At St. Anne’s, we have adopted an engaging and accessible style of mathematics teaching. Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils a richer and deeper learning experience. We strive for our pupils to master mathematics so that they can represent a concept or skill in multiple ways, have the mathematical language to communicate related ideas and independently apply the concept to new problems in unfamiliar situations. Pupils should be encouraged to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems.
Liverpool Counts Quality Mark
This year we are participating in the Liverpool Counts Quality Mark. There is a real buzz about maths in the school! For further information about Liverpool Counts please click this link to our dedicated page.
Mathematics is important in everyday life. It is integral to all aspects of life and with this is mind, we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them. It is essential that children develop a ‘can do’ attitude to maths, as any negativity will affect their ability to learn.
Our mathematics policy for teaching mathematics can be found
We use the Liverpool Maths Plans.
So why use a number line?
Number lines probably weren’t around when most teachers and parents went to school. Amongst some parents, they can be quite unpopular, often because they feel that it’s better to push on to more formal methods such as using columns. Children, however, benefit massively from the visual reinforcement that number lines offer. Number lines support children’s understanding of the maths behind calculations better than other methods, including column addition and subtraction so need to be used first. They help to show the relative value of each digit. That’s why they’re so important in our calculation methods. If you needed to add 142 + 52 mentally, you might add 50 to get 192, then 2. You’re unlikely to see the digits in columns in your head. It is essential that children understand what is happening if they were adding 70 to 142 i.e. that 7 tens add 4 tens requires the child to understand that this results in one hundred and one ten (110) and different columns are required.
The ability to calculate without a formal written method is essential in everyday life and supports understanding of what happens during a written method.
The children have a weekly timed mental maths test from Year 1-6. We have a daily session dedicated to the practise of basic skills and using strategies to recall essential facts such as doubles, halves and times tables.
A copy of the mental maths guidance for parents can be found
These are an essential part of maths and it is impossible to perform multiplication and division calculations without having rapid recall of times tables.
We reward children with badges as they learn each times table.
The progression of skills is as follows:
Year 1 – Count on and back in 2s, 5s and 10s
Year 2 – Know by heart the 2, 5 and 10 times table and the related division facts.
Year 3 - Know by heart the 3, 4 and 8 times table and the related division facts.
Year 4 - Know by heart the 6, 7 and 9 times table and the related division facts.
Year 5 and 6 – Consolidate all tables plus 11s and 12s and learn square numbers.
How can you help at home?
There are lots of ways to help your child practise maths at home beyond helping with homework. Here are some suggestions:
Allow children to help with shopping at an age appropriate level i.e. handing over money, collecting change, deciding if items in a shop are good offers or not etc.
Promote a can do attitude to maths and don't allow your child to think they are not good at maths. They just need practice!
For younger children - lots of counting and courting songs i.e. five little ducks, ten green bottles. Don’t forget to count backwards!
Practise times tables together, make a game out of it as much as possible, children learn more and faster if it’s fun!
Involve children in cooking. Weights and times are an essential part of everyday maths.
Involve them in simple DIY tasks where measuring is a part of the job.
Play estimation games i.e. how long do you think it will take us to get there? How much do you think this weighs?
Find shapes in the environment.
There are also games available on the web.