__Maths Intent at Holy Family__

We strongly believe that all children, no matter what their starting points, can become confident, competent mathematicians. The use of Inspire Maths Mastery is fundamental to ensuring children experience a range of concrete, pictoral and abstract learning to maximise their understanding of mathematics. It is essential that, through EYFS and KS1, children have a secure knowledge of number at the earliest opportunity and use all available time to make as much progress as possible in this area. Our Maths curriculum, through consistent high expectations and challenge, ensures the majority of children leave KS2 with sustained Mastery. This means children are fluent in basic concepts, can reason mathematically and are able to make links with their knowledge to solve problems in relation to National standards. It is our intent that children build on some of the school’s intents in Maths specifically, working independently and collaboratively, building on prior knowledge, show resilience and peer and self-reflect.

Year 1 completed an investigation about odd and even numbers. They looked at whether the number is fair or unfair and shared the number to check. They also recognised the pattern odd, even, odd, even.

During the first session of Stepping into Maths in Reception, parents were introduced to Numicon and it was explained how it is a must-have resource in teaching the early year's maths curriculum and that they are perfect for tactile, multi-sensory, hands-on learning experiences. Parents were told that using Numicon regularly, empowers children to become familiar with the shapes, recognising them visually and linking them to the representative of number. Children completed different activities using Numicon and thoroughly enjoyed having their adult join them in their learning.

In this lesson, children completed a number of challenges and used a measuring tape to measure.

Year 1 really enjoyed listening to the importance of stories in maths. They loved hearing one of the stories and were shocked to see someone from our school ask a question on the live.

Year 2 took part in a webinar with Kersti Worsley a famous author of 'Maths through stories'. Emme also asked a question and went live, 'Did you like writing stories when you were my age?'

Reception children have been recognising, describing and copying colour and size patterns. They have Created and described their own colour and size patterns and are counting one, two and three objects reliably.

The children selected three number cards, identify their positions on a number line by drawing jumps from zero or building a train and then ordered them from smallest to greatest.

The children in year 3 have been working hard to develop their understanding and concepts of calculation strategies and applying them to their learning. Year 3 have also been looking closely at interpreting graphs, bar chars, pictograms and reading data. Here are some fantastic examples of our year 3 learning.

Making a number line:

Children are making connections between the cardinal representations (quantity of cubes) and ordinal representations (positions on the number line).

The children used their direction knowledge and vocabulary to navigate the BeeBot or a 'human robot' to find the shape treasure. The children also created an algorithm and predicted where the floor toy will finish.

Lots of mathematical exploration has been happening in FS2. Children have been sorting collections of objects in different ways, sorting shapes based on colour, sorting concrete objects to form sets, matching pairs and lots more!

In Year 2, children used cubes to represent bar models. They looked at a number of word problems and created bar models by drawing pictures within the frames. It was then interesting to hear children's reasoning as to the strategy they selected.

Children created their own repeated patterns using 2D shapes and/or colours.

Year 2 enjoyed using the cuisenaire rods for their end of unit consolidation lesson. They worked in pairs to solve a range of investigative problems, marvellous mathematicians.

**FS1 - ROCK STARS**

We had lots of fun counting and singing number rhymes on Thursday and of course a little bit of guitar playing too!

Year 1 loved dressing up for TT Rockstar day! They also had fun dancing to rock and maths songs.

Year 2 thoroughly enjoyed the TT Rockstar day, we enjoyed using the ipads to access TT Rockstars and a whole day of maths learning and investigations....marvellous mathematicians Year 2!

Year 3 enjoyed taking part in TT rockstar day. We have been focusing on our 3, 4 and 8 times tables. The children have enjoyed having a focus on Maths and building up their points on TT rockstars whilst competing against others and aiming to beat their high scores.

Children in Reception dressed as rock stars to celebrate Maths.

Year 1 explored 3D shapes. They built the tallest tower using different shapes, describing the towers using correct mathematical vocabulary. They also sorted the shapes into two groups and justify how they are sorting each shape.

**FS1 - Maths**

The FS1 children have been sorting objects according to their colour, shape or size.

The children used both addition and subtraction to complete this missing number challenge. They needed to work out which number was missing to make the line add up to 10.

Year 2 have explored numbers within 100 and have now moved on to looking at adding and subtracting two 2-digit numbers. They have been focusing on recognising tens and ones in a number and then applying the most efficient strategy to complete the equation.

Year 4 have developed their understanding of the number system by investigating and manipulating 4 digit numbers. They have explored 10, 100 and 1,000 more and less than a given number. Additionally, they have also built on previous learning of rounding to the nearest 10 and 100, and developed new skills in rounding to the nearest 1,000. The children have also applied all of the taught skills to problem solving.

‘Sweetie Jar Challenge’

Roll a die and counting on from four and see which jar of sweets fills up first. Use any of the three methods: concrete, number track or mental.

The children in Year 5 have now finished their first maths unit of the year, learning to reason with large whole numbers. From identifying, comparing and ordering 5 and 6-digit numbers, to rounding to the nearest, 1000, 10,000 and 100,000, the children enjoyed challenging themselves with reasoning questions and even singing songs to learn Roman numerals.

If the children would like to teach you the Roman numeral song and show you their learning, scan the QR code below.

Children explored whether a number could be split into two equal groups by picking up two at a time and sharing them into the parts.

In our topic, number sense and calculation strategies, the children have been using Cuisenaire rods to investigate all the number bonds to 10, and 20.

The children explored different formations in which their ten boats could sail and identifying the part-whole relationships within ten.

Children sorted the shapes into two sets in different ways, each time stating the parts and the whole. Record each relationship on a part-whole model.

Children ordered the numbers to 10 flash cards and practiced counting and identifying amounts. Then, the children played ‘Ten-Frame Flash’ in pairs.

In this lesson, children explored numbers within 100. We used a range of manipulatives to make different numbers focusing on the place value of each digit.

The children used 2 sets of objects pictures to create towers and used these towers to decide whether there are equal or not.

Measuring to the nearest litre, half a litre or quarter of a litre. Pupils take it in turns to measure either one quarter or one half litre and pour it into the large container. The pupil who makes the container overflow loses.

Children in Reception worked together to make shapes using shapes. They used problem solving skills, shared resources and used newly taught vocabulary to make different shapes, making sure they all matched.

Children used their square tiles to create different rectangular arrays. compare sets of arrays, Children explained what’s the same and what’s different.

Applying a strategy to solve the puzzle:

Children worked together to solve the puzzle. They used bead strings or other manipulatives to support their calculations.

In Year 2, children worked together to solve a range of investigations. They consolidated their learning by applying everything they have learnt in this unit and then worked collaboratively to solve investigations Miss Dyson and Miss Gibson set them.

Children looked at the physical characteristics and properties of UK coins. They then grouped and sorted coins according to their physical properties.

In Year 4, the children have studied decimals and solved problems using their knowledge of place value.

Year 4 have been studying fractions in maths. Take a look at their learning journey!

Children in Nursery have been learning all about shape. They really enjoyed using lego to print different shapes.

The children in year 5 learnt all about identifying, comparing and ordering fractions and how to read, write and order numbers up to 3 decimal place. Take a look at our learning...

Here is our display, and some of the children’s learning from our unit of shapes and angles. The children have enjoyed learning about 2D and 3D shapes, parallel and perpendicular lines, symmetry and developing understanding of angles.

Shop Subtraction Challenge:

The children calculated how much money each pupil has left, representing each calculation with Dienes or a bead string and put this on the part-whole model. They practised regrouping one ten for ten ones, describing this to a partner.

Sweet Shop Addition Challenge:

The children calculated the total cost of each child’s sweets by representing each amount on a part-whole model. They practised regrouping ten ones for one ten, describing this to a partner.

Year 2 enjoyed experimenting with different apparatus, predicting and measuring the different capacities and volumes of objects within the classroom.

The children compared the mass of each box to a kilogram, using a balance scales.

The children in year 5 enjoyed learning all about area and perimeter in rectilinear and non-rectilinear shapes. Take a look at their amazing learning journey!

In year the children have learnt about fractions. They have enjoyed heightening and developing their knowledge of equal and unequal parts, unit and non-unit fractions, finding fractions of a given quantity, comparing and ordering, equivalent fractions and adding fractions.

Children in Year 2 were getting betterr at comparing numbers to 1000. They took turns to roll a dice and then create a 3-digit number. They then had to compare that number with the number their partner rolled.

Children in Reception have had lots of opportunities to practice addition, subtraction, doubling and halving. What amazing mathematicians we have!

Children chose a unit and wrote it at the top of the sheet (e.g. ‘marbles’).

They choose five objects. For each one, they predicted the mass, then weighed it using a balance scale and their chosen unit.

Children had a pair of balance scales and three items of ‘post’. They used their problem solving skills to work out and order the packages from lightest to heaviest.

Year 1 have used problem solving skills to explore doubling and halving.

Investigating halving lengths:

They worked in pairs to investigate which coloured rod is half the length of the brown rod. They take it in turns to choose two of the same colour of rod and place them together against the brown rod. Children then investigate other halves they can find within their set of Cuisenaire rods.

Investigating doubling lengths:

They worked in pairs to investigate which rod is double the length of the purple rod. They take it in turns to choose a bar to compare to the length of two purple rods. Children then investigate other doubles they can find.

Exploring measuring using a metre stick.

Children worked in pairs to measure classroom objects using a metre stick with four equal subdivisions. They chose items which are shorter than one metre in length.

In year 3, the children have been learning about time. The children have built their conceptual understanding of time and used this to recognise, explain, estimate and order throughout this topic.

Turtle is going to see Anansi for dinner. The children described the route that Turtle takes using the star words. Children challenged themselves by finding multiple routes for the turtle.

Children picked a word problem and decided whether it was an addition or subtraction. They completed the problem using manipulatives.

Children worked in pairs, with a bead string each. They identified the number on the bead string and found numbers greater and less than it.

Children chose a number between 20 and 50 and represented it in concrete, pictorial and abstract ways.

The children worked in pairs, using cubes, a bead string, a part-whole model and wipeable number line etc. Children picked an equation and chose which strategy to use to carry out the calculation and justify why they have chosen that strategy. They sorted the calculations according to strategy.__ __

In this lesson, the children used bead strings to complete the ‘make ten’ strategy. We discussed the use of the tens frame and the bead string and decide which strategy they preferred.

Year 6 represented fractions, found equivalent fractions and decimals, added and subtracted fractions, multiplied fractions and divided fractions

Children in Reception used concrete representations using animals or counters. They are beginning to understand adding and subtraction.

In this lesson, year 2 were getting better at identifying fractions of shapes with different numerators.

During the talk task they identified different fractions and then sorted them into a Venn diagram, fantastic!

Using clocks, the children looked at what happens to a clock’s hands as one hour passes. They add one hour or half an hour onto an o’clock or half past time.__ __

This second maths session was all about matching Numicon shapes to numerals, combining, equivalence, pattern and generalising and using Numicon to add. All the children worked extremely hard and completed some really tuff challenges.

In year 1, we are getting better at knowing and ordering the months of the year. The children ordered the months of the year with a partner.

In Missing Angles and Lengths, Year 6 learnt angle facts, angles in triangles and quadrilaterals, missing angles and lengths and recapped on measuring and drawing angles accurately

This term,Y3 have been working hard to use the column method to calculate addition and subtraction. Y3 have also enjoyed completing their length and perimeter unit, exploring all the ways to measure and calculate distance.

The children in Year 2 have started their new unit of learning: multiplication and division. They have explored arrays, developing vocabulary such as represent, value and commutativity.

Y3, have been looking at estimating using their finger, and then finding the actual measurement of flat objects using a ruler. The children were careful to line their ruler up to 0, to gain the correct and exact measurement to the nearest Cm and Mm.

Year 6 used their knowledge of place value and the four operations from previous units to solve calculation problems

Making a number line:

Children are making connections between the cardinal representations (quantity of cubes) and ordinal representations (positions on the number line).

In Maths, we linked our position and direction learning to our Autumn 1 unit of Computing. We discussed the keyword algorithm and recalled what it meant. We then created multistep algorithms to move Ted the Teddy around the grid. We used lots of key vocabulary to describe the movements.

In Maths, Year 6 have completed their second topic; Multiplication and Division. Children learned place value including up to 3 decimal places, multiplying and dividing by 10, 100 and 1000, prime numbers, factors and common factors, and formal methods for multiplication and division...

In Nursery, we are learning about colours. We are recognising them, naming them and sorting them into groups. We have also been finding two things that match exactly. We have lots of Autumn leaves in our outdoor area so we collected some and compared their size. We sorted them into big leaves and little leaves then made a wreath by pushing little leaves onto the wire and another one by pushing big leaves onto a bigger wire.

Y3 have been creating different numbers using number cards. They have been using multiplication, addition, division, and subtraction skills to create 2 and 3 digit target numbers. They have been using each card only once. Y3 have been explaining and justifying their choices, using the language of place value.

__Year 5- Line Graphs and Timetables__

The children have started their topic by exploring the story of a graph, working collaboratively to share and explain their learning.

Y3- Our first units of learning have been number sense, and calculation strategies. Year 3 have been using known facts to work out calculations, and number bonds to 20. Y3 then moved on to Place value, where they have been applying their skills to create target numbers. Our final unit of learning this term has been Graphs. The children have enjoyed Reading, comparing, and creating scaled bar charts and interpreting data to form pictograms.

Year 2 have enjoyed their first unit within our math's learning journey. They have been reading, writing, represented, partitioned, compared and ordered numbers within 100. They then moved on to exploring patterns including odds and evens and tens and ones.

As part of the transition into Reception, provision has been planned to enable children to develop early mathematical concepts in classifying, matching, comparing and ordering. Children's experiences in these concepts have been explored through child-initiated learning, and developed through incidental opportunities.

__Year 5 Maths- Whole Integers__

Year 5 have been exploring whole integers including place value, the worth of a digit, rounding and Roman numerals.

Take a look at our amazing work...

Year 6 children completed their first ARK Maths Mastery Unit - Integers and Decimals. Children learnt how to read and write numbers numbers beyond a million, understand place value, round to various amounts and addition and subtraction...

__Numbers to 100 __

In Year 2 we have enjoyed identifying, recalling, ordering and pattern spotting using numbers to 100. The children worked very hard during our investigative lessons partitioning numbers! We are now moving on to our next unit exploring addition and subtraction.

Year 1 have explored numbers to 100 this half-term, they have used concrete materials to represent tens and ones within numbers. We have looked at one more and one less and ten more and ten less than a given number. We have used cubes and dienes to represent numbers to 100.

We used foods and fruits to explore creating equal halves and quarters.

Nursery parents were invited into school to work alongside their children to experience what Maths looks like in FS2.

During the session, parents were introduced to Numicon and informed how it is a must-have resource in teaching the early year's maths curriculum and that they are perfect for tactile, multi-sensory, hands-on learning experiences. Parents were told that using Numicon regularly, empowers children to become familiar with the shapes, recognising them visually and linking them to the representative of number.

All parents that attended, were given a Numicon starter pack to use at home with their child and throughout the afternoon, activities were demonstrated so parents could use these at home to support their child.

Year 1 have been learning and exploring multiplication and division strategies this half-term. We have explored doubling equal numbers and looking at patterns. We have explored adding equal groups and unequal groups, representing them in different ways such as using number sentences or part-whole models. We have explored sharing groups equally, using arrays to help us divide.

Year 1 have explored different calculation strategies during this topic such as counting on, make ten method, near doubles and doubles and known facts. We have explored all strategies using different concrete equipment and choosing our preferred methods to work out addition problems.

We were able to build on prior knowledge from Year One, exploring and discussing similarities and differences of 2D and 3D shapes. We then investigated further and recorded all of our learning in our books.