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.