Mathematics is a core subject of the National Curriculum. It is given a high priority at Medlar with Wesham C.E. Primary School. It is a tool for everyday life. It teaches children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems.
At our school children develop the skills, confidence and competence with numbers and measures. They cultivate an understanding of the number system, a range of computational skills and the ability to solve number problems in a variety of contexts. Mathematics also demands practical understanding of measurement and graphs, diagrams, charts and tables. At the heart of our Mathematics is the ability to calculate mentally.
Pupils who grasp concepts rapidly are challenged with rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with basic skills are given opportunities to consolidate their understanding before moving on.
‘Mathematics is not only a language and a subject in itself, but it is also critical in fostering logical and rigorous thinking’ – Carol Vorderman, A world-class mathematics education for all our young people (Aug. 2011)
Mathematics Teaching in Key Stage 1
Is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.
This should involve:
1. Working with numerals.
2. Words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop:
1. Their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
2. Teaching should also involve using 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 the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
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:
1. Ability to solve a range of problems, including with simple fractions and decimal place value.
2. Drawing with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
3. Knowledge when 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.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
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:
1. 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.
2. Wider knowledge in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems.
Upper Key Stage 2 Teaching should enhance pupil’s knowledge in:
1. Geometry and measures should consolidate and extend knowledge developed in number.
2. Ensuring 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.