### Maths (or Numeracy!)

**Number lenses **

**Holly**

*“We can count from 1 to 20 and put the numbers in order. *

*We can add and take away one, and know about doubling, halving and sharing. *

*We are Holly Class Mathematicians!”*

**Year 1**

*“We can count from 0 to 100 and back again, from whatever number we start with. *

*We can add and take away numbers up to 20, and remember our number bonds up to 10. *

*We know how to say our 2, 5 and 10 times tables. *

*We know about halving and quartering, about odd and even numbers, and we can use these symbols: +, - and =. *

*We are Year 1 Mathematicians!” *

**Year 2**

*“We can count forwards and backwards in 2s, 5s and 10s up to 100, and can count forwards and backwards in 10 from any number. *

*We know about place value, and tens and ones. We remember our number bonds up to 20, and our 2, 5 and 10 times tables.*

*We know how to write fractions such as ½, ⅓ and ¼, and we can use these symbols: +, - , =, x, ÷, > and <. *

*We are Year 2 Mathematicians!”*

**Year 3**

*“We can count forwards and backwards in 2s, 3s, 4s, 5s, 8s, 10s, 50s and 100s up to 1000.*

*We can count forwards and backwards in 10 or 100 from any number.*

*We remember our 3, 4 and 8 times tables as well as our 2, 5 and 10s.*

*We know about place value, and ones, tens and hundreds. *

*We use vertical addition and subtraction. *

*We know how to count in tenths and we can even add and take away fractions. *

*We are Year 3 Mathematicians!”*

**Year 4**

*“We can count forwards and backwards in 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, 10s, 25s, 50s, 100s and 1000s, and can count forwards and backwards in 10, 100 or 1000 from any number.*

*We know about place value, and ones, tens, hundreds and thousands, and can round numbers to the nearest 10, 100 or 1000. We know how to count back past 0 into negative numbers. *

*We use vertical addition and subtraction with 4 digit numbers. *

*We can remember our times tables up to 12 x 12, and can use box multiplication and vertical multiplication. *

*We can divide numbers by 10 and 100. *

* We know how to count in tenths and hundredths and can turn these fractions into decimals. We know the decimals for ½, ¼ and ¾, and can round decimals to the nearest 1.*

*We are Year 4 Mathematicians!”*

**Oak**

*“We can count forwards and backwards in 10, 100 or 1000 up to 10 000 000.*

*We know about place value up to 10 000 000, and can round numbers to the nearest 10, 100, 1000, 10 000 and 100 000.*

*We know how to count forward and backwards through 0 into positive and negative numbers.*

*We use vertical addition and subtraction for numbers with more than 4 digits. We can remember our times tables up to 12 x 12, and use them to find factors and multiples, as well as identifying prime numbers. We know square and cube numbers. We use vertical multiplication. We can multiply and divide numbers by 10, 100 and 1000.*

* We know how to count in tenths, hundredths and thousandths, and can turn these fractions into decimals, and vice versa. We know the decimals for ½, ¼ and ¾, and can round decimals to the nearest 1. We know about mixed fractions and equivalent fractions, and can apply all operations to fractions and decimals.*

*We are Year 5 and 6 Mathematicians!”*

### Maths

**Maths Intent**

At the Belfry CEVA Primary School we aim for all our pupils to be achieving the Year 6 standards by the time they leave school.

We know that some pupils may find this harder than others but we will support all pupils in progressing towards tha achievement.

We follow the 2014 Primary National Curriculum Key Stages 1 & 2 Framework for Mathematics.

*"Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject."*

The national curriculum for mathematics aims to ensure that all pupils:

- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Please see National Curriculum for Mathematics for more information on this programme of study.

**Maths Implementation**

At the Belfry, children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Daily maths include A-J tests (often focussing on addition, subtraction, multiplication, division and fractions) to build fluency and precision in these areas and to think about numbers in a different way. Due to the interconnected nature of mathematics, at the Belfry we aim to teach maths in a cross curricular manner as well as discretely to teach the practical application of mathematical skills. We focus not only on the mathematical methods but also focus on mathematical vocabulary and to use the Chinese maths approach to broaden and deepen mathematical understanding.

We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions – the number lenses. We use a range of textbooks and online resources throughout the school to ensure a curriculum that is specific to each child’s learning needs.

Our maths teaching is heavily influenced by the Chinese maths approach, and includes looking at mathematical topics from many angles. We also use models and images to help the children embed key concepts, which you can see in the Maths Videos. We take apart concepts so that they can be clearly understood, and use our recursive approach to teaching.

The skills progression document below gives a breakdown of all the skills covered by the National Curriculum for Mathematics and the year groups where they are covered.

### Impact

Maths in Holly, ordering numbers 1 - 10, Spring 2, 2021

What do pupils think of maths? Year 1, and Year 5 and 6 children give their thoughts.

Year 2 folding paper to check about Fractions.

Year 6 division work.

Cubing numbers in Year 5 and 6