Maths

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.

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. 

Year 6 parents took part in a Parent workshop which focused on Year 6 Maths problems. With their children, parents were able to learn the different strategies Year 6 children use to answer questions on arithmetic and reasoning. 

Year 1 have been learning how to add and take away numbers to 20. We have explored different methods using number lines, concrete objects and mental math's. We have learnt vocabulary such as addition, plus, subtraction and minus. 

Year 1 have been learning all about place value within 20, looking at numbers to 20 counting forwards and backwards, tens and ones and how to represent numbers. The children have used a variety of methods when representing numbers to 20 such as using counters, dienes, numicon, part-whole models, numerals and written numbers. 

Children in Reception have been getting better at doubling, halving, adding and subtraction. Today the children put all their knowledge together. They used fine motor skills and applied art skills to create their own calculation critter.

Children were asked questions to deepen their understanding.

"What is double 3?" Double 3 is 6

"If double 3 is 6, what is half of 6? Half of 6 is 3

"3+3=6 what other sentence can we say for this? "Double 3"

In year 4, the children have been learning about decimals. Recently, the children have been learning how to round one decimal place to the nearest whole number and recognising and writing decimal equivalents to 1/2, 1/4 and 3/4. 

In Year 2, we have been studying measurement. We have calculated length and we have read time on analogue clocks. We have worked really had to apply knowledge to problems and explain our answers. 

Year 5- Fractions, Decimals and Percentages

Year 5 have been learning about fractions, decimals and percentages. The children apply what they have learnt to a task and then extend their knowledge using the skills they have learnt into reasoning problems Take a look at some of their amazing work!

Year One Maths

This term, we are focussing on multiplication and division. Here is some of the work that is displayed on our working wall following a week of multiplication.

At the end of last term, Year One used pan balances to help them to compare numbers, using the mathematical symbols for 'less than', 'more than' and 'equal to' to exemplify their findings. 

Reception children have been using a range of resources to help them learn number bonds to 10 ready to recall some of these facts to 10.

The following video shows a sample of work from Year 6! Children have worked incredibly hard understanding numbers to 1,000,000, rounding and the four calculation methods!

Our Maths environments provide support for our pupils and celebrate fantastic work. Our lovely children use our Maths areas as learning tools if they struggle with their work and are excited when we celebrate their outstanding work on displays! The slideshow above shows our Maths learning environments from EYFS to Year 6.