Mathematics
The teaching of maths is vitally important in school. Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life and many forms of employment. The children will learn a rich network of concepts and relationships that provide a way of viewing and making sense of the world. Through mathematics the children will be taught to analyse, sort and communicate information and ideas and to tackle a range of practical tasks and real life problems.
We believe therefore that mathematics is a creative discipline, which can stimulate moments of pleasure and wonder in all our pupils and it is a core subject which is taught daily to all children throughout the school. It is taught as a discrete subject as well as through cross-curricular topics. We ensure mathematics is accessible to everyone, regardless of cultural or linguistic boundaries, and we hope to ensure that children develop an enthusiastic attitude to mathematics; we can all learn to love it!
Mathematics in EYFS:
Three and Four-Year-Olds |
● develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’) ● recite numbers past 5 ● say one number for each item in order: 1,2,3,4,5 ● know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’) ● show ‘finger numbers’ up to 5 ● link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5 ● experiment with their own symbols and marks as well as numerals ● solve real-world mathematical problems with numbers up to 5 ● compare quantities using language ‘more than’ and ‘fewer than’ ● talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language such as: sides, corners, straight, flat, round ● understand position through words alone, for example, “The bag is under the table,” with no pointing ● describe a familiar route ● discuss routes and locations, using words like ‘in front of’ and ‘behind’ ● make comparisons between objects relating to size, length, weight and capacity ● select shapes appropriately such as flat surfaces for building or a triangular prism for a roof ● combine shapes to make new ones, for example, an arch or a bigger triangle ● talk about and identify the patterns around them, for example, stripes on clothes or designs on rugs and wallpaper ● use informal language like ‘pointy’, ‘spotty’ or ‘blobs’ ● extend and create ABAB patterns – stick, leaf, stick, leaf ● notice and correct an error in a repeating pattern ● begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then…’ |
Reception |
● count objects, actions and sounds ● subitise ● link the number symbol (numeral) with its cardinal number value ● count beyond 10 ● compare numbers ● understand the ‘one more than or one less than’ relationship between consecutive numbers ● explore the composition of numbers to 10 ● automatically recall number bonds for numbers 0 to 5 and some to 10 ● select, rotate and manipulate shapes to develop spatial reasoning skills ● compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can ● continue, copy and create repeating patterns ● compare length, weight and capacity |
ELG |
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. |
Throughout Late Foundation and Year 1-6 we use Power Maths, enhanced with White Rose Maths challenges. We aim to:
- develop a confidence in and an enthusiasm for mathematics.
- encourage pupils to challenge themselves.
- develop pupils' mathematical concepts, skills and knowledge
- develop children's confidence and competence in mathematical knowledge, concepts and skills
- emphasise the importance of, and the ability to perform mental calculations
- provide opportunities for pupils to use and apply their numeracy skills in a wide range of situations
- provide opportunities for mathematical thinking and discussion
- develop an understanding of numeracy through a process of enquiry and experiment
During their time at this school children will be encouraged to see mathematics as both a written and spoken language. They should be able to imagine, discuss and verbalise their thoughts about it. Stimulating, enjoyable games and activities are used to enhance the learning experience. We hope that children will see the pattern, creativity and wonder of mathematics.
In daily lessons, teachers will support and guide children through the following important stages:
- Counting and using this skills to deepen mental mathematics and reasoning
- Developing the use of pictures and a mixture of words and symbols to represent numerical activities
- Using standard symbols and conventions
- Use of jottings, pictures and diagrams to aid a mental strategy (bar models, images etc)
- Use of written pencil and paper procedures (formal written methods)
- Where possible, children will be given opportunities to apply their skills in real life situations and in other subject areas across the curriculum. They will learn to work systematically and apply this in problem solving activities. Students study a broad range of topics within mathematics: - Number, Fractions, Decimals & Percentages, Algebra, Shape, Space and Measure, Handling Data and Probability. They are taught direct skills but also encouraged to develop their problem solving skills both independently and within groups.
Mathematics is taught in a variety of ways but at its heart is a desire to make it exciting, accessible and challenging so that all students are able to achieve their full potential. Above all, we want to see children achieve, develop their understanding of key concepts and have fun with maths!
We are committed to ensuring that all children know their times tables and ask parents to help us with this.
For additional help and information about our curriculum, please see the documents below.
St John the Baptist - Whole School Mathematics - Yearly overview
Mathematics Medium Term Plans
Calculation Policies.
Curriculum Guidance Documents
Name | |
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Maths_guidance_introduction.pdf | Download |
Maths_guidance_year_1.pdf | Download |
Maths_guidance_year_2.pdf | Download |
Maths_guidance_year_3.pdf | Download |
Maths_guidance_year_4.pdf | Download |
Maths_guidance_year_5.pdf | Download |
Maths_guidance_year_6.pdf | Download |
Power Maths Reference Document for Ready to Progress.pdf | Download |
WhiteRoseMaths-revised-to-PowerMaths.pdf | Download |