Maths at Scotts Primary School
Mathematics is everywhere; indeed, we are all mathematicians. Maths isn't simply a subject that remains in the classroom, but a way of thinking - the foundations of problem-solving upon which we build throughout life.
At Scotts, we believe being good at maths isn't about answering questions but instead: asking them. We encourage our children to persevere, reminding them that resilience is a life-skill that will be called upon throughout life - where better to develop this than with Maths?
We understand the small-steps children need to take in order to make links between knowledge and then apply it with fluency.
Children rehearse the following skills daily:
• Arithmetic - carefully planned variation within tasks to draw out explicit patterns and purposeful practice to deepen understanding
• Concrete, pictorial and abstract tasks to highlight connections.
• Problem solving and reasoning which builds upon procedural fluency.
Understanding how maths plays a vital role in everyday life enables our children to apply their knowledge and skills to 'real-life' scenarios with confidence and ease.
STEM ambassador assembly
We were lucky enough to have STEM ambassador, Georgia Madden, talk to us in assembly about her engineering career and how she has used maths to build a very successful career in motor engineering and motor sports. She spoke to use about the focus on equality and diversity within STEM and how there is an opportunity for everyone to succeed. A very inspiring assembly!
Year group lesson overviews
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
ELG: Number 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.
ELG: Numerical Patterns 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.
To view the full EYFS Framework, follow this link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf
To view full Development Matters document, follow this link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf
Year group success criteria
Examples of work
- Shape: https://apps.mathlearningcenter.org/geoboard/
- Telling time:
- Times table rockstars https://ttrockstars.com/
- Mathletics https://www.mathletics.com/uk/
- Fractions -https://apps.mathlearningcenter.org/fractions/