Maths lessons at Woodhouse West always begin with a mental and oral starter activity which enables the children to continuously develop their retention of past skills. They are also able to listen and use key mathematical vocabulary whilst problem solving. The main teaching then follows and an activity at the end of the lesson helps to recap on what has been taught.
During the main part of the maths lesson children will complete fluency activities and move onto problem solving when they are confident with fluency. Teachers assess children to decide when they need to move on to the problem solving and reasoning and if they need a next step to deepen their understanding.
Concrete, Pictorial and Abstract
In maths lessons, it is important that children see maths visually while also having a chance to feel and manipulate resources. This helps to reinforce their understanding, especially when new mathematical ideas and concepts are introduced. CPA stands for Concrete, Pictorial and Abstract. This means that firstly the children will touch and manipulate resources (such as Numicon and base ten) physically to gain an understanding (concrete). They will then move into the pictorial where they will see visual representations, often on the Interactive Whiteboard. Finally the abstract is where the challenge comes in and children apply their learning so far. This also means that the maths problem may be presented to the children in a slightly different way than they have been taught so far to make sure that they deeply understand the concept.
The maths calculation policy is produced to ensure all children are taught the same methods to make sure they are prepared for secondary school.
The government has announced that from 2020, Year 4 children all around the country will be tested on their times tables knowledge. Being confident with times tables helps children in many areas of the maths curriculum including: short division, area and perimeter, word problems and how to multiply larger numbers.
Each day at Woodhouse West the children have access to activities that support the learning of times tables.
If your child is in the one of the following year groups, their aim by the end of the year is to be confident and to respond quickly to these times tables:
- Y1- count in multiples of 2, 5 and 10
- Y2- 2, 5 and 10
- Y3- 2, 3, 4, 5, 8 and 10
- Y4- ALL up to 12 x 12
- Y5/Y6- Consolidation of times table knowledge
Please encourage your child to practice their times tables regularly. You can download a poster to help you at the bottom of this page.
Times Table Poster
Assessment and Monitoring
Maths is assessed through on going formative and summative assessment and moderated against National Curriculum standards. White Rose Maths Arithmetic and Reasoning and Problem Solving papers are completed each half term to track progress against the content domains outlined in the framework.