Maths
INTENT
At Milton Mount, our teaching of mathematics is based on a mastery approach in the belief that every child is capable of success. We follow the National Curriculum which ensures that maths is effectively taught across a range of mathematical concepts and contexts to develop depth of understanding. We have a strong belief that children will achieve this through doing more, knowing more, remembering more, experiencing more and considering more.
DO MORE
We want all children to feel challenged and we strive to take the lid off learning, allowing children to fulfil their potential. Each lesson is planned with the 5 mastery principles in mind; coherence, representation and structure, mathematical thinking, fluency and variation.
KNOW MORE
Through carefully structured lessons, children immerse themselves in new learning using practical resources before moving to pictorial and abstract concepts. Throughout all areas of maths, concrete resources allow children to uncover the structure of the concepts being taught, allowing links to be made across the curriculum.
REMEMBER MORE
High quality maths teaching will enable the children to build on something that has already been mastered. Children will develop an automaticity with number facts and develop number sense.
EXPERIENCE MORE
Practice is an important aspect to embed and maintain fluency. Oracy plays an important role in the maths lessons. Children are able to share, discuss and justify, problem solve and reason. As teachers, we focus on questioning and key vocabulary to extend, deepen and move the learning on.
CONSIDER MORE
Children will have a conceptual understanding of ‘why that happens…’. They will be able to reason about a concept and make connections. They will be reflective decision makers who are able to reason, challenge and discuss their views with confidence.
IMPLEMENTATION
Planning: Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers follow the White Rose Maths Hub materials. Staff also refer to the Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. A Times Tables focus regularly gives children the opportunity to practise and improve their rapid recall skills with facts to 12x12.
Teaching: At Milton Mount we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. Links are made to prior learning, across the maths curriculum and also the wider curriculum.
One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policies for addition, subtraction, multiplication and division. *See Calculation Policy*.
IMPACT
The impact of the Mathematics emphasis and teaching at Milton Mount:
- A mathematical concept or skill has been mastered when a child can show it in multiple ways e.g. using the mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations.
- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
- The flexibility and fluidity to move between different contexts and representations of mathematics.
- The ability to recognise relationships and make connections in mathematics.
- Children show confidence in believing that they will achieve.
- Children show a high level of pride in the presentation and understanding of their work.
- At Milton Mount we expect that by the end of Y6 our children: become fluent in the fundamentals of mathematics, reason mathematically by following a line of enquiry, conjecturing relationships and generalisations. Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.