaching & learning. We use a variety of resources to plan our lessons, including White Rose Maths Hub and Power Maths.White Rose supports the ideal of depth of knowledge before breadth. It supports pupils working both individually and as a group and provides plenty of time to build reasoning and problem solving elements into the curriculum.These schemes provide teachers with exemplification for maths objectives which are broken down into fluency, reasoning and problem solving (key aims of the National Curriculum 2014).  They support a mastery approach to teaching and learning and have number at their heart. Below are the long-term plans that we follow to ensure full coverage of all areas of mathematics.  There are two sets of long-term plans – one for discreet year groups and another for the teaching of mixed age groups.

 

Maths long-term planning for Year 1 – 6
Year 1 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – shape Block 4 – place value Spring Block 1 – addition and subtraction Block 2 – place value Block 3- – length and height Block 4 – weight and volume Summer Block 1 – multiplication and division Block 2 – fractions Block 3 – position and direction Block 4 – place value Block 5 – money Block 6 – time	Year 2 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – money Block 4 – multiplication and division Spring Block 1 – multiplication and division Block 2 – statistics Block 3 – properties of shape Block 4 – fractions Block 5 – length and height Summer Block 1 – position and direction Block 2 – problem solving Block 3 – time Block 4 – mass, capacity and temperature Block 5 – investigations
Year 3 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – multiplication and division Spring Block 1 – multiplication and division Block 2 – money Block 3 – statistics Block 4 – length and perimeter Block 5 – fractions Summer Block 1 – fractions Block 2 – time Block 3 – properties of shapes Block 4 – mass and capacity	Year 4 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – length and perimeter Block 4 – multiplication and division Spring Block 1 – multiplication and division Block 2 – area Block 3 – fractions Block 4 – decimals Summer Block 1 – decimals Block 2 – money Block 3 – time Block 4 – statistics Block 5 – properties of shape Block 6 – position and direction
Year 5 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – statistics Block 4 – multiplication and division Block 5 – perimeter and area Spring Block 1 – multiplication and division Block 2 – fractions Block 3 – decimals and percentages Summer Block 1 – decimals Block 2 – properties of shapes Block 3 – position and direction Block 4 – converting units Block 5 – volume	Year 6 Autumn Block 1 – place value Block 2 – four operations Block 3 – fractions Block 4 – position and direction Spring Block 1 – decimals Block 2 – percentages Block 3 – algebra Block 4 – converting units Block 5 – perimeter, area and volume Block 6 – ratio Summer Block 1 – properties of shapes Block 2 – problem solving Block 3 – statistics Block 4 – investigations

 

 

Maths long-term planning for mixed year groups (Y1/2 – Y5/6)
Year 1/2 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – shape Block 4 – money Spring Block 1 – multiplication and division Block 2 – fractions Block 3- – length and height Block 4 – weight and volume Summer Block 1 – place value and statistics Block 2 – position and direction Block 3 – problem solving Block 4 – measurement and time	Year 2/3 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – multiplication and division Spring Block 1 – multiplication and division Block 2 – money Block 3 – statistics Block 4 – length, height and perimeter Block 5 – fractions Summer Block 1 – shape, position and direction Block 2 – SATs and fractions Block 3 – measurement and time Block 4 – mass, capacity and temperature
Year 3/4 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – multiplication and division Spring Block 1 – multiplication and division Block 2 – length, perimeter and area Block 3 – fractions Block 4 – fractions and decimals Summer Block 1 – money Block 2 – statistics Block 3 – time Block 4 – properties of shape Block 5 – mass, capacity and co-ordinates	Year 4/5 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – multiplication and division Block 4 – length and perimeter Spring Block 1 – multiplication and division Block 2 – area and volume Block 3 – fractions Block 4 – decimals Summer Block 1 –money, decimals and percentages Block 2 – statistics Block 3 – time and converting units Block 4 – properties of shape Block 5 – position and direction
Year 5/6 Autumn Block 1 – place value Block 2 – addition and subtraction Block 3 – multiplication and division Block 4 – statistics Block 5 – perimeter, area and volume Spring Block 1 – fractions Block 2 – decimals and percentages Block 3 – algebra and ratio Summer Block 1 – converting units Block 2 – position and direction Block 3 – properties of shape Block 4 – problem solving

 

As part of our monitoring and assessment process, to ensure that all areas of the National Curriculum are covered, each academic year subject leaders choose a Key Performance Indicator (KPI) for their subject. These are sequential developmental skills which form a focus for targeting a specific maths objective and are used to assess progress using our assessment programme- Target Tracker. Progress is monitored by the subject leader through regular discussions with staff, learning walks, lesson observations and book scrutinies.

 

Maths Key Performance Indicators for 2019/20
Band 1	Band 2	Band 3	Band 4	Band 5	Band 6
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number	Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward	Count from 0 in multiples of 4, 8 50 and 100; find 10 or 100 more or less than a given number	Count in multiples of 6, 7, 9, 25 and 1000	Read, write, or der and compare numbers to at least 100000 and determine the value of each digit, e.g. what is the value of ‘7’ in 276,541? Find the difference between the largest and smallest whole numbers that can be made from using three digits	Round any whole number to a required degree of accuracy
Compare, describe and solve practical problems for mass/weight, e.g. heavy/light, heavier than, lighter than	Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity and demonstrate understanding that all parts must be equal parts of the whole	Recognise, find and write fractions of a discreet set of objects: unit fractions and non-unit fractions with small denominators	Solve simple measure and money problems involving fractions and decimals to two decimal places	Read and write decimal numbers as fractions, e.g. 0.71 = 71/100; 8.09 = 8 + 9/100	Recall and use equivalences between simple fractions, decimals and percentages including in different contexts, e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1/5 or 0.2 or 20% of the whole cake

 

We also use Times Tables Rock Stars.  TT Rock Stars is a carefully sequenced programme of daily times tables practise. Children concentrate on a times table appropriate to their level and individual needs.  This daily practise has successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools – both primary and secondary – worldwide.  The pupils at Gilbrook enjoy TT Rock Stars; practising and becoming more secure with their times tables helps in all areas of their mathematics.  Mathematics is taught daily in both key stages.