Maths at Valentine Primary School
Intent:
At Valentine Primary School we want to enthuse children about Mathematics so that they may appreciate the creativity of the subject, as well as see its usefulness in everyday life and apply it in context. We want children to ASPIRE to be the best mathematicians they can be.
Our mathematicians will develop fluency from their starting points (based on teacher assessment) through deliberate practice, so that they are CONFIDENT and fluent with place value and the four operations. They will be able to apply their number skills to a wide range of problems and see the links within and between different areas of maths. This will enable our learners to persevere and grapple with more complex mathematical challenges; explain their reasoning; reflect on the efficiency of their methods; and listen to and appreciate alternative approaches. EMPATHY.
Our Maths Curriculum at Valentine enables children to develop:
End of Key Stage Expectations:
Be the end of EYFS:
Number ELG Children at the expected level of development will:
- Have a deep understanding of number to 10, including the composition of each number
- Subitise (recognise quantities without counting) up to 5
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns ELG Children at the expected level of development will:
- Verbally count beyond 20, recognising the pattern of the counting system
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
By the end of KS1:
• read scales* in divisions of ones, twos, fives and tens
• partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
• add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)
• recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)
• recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary
• identify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the whole • use different coins to make the same amount
• read the time on a clock to the nearest 15 minutes
• name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.
Implementation:
Maths Teaching at Valentine
Within our maths lessons we will explicitly teach the four operations methods specific to each year group (set out in VPS Calculation Strategies doc). We will conduct pre-assessments of each maths unit before it is taught in order to establish children’s starting points. Teachers will use ‘Assessment for Learning’ to target children’s specific areas of need and will use deliberate practice to help embed the four operations and place value. When children are confident with the four operations and place value, they will be given opportunities to apply these in a range of reasoning and problem solving scenarios.
Children will be taught the correct mathematical vocabulary specific to the concepts that they are being taught and they will be expected to use this accurately in context.
Where appropriate, teachers will provide children with concrete resources in order to support their understanding of mathematical concepts. Teachers will provide a range of pictorial representations so that children see maths used in wide variety of contexts. As they move towards mastery, children will be exposed to abstract representations of mathematical concepts.
They will be challenged to draw on their number skills and show mastery of these when solving problems and conducting investigations. Teachers will model strategies for how to approach and tackle problems and investigations before children are expected to work on these independently.
When a unit of work is completed, children will complete a post-assessment in order to check their progress and highlight areas which may need to be revised in the future.