As schools worldwide are temporarily closed, you might be wondering how best to help your child or children with mathematics at home.
The amazing White Rose Maths Team have prepared a series of five maths lessons for each year group from Year 1-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Access via the link below:
Feel free to Tweet us with your learning and keep enjoying mathematics!
At Glenfrome we aim for all our children to see mathematics as a vital part of everyday life. We want children to develop a confident and enthusiastic attitude towards mathematics that will stay with them through their education.
Our mathematics lessons are based on the National Curriculum programmes of study (2014) and these changes require children to have a grasp of number from a younger age. Reception children are taught using the Statuary Framework for the Early Years Foundation Stage. The underpinning values of the new mathematics curriculum are to develop fluency, reason mathematically and solve problems.
Children are given opportunities for:
• Practical activities
• Mathematical games
• Problem solving
• Group discussions
• Open and closed tasks
• A range of calculation methods
• Using calculators and computers
In addition, we use the WhiteRose materials to support teaching, learning and assessment. Please see the website below for more information or make time to speak with your child’s class teacher or the mathematics lead.
How we teach calculations to your child
During their journey through the school, we teach using C.P.A (concrete, pictorial, abstract) approach. This means that we teach mathematical concepts through concrete resources which allows them to moved and understood in terms of relative size.
Following this, we use pictures to represent number and mathematical ideas, as demonstrated by the bar model. This is then followed by abstract mathematics which could be formal written methods such as long multiplication and short division.
For more information, please see our Glenfrome calculation policy.
For more information on the CPA approach, please see below:
Number facts and times tables
At Glenfrome, we focus on teaching mathematical fluency, reasoning and problem solving. From Reception up, we place a large focus on number fluency. Fluency in number reduces cognitive load and allows children more space for problem solving and reasoning.
In foundation stage and year1 children are taught using Numicon.
Numicon is an especially useful resource as it can be used for teaching all four operations as well as fractions, decimals, percentages and a range of other aspects of mathematics. Each piece represents an integer from 1 to 10. The children love using it as it is colourful and tactile. Children in these year groups are quickly able to pick up their number bonds to ten using Numicon.
In year 2, 3 and 4, children are taught using Dienes.
Dienes, although it has been used in schools for years is a crucial step in understanding place value. They help us to know what a ‘one’ (unit), a ten, a hundred and a thousand look like and how they can be added together and split up to form smaller and larger numbers. They also allow children to exchange when using the four operations.
In years 3, 4, 5 and 6 children are taught using Place value counters.
These are used in a similar way to Dienes, although only used when children have a firm understanding of the relationship between hundreds, tens and units. They also go further to look at tenths and hundredths as well as their equivalent fractions as part of a whole unit. These are used to support children carry out all 4 operations.
Why children need to do written calculations
• To represent work that has been done practically.
• To support, record and explain mental calculation.
• To keep track of steps in a longer task.
• To work out calculations that are too difficult to do mentally.
Please click here to see our calculation policy. This document explains the mental and written methods that your child will be taught as well as teaching points and images and models that help to support understanding and fluency.
Learning multiplication tables is very important for your child to learn. Learning the tables and being confident using them is an important skill to have a as a mathematician. The national curriculum states that the following times tables must be learned by the end of each school year:
Year 2 - x2 x5 x10
Year 3 - x3 x4 x8
Year 4 - x6 x7 x9 x12
Year 5 and 6 - Children should be able to recall all their timestables confidently.
From Summer 2020, all children in Year 4 will be tested on their multiplication knowledge through standardised, government testing.
At Glenfrome, your child will be provided access to NumBots and Times tables rockstars which support, encourage and assess children’s ability in number fluency. For more information, please speak to your child’s teacher.
At Glenfrome we are focussing heavily on improving children's ability to use mathematical reasoning. Reasoning skills allow children to approach problems logically, explain answers clearly and consider a range of methods before settling on an answer. Children at Glenfrome are encouraged to expain their answers clearly, think about different methods they can use and search for more one than answer.
A problem solving approach is taught at Glenfrome giving children the opportunity to celebrate the process of finding possible solutions without just finding a solution. Here at Glenfrome, children have time to test out ideas, to make conjectures, to go up 'dead ends' and adjust their thinking in the light of what they have learnt, discuss ideas with others and be comfortable to take risks. When our children are confident to behave in these ways they are then able to step into problems independently. Our teachers support and develop the skills children need to tackle problems by creating a classroom culture where questioning and deep thinking are valued, mistakes are seen as useful, all children contribute and their suggestions are valued, being stuck is seen as honourable and students learn from shared discussion with the teacher, Teaching Assistant (if present) and peers.