Mathematics Zone

OUR VISION FOR MATHS AT CHERRY TREE HILL PRIMARY SCHOOL

Maths is a crucial skill which we view as an important component of our everyday lives. As a result, mathematics is an essential aspect of our broad and balanced curriculum and lends itself well towards cross-curricular links, ensuring that pupils become well-rounded learners. Mistakes and misconceptions are viewed as learning prospects, providing challenge, self-assessment and peer support opportunities as well as further enriching our growth mindset culture.

Our intent is to:

Unlock pupils’ mathematical potential through the rapid recall of key facts
Embed concepts within real life contexts whilst building upon prior knowledge
Develop pupils' mathematical talk through the use of concept related vocabulary, explaining their understanding and providing reasoning
Enable the children to make links between concepts and real life.

HOW WE TEACH MATHS AT CHERRY TREE HILL

We teach Maths through a mastery-based, whole-class approach whilst carefully considering the 4 key areas which make up a coherent lesson (see the 'Teaching for Mastery' diagram above). Carefully sequenced lessons following the ‘Concrete-Pictorial-Abstract’ (C-P-A) approach support the children in developing and securing their mathematical skills and knowledge from practical methods, to visual representations and finally to formal written methods. Where suitable, we make links to real life uses of concepts, making Maths meaningful connections which support our learners to recognise the crucial and constant role Maths plays in our daily lives.

Our Calculation Policy clearly defines the C-P-A approach within the four main calculations. To view this, click the link/attachment below:

Calculation Policy.pdf

Please click the document below to view out Skills Progression Map:

Maths Skills Progression N-Y6.pdf

We use the White Rose Maths scheme of learning as the basis for our long-term plans. Whilst we realise what an invaluable tool this is, teachers at Cherry Tree Hill Primary tailor the sequence and content of lessons to suit the needs of their pupils, providing support and challenge within each lesson. To support our planning process, we use (but are not limited to) the following websites/resources:

Daily arithmetic sessions (Fluent in Five) support children’s fluency skills, helping them to progressively develop each week. Our younger pupils’ are scaffolded through the use of a key, teaching them to identify questions which can be solved mentally.

Through our on-going daily formative assessment, we aim to ensure that all children are meeting year group expectations and that children move at the same pace through the Maths learning journey. To achieve this, during each Maths lesson input, teachers conduct brief assessments which allows them to identify and address the needs of individual children during our daily ‘intervention at the point of need’.

LEARNING THE TIMES TABLES- Year 4 Multiplication Tables Check

At Cherry Tree Hill, pupils begin to formally learn and recall the times tables facts rapidly in Y2. At the end of Year 4, pupils across the nation take part in the 'Multiplication Tables Check' which determines whether pupils can fluently recall their multiplication tables (up to 12x12). Although the check will help schools to identify pupils who require additional support, it is not intended as a diagnostic tool.

Key information:

The check will be completed in June.
Pupils will only be presented with multiplication statements, not division.
The check is online and on-screen.
It’ll take less than 5 minutes per pupil and regular timed games and activities will help prepare the children.
Children will only have 6 seconds to read the statement, recall the answer and input each answer. Whatever is in the answer box at the end of 6 seconds will be counted as the answer.
The check consists of 25 questions with a 3 second pause between each one.
The 6, 7, 8, 9 and 12 times tables are more likely to be asked than the 2, 3, 4, 5, 10 or 11 multiplication tables. The STA state that there is a focus on these as these are the ‘most difficult’ multiplication tables.
There will always be questions from the 3, 4, 5, 6, 7, 8, 9, 11 and 12 multiplication tables in each test.
There will be no questions from the 1 times table (i.e 1 x 8 or 8 x 1)
There will only be a maximum of 7 questions from the 2, 5 and 10 times tables.
Reversal of questions using the commutative law will not feature in the same check. This means that, for example, 8 x 3 and 3 x 8 won’t be asked to the same pupil.
Results will be available at the end of the 3-week window. The child or teacher will not be show the result on the screen.
There is no expected pass rate or threshold.

To support our children to learn their tables, pupils from Y2-Y6 use the 'Tackling Tables' card card game and website (for which they have their own login). Pupils progress through the levels at their own pace, taking part in a weekly 'Beat Your Best' test. If you would like to purchase a set of the ‘Tackling Tables’ game cards, please click the link below:

Tackling Tables Card Game

How can I help my child with the Maths learning at home?

Daily opportunities for recognising numbers and counting
Handling money at the shop
Solve daily problems together e.g. setting up for dinner
Practise telling the time
Identify which 3D shapes daily items are
Counting in steps of numbers which leads to times table learning
Use your child's individual login details to play the Tackling Tables game
Click on the link below to take to you to the 'Maths Through Stories' website. Here, you will find fiction books linked to the age of your child and the mathematical concept which you want to focus on!