Maths

Maths at Sarisbury Infant School

James Swift Maths Manager

 

Maths Workshop Presentation June 2017

Maths Workshop Presentation January 2017

 

Mathematics is all around us in the world and environments we live in, making it a vital tool for everyday life. At Sarisbury Infant School we recognise its importance and through our aims support every child in becoming a confident and proficient mathematician.

 

Our Aims

- To develop children’s confidence in their mathematical abilities by providing exciting, positive learning experiences of mathematics.

- To develop children’s efficiency by providing them with a range of mathematical strategies they can choose from.

- To develop children's reasoning skills through 'mathematical talk' and applying skills in different situations.  

- To develop children’s problem solving skills.

 

Mathematics Curriculum

The New National Curriculum provides teachers with objectives to be covered in each year group and assessed accordingly. Teachers use this framework to plan exciting, engaging and practical mathematical units of work. The KS1 curriculum has been created by a cluster group of five Infant Schools. This has enabled teachers to share practises and ideas to best facilitate the curriculum. The curriculum has been shared with moderators and outstanding practitioners and all have commented how in-depth the cluster maths curriculum is. The curriculum is based on a ‘wave’ approach whereby concepts are continually reviewed. Additionally, in each ‘wave’ there are ‘pathways’ for children to ‘dive deeper’ and apply concepts. As the KS1 Maths National Curriculum has broad statements, our curriculum has established many links, for example learning fractions through 2D shapes. Ultimately, children’s mathematical fluency and reasoning skills are developed, as children can ‘see’ and ‘talk’ about maths. Each week, our KS1 teachers adapt the maths curriculum to best suit the needs of their children. 

 

Please click on the below links for the curriculum overviews

Year 1 Maths Curriculum Overview

Year 2 Maths Curriculum Overview

 

Within KS1 children experience 'Maths Marines', a ten minute mental maths activity, for example jumping on every even number up to 20. Within a morning whole class input on a chosen concept, for example adding on an empty number line, children are always actively involved and misconceptions are dealt with carefully, not to hinder a child's confidence.  According to the children's needs and next steps, teachers might ask children to work independently, in pairs, in small groups or as part as a carousel. After an input, children complete differentiated activities linked to the whole class learning with the teacher, there to support and extend thier learning where necessary. Typically, alongside a teacher's 'guided group', children will have to complete an independent activity.This activity could be: a deeper thinking question reflecting the input, a pre-assessment piece so that the teacher can judge where to 'pitch' the level of work, applying a concept in a different way, practising a specific personalised learning target or deepening and applying previously learnt skills.

 

Within each classroom, visual prompts are used to aid children through the use of 'working walls'. The Maths Working Walls are linked to the week's specific learning and includes a W.A.G.O.L.L - What A Good One Looks Like. Examples of tasks, concepts, key vocabualry or stategies are displayed at children's eye level, to use as a prompt in thier learing and explain thier thinking. See the pictures below of KS1 Working Walls and Reception activities.

 

MathsWW1 MathsWW4

MathsWW5 Maths WW2

 

Children's Work Examples

Examples from Year 2:

MathsWork1 MathsWork3  MathsWork2

 

Home/School Links

At the beginning of each academic year, we deliver a mathematics workshop for parents/guardians to attend. In this session we show the progression of learning from Year R through to Year 2 and highlight what the expectations of children are for the end of each year group. Most importantly we model the strategies used to teach the four mathematical operations and concepts. Throughout the year ‘Maths Tool Bags’ are sold which can be used to support children’s maths learning at home.  

 

To support number recognition and counting at home, please see the below links to online games to play with your child. Number recognition, counting and ordering up to 20 and then beyond, are crucial foundations for children’s learning of number. We suggest that you start by securing understanding with numbers 0-5 then progress to 0-10 and then 0-20.

 

Please adapt these games to best suit your child’s interests. Plus, playing them ‘little and often’ will help to secure their understanding of the number system.

 

Snakes and Ladders, Ludo, dominoes and card games support oral counting and recognition of numbers. Using questions whilst playing can challenge their thinking. Good questions to ask are: What number do you need to roll to avoid the snake/to reach the ladder/to get home? How many more did I roll than you? What’s the biggest number you can move? What if we used two dice? 

 

What’s Missing? Using number cards 0-5/10/20, ask your child to put them in order. Then ask them to close their eyes whilst you remove one of the cards. Can they tell you which card is missing? How do they know? Then close your eyes and ask your child to remove a card either verbalise how you reach your decision i.e. 1,2,3,5,6…that's not right! 5 doesn't come after 3? 3 isn't one less than 5! Or deliberately make a mistake so that your child has explain the right answer and why.

 

Highest Wins. Using a pack of cards with the picture cards removed, deal the pack between two players. Both players turn over a card and the person with the highest number wins a counter (or a sweet!). The winner is the first person to collect 10 counters/sweets. Variations: Play lowest wins! The difference between the cards has to be more than 1. You turn your card over first and then ask your child what numbers they need to turn over to win the counter.

 

Invisible Number Line. Using number cards 0-5/10/20, use a piece of ribbon or string as the structure for the number line. Turn the cards face down and ask your child to choose one. Where on the number line would it sit? How do you know? What would be at the beginning/end? Do you need to leave a space? Why? What number would go between those numbers?  

 

Drop Out. Using a handful of small bricks, dried beans or pasta, pick up a handful of items and how them to your child, ask them to count them.  Turn around so that they can’t see and remove some of the objects. Show them the remaining items and ask them how many were taken. Start with a small number i.e. 5 and build up to larger numbers.

 

Online Games

 

Sumdog

 

Number

Splat 100 Square

Counting in 2s repeated addition butterflies

Counting in 2s Fish

Counting in 2s 5s 10s Saucer Sorter

Counting in 2s 5s 10s Whack A Mole

Spooky Counting in 5s

Spooky Counting in 10s

Spooky Counting Back in 2s

Spooky Counting Back in 5s

Number Jigsaws

 

Number Bonds

Save the Whale to 10

Funky Mummy to 20

Make 20

 

Place Value

Dino Place Value

Shark Boat Place Value

Lifeguards Place Value

Bead Numbers

Dienes Place Value

 

Addition 

Frog adding on a number track

Empty Number Line Addition

 

Subtraction

Ten Green Bottles

 

Multiplication 

Arrays

Cloud Times Tables 

 

Money

Pay for it! Money recognition

Counting with money

Money splat

Money Payer Addition

 

Time

Clockworks

Tell the time 

 

Shape

Shape Lab

Paint the shape 

 

Weight and Capacity

Reading scales

Capacity scales 

 

Symmetry

Paint the reflection