Mathematics

AIMS

At Nine Acres, we want all children to feel like they are competent mathmatitians! Through our daily lessons we ensure that all children:

  • Become FLUENT
  • Can REASON and EXPLAIN mathematically
  • Can SOLVE PROBLEMS

All children are regularly exposed to opportunities involving increasingly complex problem solving which allows them to apply their Maths knowledge. In doing so, they are encouraged to develop an argument and line of enquiry which they can prove and justify using mathematical vocabulary. This includes the ability to break down problems, both routine and non-routine, into a series of steps.

We teach Maths in a way that:

  • Ensures the delivery of Maths is filled with cross curricular opportunities
  • Develops mental strategies
  • Ensure pupils are fluent in their times tables and can apply this knowledge
  • Encourages children to use mathematical vocabulary to reason and explain, including partner work to show much deeper understanding
  • Challenges children to stretch themselves and take risks in their learning
  • Ensures children in Key Stage 1 are secure in their understanding of number and number relationships

 

Teaching and learning of maths

Practise and consolidation play a central role to mathematics learning. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.

Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

Teachers use the CPA approach (concrete, pictorial, abstract) to ensure that concepts are modelled to pupils using multiple representations. This ensures that procedural and conceptual understanding are developed simultaneously. Children are required to use the PEE (Point, Evidence, Explain) method in order to show they reasoning and understanding in every lesson. 

Pupils are seated in mixed ability groups as we believe that all pupils can attain highly in mathematics and every pupil will have different strengths and development areas. Therefore, groupings within classes are flexible and pupils will work in different groups dependent on their need.