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Croft School

Mathematics

Maths@TheCroftPrimarySchool

Belief + Hard Work + Understanding = Success 

Vision

Mathematics is an important creative discipline that helps us to understand and change the World. We want all pupils at The Croft to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject.  At our school, we foster positive ‘can do’ attitudes, believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems before acceleration through new content.

Curriculum Intent: Skills

We aim for all pupils to:

+ Become fluent in the fundamentals of mathematics (see Year by Year Curriculum Maps) so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

+ Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.

+ Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

+ Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately.

 

Mathematics Lessons: Teaching

M/T/W/T/F: 45 minutes

 

Maths On Track: Keep up

M/T/W/T/F: 25 minutes

Learning Together

Support & Challenge

 

Deliberate Practice Sessions

Arithmetic / Intervention / Practice

 

Mathematics Lesson

Each lesson focuses on a manageable step of new learning based on the NC Statements

Typical Lesson design:

  • 1) Talk it: Talk like a mathematician
  • 2) Teach it: Live modelling of the new learning with explicit use of potential misunderstanding
  • 3) Practise it: All children practise together Support & Challenge
  • 4) Do it: Up to 5 examples – 5 ‘what it is’ or ‘3+2’ ‘what it is / what it is also’ Challenge 1: Procedural Fluency
  • 5) Twist it: 1 or 2 Misunderstandings (What it is not, true/false, spot the mistake) Challenge 2: Conceptual Understanding
  • 6) Deepen it: Apply understanding to solve new problems Challenge 3: Mathematical Thinking
  • 7) Review it: Lesson recap – key concept statement and key vocabulary

Maths On Track (MOT)

Day 1: Arithmetic

Day 2: Arithmetic

Day 3: Deliberate Practice (Past and Present)

Day 4: Deliberate Practice (Past and Present)

Day 5: Fact Friday

Curriculum Intent Diagram

Maths Intent NC objectives Y1-Y6

Supporting documents