Mathematics
Math is all about becoming a creative thinker, not a calculator - Unknown
Maths is a creative, fun and engaging subject, which is hugely connected to our day-to-day lives. Maths is about making sense of things and finding solutions to problems. Children need to learn how to reason and solve problems, whilst developing fluency, which will help them to succeed in later life.
A mathematician needs:
- To be analytical – able to spot similarities and differences
- To be critical – able to identify problems and mistakes
- To be a problem solver – resilient enough to approach a problem from different angles
- To be inquisitive – want to know why, and how things work
- To be precise – able to understand precisely what is, what is not, and what is a grey area
Unit
When planning a unit, teachers use a range of resources and areas to support and structure their overviews. Generally, teachers will follow the recommended progression from the “White Rose” resource, following the general lesson objectives based on that topic that are in line with the National Curriculum. This gives a good idea of what a particular unit of work might include, and a sensible order in which to teach it. This progression follows the Harris Primary Merton progression, which begins by securing place value and number at the start of the year, and then moves on to other areas of maths in which these number skills will be used. For example, fraction teaching will follow division teaching, as fraction teaching is about equal parts of a whole, which requires an understanding of division. By starting with number, we ensure that we emphasise arithmetic early on, and can use this to inform the rest of the year. Children then practise these arithmetic skills regularly as part of our low-stakes testing and retrieval practice every week. All of this can then be cross-referenced with the available effective maths slides to identify which lessons will need self-resourcing. Often, when there is not an effective maths lesson, teachers will use scanned images from the textbooks, or images taken from the White Rose Maths Hub exemplification, and create a PowerPoint.
Marking
During the week, teachers are expected to tick and stamp all pupils work. This can be peer marked, self-marked or marked by the teacher, but is always assessed by the teacher after each lesson. Once a week, teachers are expected to place a differentiated marking sticker in each child’s book, which will be responded to by the children in green pen and then ticked and initialled by the teacher or TA.
