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.
The Maths Curriculum is delivered using the New National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
Maths is taught in five strands: Data Handling, Shape Space and Measure, Number, Calculation and Using and Applying.
At Cherry Tree Hill we provide a daily maths session that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts. Children are often grouped, within the class/year group, according to ability which allows teachers to target individual needs.
At Cherry Tree Hill we feel that mental maths skills are crucial to allowing children to access the more complex calculation and number objectives set out in the National Curriculum and as such mental maths skills are integral to the maths starters and lessons.
Regular assessment activities are planned which involve a range of teacher assessment and tests that are linked to one or more of the key objectives previously covered/taught. As a result of these assessments, individual targets are discussed /revised as appropriate with pupils.
Teachers provide personalised targets for maths and the children work to achieve these over the course of a half term. These targets are shared with parents on a regular basis and are displayed in the back of the children’s books.
Long-term assessments are undertaken through a combination of teacher assessment and regular tests.
Teaching for Mastery
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 mastery approach. The emphasis is to ensure that all children become fluent, reason and explain mathematically and can solve problems.
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 conections between the different areas of Mathematics.
- good procedural and conceptual understanding.
- fluency with number.
- an ability to prove and explain their understanding.
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).