Mathematics teaching at Toftwood Junior School is designed to equip children with the necessary skills to become fluent and accurate mathematicians as they move through Key Stage 2 (year 3 to 6) and prepare for the next phase of their education.
Teachers use White Rose Maths as a teaching tool and Mathematics is taught on a daily basis following the National Curriculum Programme of Study.
Teaching is designed to equip children with the necessary skills to become fluent and accurate in their working, and develops learning and understanding by use of concrete resources and pictorial representations where appropriate.
Learning progression is achieved through using the method of beginning with concrete resources, leading to using pictorial representations and finally mastery of abstract concepts. Pupils learn to use and apply mental and practical strategies to solve problems that they may face in day-to-day life. We aim to make maths as practical and fun as possible, using it in other areas of the curriculum as appropriate to make mathematics meaningful and purposeful.
Children have opportunities to develop fluency, reasoning and problem solving whilst exploring concepts throughout Key Stage 2.
Regular challenges are set for all children to apply reasoning skills to problems and to prove that they have really ‘mastered’ their learning. More complex challenges are also set for children to experience working at greater depth. This approach enables more confident mathematicians to be stretched and challenged, whilst some children will need more consolidation of other mathematical skills. We encourage a ‘learning from our mistakes’ culture, and this is reinforced through our Excellent Learner characteristics.
Further information about mathematics in Key Stage 2 can be found below:
- Termly mathematics learning overview for the year (Years 3-6)
- Year 3 Mathematics learning objectives
- Year 4 Mathematics learning objectives
- Year 5 Mathematics learning objectives
- Year 6 Mathematics learning objectives
- Toftwood Junior School Calculations Procedures Document
In addition to our mathematics teaching in school we provide two online mathematics learning tools. MyMaths is provided for all children and provides a platform for homework and revision of taught skills, as well as games. Times Table Rock Stars is also provided as a fun and effective way to develop fluency in multiplication.
For additional information about using MyMaths or Times Table Rock Stars please see below.
- Introductory letter for use of MyMaths and Times Table Rock Stars
- MyMaths homework information-help sheet
Summer Term 2018
Year 3 have had a busy term in their maths lessons and they have been consolidating lots of their learning.
The children started off the term learning about fractions of shapes and numerical amounts before moving on and learning more about telling the time. Children used an analogue clock, looking at times to the hour, half past and quarter to/past, as well as to 5 minute intervals. Towards the end of the term children learnt about and explored angles, and found a range of angles using ‘Right Angle Munchers’ to help them decide if an angle was a right angle, obtuse angle or acute angle! Finally, children focused on shapes and spent time learning how to describe the properties of shapes clearly as well as learning how to draw 2D shapes accurately.
In Year 4 this term,= the children have been learning to solve measurement and money problems to two decimal places. Children also completed a study of time, where they learnt how convert analogue time to 12 and 24 hour digital time. Children have also had lots of fun collecting data using the Dataloggers and representing this in bar charts and considered pictograms and how to tell the story of a line graph.
Year 5 have been learning about properties of shapes, position and direction this term. They have also been converting units of measurement and investigating the volume of different solids in geometry and measurement units of work. Everyone used a variety of resources to help them learn, especially when completing shape unites of work. All of the children have also applied their understanding of shape and measurement to complete investigations where they spotted patterns and drew conclusions.
Year 6 have consolidated all of their Key Stage 2 learning this term, as well as completing lots of fun investigations. Firstly, everyone investigated using their knowledge of percentages, fractions and decimals, and then children created pictures in the style of the artist Mondrian. Children also took advantage of the sunshine and have completed a maths trail outside. Towards the end of term, children measured their heart rates to help them completed a data activity and completed a group project on budgeting.
Spring Term 2018
There has been a big focus on using concrete resources to show how we are finding our answers. We have been using a variety of methods to show place value, and adding and subtracting numbers including using base 10. We have also been focusing on money and measurement. We have been using money to find different ways to get the same value e.g. 10p = 5p + 5p or 5p + 2p + 2p + 1p, converting between £ and p and adding and subtracting to find amounts.
Year 4 have been continuing to use concrete resources to show and explain how we are finding our answers. In our recent topic, we have been creating models to support our understanding of fractions. We have then used these to help us draw a range of pictorial representations and calculate answers to a range of problem solving questions.
We have been focusing more on our reasoning and problem solving skills by explaining how we have found an answer. This has been shown through written explanations, pictorial representations and through the use of concrete resources. We found the concrete resources helpful during our multiplication and division topic. We enjoyed using the bar models when learning about fractions which helped to reinforce equivalent fractions.
We have been building on our prior learning this year in preparation for SATS. We have enjoyed our focus on deepening our learning, reasoning and problem solving. We have learnt how to break a more difficult question into simpler and more manageable steps. We are feeling much more confident with this process and have been showing how we can do this in our maths books.