It is our duty to inspire young people to see the true beauty of mathematics in the wider world by bringing it alive and thereby making it exciting, relevant and easy.“Mathematics is not about numbers, equations, computations or algorithms: it is about understanding”
(William Paul Thurston)
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects It is our intention to ensure that, by the end of their primary education, all pupils have been given the best possible opportunities to develop mathematical fluency with confidence to transfer these skills to any subject in our school curriculum, preparing them for their forthcoming secondary education and a lifelong positive Maths Mindset.
At Benton Dene we are outward looking and creative in our approach to implementing a high quality
mathematics curriculum. We develop a secure understanding of the Maths curriculum and apply this across the
school curriculum. This means that:
- Daily lessons include a clear lesson intention ‘I can’ and clear success criteria ‘Steps to Success’.
- All children will take part in Daily Maths sessions to target specific learning areas
- Mathematical skills will be linked, where appropriate, to other areas of the curriculum
- Both teachers and children have high expectations of themselves
- A Mastery approach where the curriculum builds mathematical skills across the year through block teaching curriculum (Thick and Thin Curriculum)
- 'Know where their children are’ through the use of concise summative assessment, prior learning, assessment, maths talk
- ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or pre key stage expectations and incisive, ongoing, formative assessment
- ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL.
- Effectively deploy adults, specifically during introductions, plenaries & catch-up sessions
- Plan for progression during and between lessons.
Our consistent cross curricular Quality First Teaching approach will support every child and enable them to develop their mathematical ability alongside their positive Mindset of Maths, leading to a lifelong enjoyment of Mathematics.
Playing Maths Games
Have you seen our list of online games and activities that your child can enjoy wherever they have Internet Access?
Maths games don't have to be computer-based, though. There are lots of ways in which you can bring maths to life for your child through simple games and activities. Whether out shopping, using the context of money to help develop your child's skills, or helping them to better understand measurement when baking or putting together the new rabbit's hutch, there's always an opportunity for a 'maths moment'!
Board games can be great for developing a child's maths skills too! Playing these can be a really powerful way for young children to become comfortable with our number system, spotting patterns and literally playing with numbers.
Some of our favourite board games (and others) are shown below...
Monopoly Snakes and Ladders Dominoes Shut the box
Dice are an amazing way to bring numbers to life, and can be used in so many creative ways to have fun... and learn at the same time!
There are many dice games out there. Which was your favourite to play at home?
Tweet us @bentondenesch #dicegames
This calculation guidance has been written in line with the programmes of study taken from the revised National Curriculum for Mathematics (2014). It provides guidance on appropriate calculation methods, supporting the progression made in our children and building upon their prior knowledge for the 4 calculations.