Mathematics

Mission Statement

“A high-quality Mathematics education 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.” (National Curriculum 2014)

 

At Cromwell Primary School, all our children are given the opportunity to develop their mathematical potential through a rich, engaging curriculum. We want our children to feel confident in using and applying Mathematics in a wide range of situations. We believe that Mathematics is uniquely powerful in helping us to make sense of, and describe, our world and in enabling us to solve problems. It is a fascinating subject, dealing with the nature of number, space, pattern and relationships. Useful and creative, it requires not only facts and skills, but also understanding gained through exploration, application and discussion. In Mathematics we aim to develop lively, enquiring minds encouraging pupils to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future.

 

School Aims

The purpose of Mathematics education is to offer pupils intellectual excitement and challenge; to provide them with a sense of delight and wonder; to equip them with knowledge and skills and the ability and confidence to use and apply these to meet the needs of present and future society. Cromwell Primary School aims to ensure that all pupils, irrespective of gender, race and culture, have access to a wide range of stimulating problems and activities which will include the appropriate Programmes of Study of the National Curriculum 2014 and the EYFS curriculum. As they move from home into school and from primary into secondary education, their mathematical experience should be continuous and progressive, producing competent and confident young mathematicians. We ensure that the statutory requirements of the National Curriculum 2014 and EYFS are met and so too are their aims:

• To become fluent in the fundamentals of Mathematics

 • Reason mathematically

• Solve problems

 

Intended Outcomes

Our pupils will learn to:

·        Develop the appropriate mathematical language associated with number, shape and position;

·         Use and apply Mathematics in practical tasks, in real life problems and in acquiring further knowledge, skills and understanding in the subject itself;

·         Understand and use the four operations of number in relevant contexts;

·        Understand relationships between numbers, learn basic number facts and develop a range of computational methods;

·        Understand place value in our counting system and understand how it can be extended into numbers below zero; 

·        Use their mathematical skills in simple problem solving;

·        Collect, interpret and represent data in tabular, graphical and diagrammatic form;

·        Develop mental methods of calculation;

·        Recognise, describe and represent shapes and patterns in terms of their properties, location and movement;

·        Measure quantities including length, area, volume/capacity, angle, temperature, time and mass;

·        By the time children reach Year 6 they will be introduced to ratio/ proportion and language of algebra as a means for solving a variety of problems.

 

We will judge the success of our mathematical teaching by:-

 

·        The motivation and interest displayed by our pupils e.g. through pupil voice;

·        On-going assessment (formative and summative);

·        Success in meeting targets linked to age-related expectations;

·        Monitoring of outcomes for pupils

·        Observations of the quality of Mathematics teaching;

·        Analysis of pupil progress and attainment data.

 

 

 

Teaching and Learning

All pupils are entitled to a broad Mathematics curriculum in which their learning needs are identified and met. Pupils should experience a range of practical and written activities on number, measurement, geometry and statistics. We operate a planning procedure agreed by the whole teaching staff based upon the National Curriculum Mathematics Programmes of Study 2014 and the EYFS Curriculum. Classrooms should be rich in discussion between pupils and between teacher and pupils. Some facts will need to be memorised, others will need to be practised but underpinning all of this will be the development of mathematical reasoning and understanding through exploration, problem solving and investigation.

 

End of Key stage expectations:

Foundation stage

Early Learning Goals

ELG 11 Number - Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

ELG 12 Shape, space and measures - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language  to describe them.

 

Key stage 1

Expected standard –

   The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).

  The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations.

   The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).

   The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 33).

  The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems  (e.g. Δ 14 = 28).

  The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins).

  The pupil can identify 1/3, 1/4, 1/2, 2/4, 3/4 and knows that all parts must be equal parts of the whole.

·       The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).

   The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).

   The pupil can read the time on the clock to the nearest 15 minutes.

   The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).

 

Key stage 2

Expected standard –

• The pupil can demonstrate an understanding of place value, including large numbers and decimals  (e.g. what is the value of the ‘7’ in 276,541?;           find the difference between the largest and smallest whole numbers that can be             made from using three digits;           8.09 = 8 + 9 ?;           28.13 = 28 +  + 0.03).

 • The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18;           20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700;           53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8). • The pupil can use formal methods to solve multi-step problems  (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55;           a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut           from the roll?;           a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle,           and how much drink is left?).

 • The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities  (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).

 • The pupil can calculate using fractions, decimals or percentages  (e.g. knowing that 7 divided by 21 is the same as  7 21 and that this is equal to 1 3;          15% of 60;           11 2 + 3 4;  7 9 of 108;           0.8 x 70).

  • The pupil can substitute values into a simple formula to solve problems  (e.g. perimeter of a rectangle or area of a triangle).

 • The pupil can calculate with measures  (e.g. calculate length of a bus journey given start and end times; convert 0.05km           into m and then into cm).

 • The pupil can use mathematical reasoning to find missing angles  (e.g. the missing angle in an isosceles triangle when one of the angles is given;           the missing angle in a more complex diagram using knowledge about angles           at a point and vertically opposite angles).