Maths

Our Aim

We aim to provide a high quality maths education – teaching children the essential skills and knowledge to develop an understanding of the world and to create a natural curiosity and love for maths as a subject.

“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 New national curriculum in England framework document, July 2013)

Our approach

The National Curriculum for mathematics aims to ensure that all children:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Sea Mills we want all children to be able to see mathematics as an interconnected subject and be able to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We want our children to apply their mathematical knowledge to science and other subjects.

The expectation in the National Curriculum is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s’ understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including, through additional practice, before moving on.

At Sea Mills teachers from year 1 to year 6 are using detailed schemes of learning published by the White Rose hub to plan effective maths lessons incorporating fluency, reasoning and problem solving.

The White Rose schemes support ‘Teaching for Mastery’.

View: Our Maths Calculation Policy

How you can help at home

Try to make maths as much fun as possible – games, puzzles and jigsaws are a great way to start. It’s also important to show how we use maths skills in our everyday lives and to involve your child in this.

Identifying problems and solving them can also help your child develop maths skills. If you see him or her puzzling over something, talk about the problem and try to work out the solution together.

Don’t shy away from maths if you didn’t like it at school. Try to find new ways to enjoy the subject with your child.

Tips for helping your child to enjoy maths:

  • Point out the different shapes to be found around your home.
  • Take your child shopping and talk about the quantities of anything you buy.
  • Let your child handle money and work out how much things cost.
  • Look together for numbers on street signs and car registration plates.

Useful links

Useful activity books

https://national-numeracy-shop.myshopify.com/collections/family-maths-toolkit

Active learn login

https://www.activelearnprimary.co.uk/login?e=-1&c=0#

Maths Playground

http://www.mathplayground.com/

BBC bitesize

http://www.bbc.co.uk/education

 

 

Below is a overview guide of what each year group will be learning in class over the year.  The objectives for each term may run into one another and it is down to the class teachers discretion on how and when objectives are taught.  All objectives will be covered by the end of the year.

Year-1 White Rose Overview

Year-2 White Rose Overview

Year-3 White Rose Overview

Year-4 White Rose Overview

Year-5 White Rose Overview

Year-6 White Rose Overview

Here is a useful mathematics glossary resource that could be used at home to help understand specific vocabulary used in school.

National Curriculum Maths Glossary

More Useful Links…

Here you will find links to external websites that can be used to support your child in their learning in Maths. Games and activities can be used to consolidate and extend learning beyond the classroom.

Active learn is the external platform that children can access at home on tablets, MAC and PCs.  It is advised that you use Google Chrome and make sure that pop ups for this website is allowed.  Children should have been given their own individual logins.  If not then please ask their class teacher.

Active Learn

Click here to follow a link to download IXL’s latest FREE app for the ipad. Choose your year group and then an area to work on. Can you improve your score?

(Make sure you sign in as a guest.)

IXL iPad App

You can also access IXL on your desktop. Choose your year group and the area in Maths that you want to work on.

IXL iPad App

External links are selected and reviewed when the page is published. However, Sea Mills Primary School is not responsible for the content of external websites. This is because:

  • we do not produce them or maintain/update them
  • we cannot change them
  • they can be changed without our knowledge or agreement.
Maths Packs
Primary Games
Maths is fun
Maths Zone
nRich Games
 

28.09.2018

Some amazing Maths taking place in the classroom today.  Children had to discuss written and mental methods and explain their reasoning.

Can you work solve this?

Jasmine and Kamal have been asked to work out 5748 + 893 and 5748 – 893. Jasmine says, ‘893 is 7 less than 900, and 900 is 100 less than 1000, so I can work out the addition by adding on 1000 and then taking away 100 and then taking away 7.’

What answer does Jasmine get, and is she correct?

Kamal says, ‘893 is 7 less than 900, and 900 is 100 less than 1000, so I can work out the subtraction by taking away 1000 and then taking away 100 and then taking away 7.’

What answer does Kamal get, and is he correct?

If you disagree with either Jasmine or Kamal, can you correct their reasoning?