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Mathematics

Our aim is to develop attitudes to mathematics which enable each child to:

  • Find the subject interesting and attractive
  • Think clearly and logically with confidence and independence of thought
  • Appreciate the creative aspects of maths – its patterns and relationships
  • Enable the development of mental maths strategies in each Key Stage

We give every child within our two schools opportunities to experience as many aspects of mathematics as possible.  The National Curriculum is supplemented by other texts and practical activities necessary to facilitate learning and understanding

An overview of topics can be found for each Key Stage  by clicking on the links below

 

KS1                                                      KS2

In school we use a range of equipment to enhance learning.  The use of calculators is allowed, but we encourage children to develop mathematical skills by learning basic concepts e.g.

  • Multiplication tables
  • Skills of computation
  • Measuring skills

Learning the key instant recall mathematical facts is encouraged by way of a SMIRFS book.  Each child may work individually, as part of a group or in a paired situation as appropriate – working at his/her own level.  There is sufficient flexibility to allow children to cross chronological boundaries to ensure that the work is appropriate to every child’s individual ability.(see below for more details)

We feel that we have a responsibility to make Mathematics an enjoyable experience as well as a challenging activity.  We encourage children to develop a positive attitude towards the many facets of mathematics.

Wherever possible we endeavour to relate mathematics to everyday life, the child’s environment and other subjects within the curriculum.

 

Mental Maths Agility

Regular opportunities for developing mental maths strategies are provided in each Key Stage and we encourage the instant recall of mathematical facts  e.g.

  • To add 9 …….add ten then minus 1, apply to adding 19, 29, 39 etc…
  • Halving and doubling
  • Counting backwards - an important, and yet often understated skill.

Competence in mental maths skills is developed increasingly as the children mature, so that by Y6 we expect our pupils to demonstrate a high standard of understanding and the ability to apply known skills to mathematics.

 

Mathematical Calculations Booklet

Do you ever watch your chil;dren doing their mathematics homework and get bewildered by the methods they are using?

Do you ever try to help but find it is difficult and it leads to frustration either on the part of you or your children?

Do you ever try to teach your child the methods you learnt at school and your child ends up confused?

Click here to access our calculations booklet

To help clarify the methods of calculation we use in school, for the four rules of number, you can click on the image above to acess a booklet we have put together to help both you and your children.

As a general guide:

  • Reception, Year 1 and Year 2 use stages 1 - 3
  • Year 3 and Year 4 use stages 4 - 5
  • Year 5 and Year 6 use stages 6 - 7

There may however be times when your child remikans on an earlier stage to enhance their understaning and confidence or is moved on to a higher stage.

 

SMIRFS

Smart Mental Instant Recall Facts

Rationale

Instant recall is one important part of learning mathematics.  It gives children a bank of knowledge from which they can draw to help them when working with maths in a range of situations:

Research shows that learning key facts ‘by heart’ enables children to concentrate on the calculation which helps them to develop calculation strategies. Using and applying strategies to work out answers helps children to acquire and so remember more facts. Many children who are not able to recall key facts often treat each calculation as a new one and have to return to first principles to work out the answer again. Once they have a secure knowledge of some key facts, and by selecting problems carefully, you can help children to appreciate that from the answer to one problem, other answers can be generated.

Teaching Children to Calculate Mentally, Department for Education, 2010

Overview

At Carlton and Faceby and Bilsdale Midcable Chop Gate Schools we are using an 11 stage system of instant recall with between 6 and 9 targets within each stage. The targets are all aspects that are being taught regularly in school anyway so do not form new content.  The system is about a rigorous and systematic approach to making sure that ALL children have good instant recall.  The stages are not linked to year groups as the progression is about building each child’s instant recall systematically.

The stages are as follows:

  •     Astronaut selection
  •     Launch pad
  •     Mercury
  •     Venus
  •     Earth
  •     Mars
  •     Jupiter
  •     Saturn
  •     Uranus
  •     Neptune
  •     The Milky Way


After initial assessment each child is started on the system at an appropriate stage.  They have a range of targets to be working on at any one time but do not move onto the next stage until they have completed all of the targets within each stage.

Definition of instant recall


For the purposes of this system, instant recall is defined as being able to recall the fact within 3 seconds.  Therefore it is reasonably expected to be able to recall 10 within 30 seconds and so on.

What each child should have

  • A copy of their target sheet – so they and all adults involved with the child know what they are working on next
  • The opportunity to be working towards all of the targets from one stage at the same time (for some children this may not be appropriate so may need to be reduced to a smaller number at a time)
  • A fortnightly opportunity to be challenged against the clock to show what progress they are making against their targets

So in essence each half term your child will be given Smart Mental Instant Recall Facts (SMIRFs) to practise and learn at home. These are sent home as targets for the children to practice through using a range of websites and the quickmaths activities on Active Learn.  It is important that the children know these facts thoroughly and can recall them instantly. The children travel through space once they have become astronauts, and left the launch pad visiting al the planets and the Milky Way as they achieve their SMIRF targets

As children have a wide range of abilities in mathematics, there may be occasions when your child is not on the same SMIRF planet as their peers, this may be due to them needing more practice at specific targets or to extend other children.

The targets which are appropriate to each stage of the space mission are identified below

 

    Astronaut selection

1.1 Recites numbers in order to 10

1.2 Recognises numerals 1 to 5

1.3 Counts up to three or four objects by saying one number name for each of them

1.4 Counts out up to six objects from a larger group

1.5 Selects the correct number to represent 1 to 5

1.6 Selects the correct number to represent 1 to 10

1.7 Counts objects to 10

1.8 Count beyond 10


    Launch Pad

2.1 Say the numbers 0-20 accurately

2.2 Read the numbers 1 to 20 in numerals

2.3 Say 1 more than any number between 0-20

2.4 Say 1 less than any number between 0-20

2.5 Say 1 more and 1 less than any two digit number

2.6 To count in twos  2, 4, 6, 8, 10…

2.7 To count in fives  5, 10, 15, 20, 25, 30, 35…

2.8 To count in tens 10, 20, 30, 40, 50, 60, 70…

    Mercury

3.1 Know by heart all number bonds to 10, so 2 + 8, 1 + 9, 5 + 5 etc

3.2 Know the days of the week, months of the year and seasons

3.3 To know by heart all addition and subtraction facts for each number up to 5, so 5 + 0, 3 – 2, 1 + 4 etc

3.4 Recall the doubles of all numbers to 10, so double 6 = 12, double 9 = 18 etc

3.5 Know by heart all number bonds that total 20

3.6 Know by heart all addition and subtraction facts for each number up to 10

    Venus

4.1 Know by heart all bonds of multiples of 10 to 100

4.2 Know by heart doubles and halves  of all numbers to 20

4.3 Count in tens from any number, forward or backward

4.4 Know by heart addition and subtraction facts for each number up to 20

4.5 Know by heart all multiplication facts, and division facts, for 2, up to 2 x 12

4.6 Know by heart all multiplication facts, and division facts, for 5, up to 5 x 12

4.7 Know by heart all multiplication facts, and division facts, for 10, up to 10 x 12

    Earth

5.1 Know by heart all sums and differences of multiples of 10 up to 100

5.2 Know by heart all number bonds that total 100

5.3 Know by heart all doubles of multiples of 5 up to 100 so double 35, double 75

5.4 Know by heart all doubles of multiples of 10 up to 100 so double 60,double 30

5.5 Know by heart all halves of all multiples of 10 up to 100 so halve 70, halve 40

5.6 Know by heart all multiplication facts, and division facts, for 3, up to 3 x 12

5.7 Know by heart all multiplication facts, and division facts, for 6, up to 6 x 12

5.8 Know by heart all multiplication facts, and division facts, for 4, up to 4 x 12

    Mars

6.1 Know the number of seconds in a minute, minutes in an hour and hours in a day

6.2 Know the number of days in a week, month and year, including leap years

6.3 Know the number of g in kg, ml in l, mm in cm, cm in m and m in km

6.4 Count from zero in steps of 4

6.5 Count from zero in steps of 8

6.6 Count from zero in steps of 50

6.7 Count from zero in steps of 100

    Jupiter

7.1 Recognise multiples of 2, 5, 10 up to 1000

7.2 Double any 2 digit number so double 38, double 43,double 97

7.3 Halve any 2 digit number so halve 36, halve 67, halve 72

7.4 Know by heart all multiplication facts for 7, up to 7 x 12

7.5 Know by heart all division facts, for 7, up to 7 x 12

7.6 Know by heart all multiplication facts for 8, up to 8 x 12

7.7 Know by heart all division facts for 8 up to 8 x 12

7.8 Know by heart all multiplication facts for 9, up to 9 x 12

7.9 Know by heart all division facts, for 9, up to 9 x 12

 
    Saturn

8.1 Count from any number in steps of 6

8.2 Count from any number in steps of 7

8.3 Count from any number in steps of 9

8.4 Count from zero in steps of 25

8.5 Count from zero in steps of 1000

8.6 Know by heart all multiplication facts for 11, up to 11 x 12

8.7 Know by heart all division facts for 11 up to 11 x 12

8.8 Know by heart all multiplication facts for 12, up to 12 x 12

8.9 Know by heart all division facts, for 12, up to 12 x 12

 
    Uranus

9.1 Use knowledge of time facts to write equivalent times to multiples of 1/4 of a unit e.g. 2.5 hours = 2 hours 30 mins, 180 seconds = 3 minutes, 5 ¼ hours = 5 hours 15 mins

9.2 Use knowledge of mass and weight facts to write equivalent measures e.g. 3.75kg = 3750g, 5678g = 5.678kg

9.3 Use knowledge of volume and capacity facts to write equivalent measures e.g. 7.45l = 7450ml, 3278ml = 3.278l

9.4 Use knowledge of length facts to write equivalent measures e.g. 5.2km = 5200m, 22mm = 2.2cm

9.5 Count up and down in tenths from any given number

9.6 Know by heart 1 tenth more of any given number

9.7 Know by heart 1 tenth less than any given number

    Neptune

10.1 Add and subtract 2 fractions with the same denominator within one whole

10.2 Add and subtract 2 fractions with the same denominator

10.3 Starting at any given number count forwards and backwards in steps of any number, including through zero to include negative numbers

10.4 Double any number with up to 1 decimal place

10.5 Halve any number with up to 1 decimal place

10.6 Recall quickly multiplication facts up to 12 x 12 and use them to multiply pairs of multiples of 10 and 100, for example 30 x 70, 40 x 200

10.7 Recall quickly division facts of all tables up to 12 x 12 and use them to divide pairs of multiples of 10 and 100, for example 240 ÷ 40 = 60

    The Milky Way

11.1 Identify pairs of factors for all 2 digit whole numbers

11.2 Know by heart all the squares of numbers up to 12 x 12

11.3 Know by heart all the cubes numbers up to 12³

11.4 Recognise and recall factors of numbers up to 100 and corresponding multiples of 100

11.5 Use knowledge of place value and x facts to 12 x 12 to derive related multiplication and division facts involving decimals… 0.6 x 8 = 4.8

11.6 Know by heart tests of divisibility for multiples of 2, 3, 4, 5, 6, 9 and 10

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