The aims of teaching mathematics at Cherry Tree Hill Primary are:
- to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners
- to develop and consolidate basic mathematical skills and become numerically fluent
- to promote confidence and competence with numbers and the number system
- to develop the ability to solve problems through decision making and reasoning in a range of contexts
- to develop a practical understanding of the ways in which information is gathered, presented and interpreted
- to explore features of shape and space and develop measuring skills in a range of contexts
- to develop mathematical communication through speaking and listening, practical activities and recording work.
Mathematics is a beautiful subject which has its own unique place in the curriculum. It provides pupils with powerful ways to describe, analyse and change the world. Pupils can experience a sense of awe and wonder as they solve problems for the first time, discover more elegant solutions and make links between different areas of Mathematics.
In line with the Mathematics Curriculum 2014, we teach through a whole-class mastery approach. The emphasis is to ensure that all children become fluent, reason and explain mathematically and can solve problems. The curriculum design for Y1-Y6 carefully follows on from the Early Years Foundation Stage so that children at Cherry Tree Hill can experience continuity and consistency.
We aim to ensure that our pupils gain;
- a deep and sustainable learning in Mathematics which they are able to apply to a range of contexts and problems.
- an ability to build up on prior knowledge.
- an ability to reason about a concept using mathematical vocabulary.
- an ability to make connections between the different areas of Mathematics.
- good procedural and conceptual understanding.
- fluency with number.
- an ability to prove and explain their understanding.
The "Concrete, Pictorial, Abstract" approach is used to support children's deepening understanding of the various concepts taught within Maths, giving them opportunities to practice their mathematical talk and reasoning skills in which they can showcase their mathematical vocabulary. Various representations are used to support children as they learn. Please refer to the Calculation Policy for examples.
Maths Working Walls within each classroom showcase current learning. They develop as learning happens live and as such, serve as an invaluable tool to support children.
Y4 Multiplication Check
The Framework tells us that the purpose of the MTC is to determine whether Year 4 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.
All eligible year 4 pupils who are registered at maintained schools, special schools or academies (including free schools) in England will be required to take the check.
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.
Below is a useful website which will help prepare the children for the Multiplication Tables Check. Chaser Speed 9 simulates the time period children will have to answer each question (6 seconds).