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Mathematics

Mastery Approach to Maths

St.Teresa’s School introduced the Mathematics Mastery Programme in September 2017. The Maths Lead now works closely with the NCETM (National Curriculum for Excellence in the Teaching of Maths)  in a teacher research group. We have experienced positive results and will continue to use this approach into the future. It involves a deep, long-term, secure and adaptable understanding of the subject of Maths.

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Statement of Intent

 

At St Teresa's we believe that mathematics is essential for everyday life. It teaches us how to make sense of the world around us through developing an ability to calculate; whether it is through working out change, telling the time or measuring the correct amount. We want our children to know that maths is necessary for financial literacy and most forms of employment but is also a fun and engaging experience. At St Teresa's we believe that all pupils can achieve. We teach the whole class together building on previous knowledge of what the children already know and plan for small steps. We spend longer time on key mathematical topics and provide time to go deeper and embed learning. We hope children experience a sense of awe and wonder as they solve a problem for the first time through using a multi-sensory approach. We aim for them to  discover a more systematic solution to problems, explain their understanding in full sentences and make links between different areas of mathematics as well as the wider curriculum.

 

Maths Lead - Miss Sexton

Concrete – Pictorial – Abstract

 

All students will have the opportunity to build mastery in maths by taking the approach Concrete – Pictorial – Abstract, described below. 

  • Concrete – children will have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

  • Pictorial – children will then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems. These include whole -part models and bar models.

  • Abstract – with the foundations firmly laid, children will be able to move to an abstract approach using numbers and key concepts with confidence.

C - Concrete

C - Concrete  1
C - Concrete  2
C - Concrete  3

P - Pictorial

P - Pictorial 1
P - Pictorial 2
P - Pictorial 3
P - Pictorial 4

A - Abstract

A - Abstract  1
A - Abstract  2
A - Abstract  3
A - Abstract  4

Resources we use in the school.

Resources we use in the school. 1 Dienes
Resources we use in the school. 2 Cuisennaire rods
Resources we use in the school. 3 Multilink cubes
Resources we use in the school. 4 Numicon number lines
Resources we use in the school. 5 Ten Frames
Resources we use in the school. 6 Beadstring
Resources we use in the school. 7 Whole - Part Method
Resources we use in the school. 8 Place Value Counters
Resources we use in the school. 9 Numicon shapes

Year 4 multiplication tables check: information video

Did you know that year four children now have to sit a statutory multiplication check?
It is a timed online test which will check if the children know all of their timestables to 12. They are given 6 seconds per question.

Progression of maths skills throughout the school

White rose progression of skills throughout the primary curriculum

Our Year Three's representing the school at a Multiplication competition.

Our Year Three's representing the school at a Multiplication competition. 1
Our Year Three's representing the school at a Multiplication competition. 2
Our Year Three's representing the school at a Multiplication competition. 3

Useful Maths Websites

Useful Maths Websites 1

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