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
Federation Maths Day June 2019
Children across the Federation took part in a busy and exciting Maths Day. The day focused on maths involving time with students from Neatherd coming to support. It was an opportunity for children to immerse themselves in maths. You can read all about this week on the Special Events section of the website.
Spring Term 2019
This term in maths, year three have learned about the following:
Multiplication and division
The children consolidated their learning from the autumn term on multiplication and division, and used methods such as bar models, arrays, sharing circles and lots of concrete resources.
The children began by recognising the sterling coins and also the notes. Children then moved onto adding and subtracting money including giving change. The children had the opportunity to use the money resources and also used the year three ‘shop’ to experience buying items.
In this unit of work, the children learned all about bar charts, pictograms and how to collect data in order to create a bar chart or pictogram. We created our own bar chart and pictogram in each class, based on eye colour and our favourite colours. The children made a tally chart and then learned how to transfer this information to a chart.
Length and Perimeter
We learned all about different units of measurement and also what equipment we use to measure length. The children had many opportunities to work practically to measure items and also compare measurements. The children compared the measurements of children’s height in small groups. We also learned about perimeter and what this means. Year three completed various maths activities around finding the perimeter of shapes, and we also solved some tricky word problems too!
In year 3, we have begun to learn all about fractions. This will be an ongoing unit of work into the beginning of the summer term. The children have begun to recognise different fractions, unclosing unit and non-unit fractions. We have explored some fractions and also how we can make a whole.
Year 4 have been learning all about Fractions and Decimals this term. In our Fraction topic, we have worked with concrete resources to investigate what a fraction is and we then moved on to explore a range of equivalent fractions.
With our Decimals topic, we have used our understanding of Fractions to help develop our decimal knowledge. We have also used Gattegno charts to help us visualise multiplying and dividing by 10 and a 100.
Year five have been consolidating their fractions, decimals and percentages this term.
We have been working hard to add, subtract and multiply fractions. We have also been discovering how decimals, fractions and percentages are all related. This hasn’t been easy for everyone in the class so a huge well done to all the children putting in 100% effort (100/100 or of course, 1!)
The children have been continued to be taught to use a range of approaches to solve mathematical problems, they have used equipment and pictures to help them with their learning.
Each week, the children have approached the learning with lots of perseverance and positive attitude. We have enjoyed sessions based on real life as well as fun Maths activities. One of these was racing against ‘The Mathematician’, an evil genius who wanted to take over the world. It just goes to show that a bit of imagination can help our learning go a long way!
This term we have been working on the relationship between fractions, decimals and percentages and interchanging these in problem solving activities We have used the bar model to show the correlation between all three.
We have also been learning the first step of algebra. This started with picture representation then moved onto finding missing value. Then we moved on to area and perimeter, our new learning was area of a triangle and parallelogram, we then went onto finding the volume of cuboids.
Then we finished with ratio.
Autumn Term 2018
This term in maths, the children have been working hard in lots of different areas of maths.
We have had a very busy term this year! We began the year focusing on place value and used different resources to make different 2 and 3 digit numbers. We discussed the value of each digit in the numbers we created (for example 426 has 4 hundreds, 2 tens and 6 ones). We used our place value knowledge to order and compare different amounts of objects, numbers and pictures.
We then moved onto addition and subtraction and solved different questions using the resources to help us. Once we were really confident using the resources we solved different questions using pictures to help us and then began to look at the formal column method for addition and subtraction.
We have also been focusing on multiplying and dividing different amounts. We have worked really hard and impressed our teachers with our work so far this year!
In maths this term, we have been looking at place value, addition and subtraction, using mental and formal written methods. We have used a range of concrete resources, drawn pictures to help us understand and all have been able to move onto abstract methods of calculating. In our measures topic, we investigated the perimeter of rectangles and squares and then used our knowledge of counting squares to calculate the perimeter of compound shapes. Most recently, we have been working on improving our recall of the 6, 7 and 9 times tables and making numbers 10 and 100 times bigger and smaller, using multiplication and division.
Year 5 have covered place value, addition and subtraction, multiplication and division, perimeter and area and statistic this term. They have coped with the step up in curriculum objectives really well and all children have shown a very positive attitude to learning.
The children have been taught to use a range of approaches to solve mathematical problems, they have used equipment and pictures to help them with their learning.
Each week, the children have taken part in an active maths lesson either in the classroom, on the playground or in the hall. They have really enjoyed the opportunity to run around with a partner to answer mathematical questions. Many children have said that these lessons are the best maths lesson they have ever done!
This term Year 6 have been covering units focusing on place value, the four operations, fractions and position and direction of shapes.
We deepened our understanding of place value by applying reasoning and problem solving skills to numbers up to 10,000,000. We solved many problems involving the four operations, paying careful attention to the order of operations. Whilst building on our knowledge of adding, subtracting and multiplying fractions, we also learnt a new skill of dividing fractions by whole numbers. We learnt a rhyme to help us to remember the method of ‘keep, change, flip’. Most recently, we have been using co-ordinates of shapes to translate and reflect the original shape into another quadrant.
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.