Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
E. office@stanfordschool.co.uk

Mathematics

We deliver a skills based curriculum, in which the basic skills and knowledge required to progress learning are of paramount importance and underpin all learning. High order questions within Maths challenge pupils’ thinking and reasoning skills to allow them to interpret, suggest solutions, explain and justify their reasoning and findings.

At Stanford we believe that to become true mathematicians children need to be actively involved in the process of mathematical enquiry. We seek to develop young mathematicians through a skills and application approach to maths, covering topics including: number, calculating, money and measure, shape, position and movement and statistics. Pupils have embraced the new approach to deepening their understanding of Maths though reasoning and challenge. Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. With the development of mathematical reasoning, pupils recognise that mathematics makes sense and can be understood.

Providing a problem or challenge presents children with numerous opportunities to discuss and learn, identifying the key terminology and mathematical concepts required in order to solve it. This learning process continues through teacher led skills whereby the children develop clearer knowledge and understanding throughout, in order to arm themselves with the skills required to complete the challenge successfully.

All children are immersed in hands on practical experiences in problem solving. They learn to ask questions, work collaboratively, apply basic skills and participate in real life projects, improving ways of thinking mathematically from Early Years to Year 6.

Please look at our Curriculum Page to keep up to date with the exciting Maths learning that we are so proud of at Stanford Junior and Infant School.

Maths Basic Schools

At Stanford School we are focussing on developing our basic maths skills. Each class dedicates 15 minutes of the day to basic maths - we focus on mental maths skills, calculations and number.

We have lots of exciting resources to help us improve our basic skills, including number squares, fans, whiteboards, dice, counters, stopwatch challenges and iPods.

We also enjoy helping each other with basic skills and pair up with our partner classes for some of these sessions, which we really enjoy!

Here are examples of the Maths Basic Skills targets for each year group:

About our Calculation Policy

The following Calculation Policy has been designed to meet the requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school, Please note that early learning in number and calculation in Reception follows the "Development Matters" EYFS document, and this Calculation Policy is designed to build on progressively from the content and methods established in the Early Years Foundation Stage.

Age stage expectations

The Calculation Policy is organised according to age stage expectations as set out in the National Curriculum 2014. However it is vital that pupils are taught according to the stage that they are currently working at, being moved onto the next level as soon as they are ready, or are working at a lower stage until they are secure enough to move on.

Download our Calculations Policy

Download Calculation Guidelines for Foundation Stage

Times Table Challenge

We are introducing a new Mathematics challenge aimed at developing quicker recall of the multiplication facts (times tables). The new National Curriculum from 2014 states that: ‘By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table.’

The new Key Stage 2 tests that came into place this year has an arithmetic test specifically on calculations. Therefore to ensure children are confident and prepared, learning tables’ facts plus recalling these quickly and accurately will give children a distinct advantage.

Learning multiplication facts does not have to be boring and repetitive; we will be encouraging the children to recall facts in different ways through games, challenges and investigations as well as the weekly speed tests that will be held in class each week. We will be using an online resource, in school, called TT Rockstars, which focuses on times table challenges, improving pupil’s rapid recall. This will be completed in class and will follow a programme of teaching and learning times tables. Pupils must though spend the time trying to learn the facts to make it easier in the classroom. Each child will have a record sheet for them to copy in their multiplication facts and record their progress.

Times Tables Rockstars

The rewards for this will be bronze, silver and gold stickers that will be presented by class teachers and eventually the children will receive the platinum certificate for Multiplication Excellence which will be presented in the Friday assembly. Each year group will have their own targets which are outlined below:

FS and Y1- Counting on in steps of 2, 5 and 10
Y2- 2, 5 and 10.
Y3- 2,3,4,5,8,10
Y4- ALLTABLES FACTS TO 12× 12
Y5- ALL and completed 12× 12 mixed tables square in under 8 minutes
Y6- ALL and completed 12× 12 mixed tables square in under 6 minutes

TT rockstars is a daily practice of the times tables, through listening to rock music. Pupils have to answer 50 questions and time themselves. This will then work out your rick status. The idea is that pupils’ rapid recall will become quicker for each times table.

Times Tables Playlist

Here are some websites that offer games, grid challenges and interactive tests:

For more information please go to the website www.ttrockstars.com

Year 3 Exploring Numicon

Year 3 had the opportunity to work together and explore our new maths resource Numicon.

Lauren said “The Numicon really helped me with multiplication especially the times tables that I don’t know so well yet.”

 

Daisy-Lou said “Numicon is helpful to work with, because it shows an actual picture of the numbers.”

Nour replied “It made working out even easier.”

We have decided that Numicon is going to be an extremely helpful resource.

Can I use Numicon and Bar Models to work out number problems?

Last term Barley class wrote letters to local companies to see if they could help the school in our quest to raise funds to buy a new Maths resource called Numicon. Dave Godfrey came into school to show us how to use the Numicon equipment and Bar Models effectively in lessons.

Pumpkin class tried using the equipment and strategies to work out number problems involving finding the difference. The children loved using the equipment and found using practical equipment and Bar Models made the word problems easier to visualise and work out. Looks like it was money well spent!

Can I read scales in a practical situation where all numbers on the scale are given?

Seeing as it has been very hot recently we thought we would take advantage of the weather and take our learning outside.

First the children were asked to look at the containers and place them in order from largest to smallest.

Then the children were asked to consider the water inside the containers and place the containers in order from most water to least. This was really tricky as the containers were different sizes. There was lots of discussion taking place as the children tried to judge the water.

Finally the children were asked to use measuring cylinders and accurately measure the water and place the containers in the right order looking at their measurements.

Can I explore the new Maths equipment and explain what I found out?

Sunflower Class really enjoyed exploring the longer number lines, Numicon shapes, Numicon pegs and Cuisenaire rods. Jacob- I put the Numicon in order from 10 to 1. Holly- I made 12 and worked out how many 4s would fit on top of it. It was 3. Oscar- I used the Cuisenaire rods and put them in order from the shortest to the tallest. Anthony- I covered my board in Numicon. There were 100 holes. Connor- I made different rods all the same length.

Number Bonds to 10 with Farmer Pete

Seedlings Class

Farmer Pete came to visit Seedlings class. We sang the song about Farmer Pete losing his sheep and helped us learn about our number bonds to 10. We then listened to the story about what happened to Farmer Pete and his sheep!

Sunflower Class

Sunflower Class had a surprise visit from Farmer Pete (aka Mr. Godfrey). He taught them his number bond song and everyone joined in. Then he told the story of how Farmer Pete lost all of his sheep. The children had to work out how many sheep were left, using their number bond facts to 10.

Mrs. Brady- It was a great experience for the class, as Farmer Pete (Mr. Godfrey) is a Maths expert, a story writer and a composer of more than 100 songs. The children were really inspired by him.

Stanley- I liked the story when the farmer fell into the horse poo! Ella M- I liked the sheep going out of the pen. Katie- I liked the way the story and the song went together.

Jacob- I liked doing the binocular actions.

Mrs. Bennett- When he made the dog noise, it made me jump!

Elliott- I liked the mechanic in the story because he surprised the farmer at the end.

Sam- I noticed the numbers changing on the board as the sheep went missing: they became less.

What is a float?

We have been solving money problems in our Maths lessons and then we came across this question:

I run a cake stall and sell 16 cakes for 10p each. I have £2.20 in the pot at the end of the sale. With how much float did I start the sale? We read the question three times but we still didn’t really know what it meant because we didn’t understand ‘float’. Children came up with various ideas but it was Mrs Daulton that saved the day! She asked us how much float we required for our cake sale on Friday. Through a discussion with Mrs Daulton we discovered that a float is the money that you begin your cake sale with so that you can give change to the customers. So what’s the answer to this sum? 16 cakes x 10p = £1.60 £2.20 - £1.60 = ??? How much was the float?

Mrs Daulton also pointed out that we would need to give this money back to her at the end of the cake sale. Miss Lucas said that we would also need to pay for the ingredients that we had used ! How much was that ? So many calculations ! Let’s start solving these sums !

Maths Challenge Final!

Abbie, Harrison, Jake and Billy took part in the Maths challenge final at New Waltham Academy. They worked exceptionally well as a team to answer the variety of Maths questions in an allotted time. The questions were tricky but they used their team work and resilience to have a positive attitude and determination to succeed.

Overall they came joint 5th place... a fantastic result! Well done to you all, you were brilliant!

Can I work in a business team to calculate real life costs?

Barley class have started a Maths project; to create and run a theme park. They will be developing their problem- solving and critical thinking skills, as well as making decisions and choices. Pupils have created their business and have been given a budget of £5,000,000 to build and run a theme park. Within this session the teams worked together to use a range of mathematical and literacy skills to plan and calculate their theme park costings using a given criteria. They needed to calculate to ensure they were in budget and that they can afford to promote their theme parks!

Maths Challenge Finalists!

Jake, Abbie, Billy and Harrison took part in the North East Lincolnshire Maths Challenge 2017. They were up against 9 other schools, with the top 5 schools going through to the finals. Stanford's team used their outstanding mathematic skills, exceptional teamwork and resilience to answer a wide variety of tricky Math questions, in two different rounds- competing against the other schools in an allotted time.

I am extremely pleased to announce that they have made the finals! Stanford will be competing in the finals next Wednesday (14th June) with 9 other schools! Keep updated on their progress on our class blog and Maths page. Well done to you all!

Money Problems

In Star Anise we have been using and applying our calculation skills in our maths lesson by trying to solve money problems. We have been reading the question three times to help us work out what calculation we need to perform. We have been checking our answers with the inverse operations.

Walk to School Week

During Walk to School Week two of our Star Anise mathematicians were challenged to work out the percentages for each day. They were enthusiastic about doing this even though it was tricky at first. It was a perfect opportunity for real-life mathematics and using and applying their mathematics skills.

Josef: It was tricky at first and we had to make sure we added up the totals correctly and took away the number of children that were not at school.

Charlie E: When we got the number on the calculator we had to round the number up or down depending on what it said after the decimal point.

Our percentages for the week were: Monday 69%; Tuesday 70%; Wednesday 75%; Thursday 88%; Friday 91%.

Challenge: What was our average percentage ?

Reading and Recognising Roman Numerals

This week in Maths we have been combining our craft skills with learning our Roman Numerals. We have worked with precision and accuracy to produce our date of birth in Roman Numerals. Using photographs of the whole class we then tried to work out everyone's date of birth. Thomas: From this activity I have learnt to read and write different Roman Numerals; Jessica: In these lessons I have learnt many more Roman Numerals and how to read and write them;

Harrison: I have enjoyed writing using Roman Numerals because it is different;
Grace: Learning about Roman Numerals has been fun and interesting.

Sunflower class use their environment to inspire their learning

Star Anise - Translation

In Mathematics this week we have been learning about translation. We have been learning how to translate a 2D shape on a grid. We used skipping ropes & quoits to understand how to translate it in a practical way - this was fun.

In our books we were using the co-ordinates of the original shape and were then writing the co-ordinates of the translated shape. We must remember to put the left/right co-ordinate first and the up down co-ordinate second.

Numicon Quest

Last term Barley class wrote letters to local companies to see if they could help us in our quest to raise funds to buy a new Maths resource called Numicon. We have had some fabulous responses and donations that will be enabling us to buy these new resources. We would like to say a huge thank you to:

Marshalls BMW, Cristal Global, Auto Trail, Total LOR, MKM Builders, Danny Robinson Joinery, Ocean Blue Logistics and The Wolds for their kind donations.

Take a look at the Thank you video we created.

Maths Resources

Well done to all the pupils who have helped raise funds for new maths resources. Well done to Reenad - her letter to Cristal really impressed them and they kindly donated £450! Thank you – we really appreciate the community links and support.

Time Keepers in Sunflower Class

This week we have been learning how to read 'half past' and 'make 'half past' on different clocks. We have also been learning to draw 'half past' accurately on to blank clocks.

We have a game that we are learning to play to help us read 'o'clock' and 'half past' which starts with GREEN for GO on the traffic lights. We are improving at playing the game but we need more practise.

In the classroom we have had a talking (analogue) clock on the Interactive Whiteboard. The clock says the time every 15 minutes and we have been listening to what the clock says and checking where the hands are.

Time Investigators

Our Time Investigators:Alfie & Dexter are searching for 5 o'clock; Olivia's group have found the first seven clocks correctly - better check that next one again; the proud half-past investigators completed the task as a team; Ella's team are searching for half past 9; & Oscar's team have completed the investigation but there seems to be some clocks left over - What does that mean? We better check our clocks and times.
Well done to all our time investigators

Counting in 2s, 5s and 10s

Seedlings and Sunflower classes have worked collaboratively together this term to count in 2's, 5's and 10's. We recognised patterns on the 100 square and clapped or jumped to the beat of the music whilst counting in number patterns. Children worked together to write number patterns in 2's, 5's and 10's on the whiteboards before lining up with a partner to be counted in 2's.

"I like meeting up with other people." Millie. C

“I noticed patterns of 10's and 2's and 5's on the 100 square.” Lucas. C

“We counted forwards and backwards” Joe. B

“I liked doing actions when counting” Lacey. M

“You use your body and your brain and exercise when counting by 5's” Katie. T

“I enjoyed learning how to count in 2's, 5's and 10's with a partner” Layla. S

Quarters

Sunflowers have been investigating quarters of shapes and numbers.

Betsie- Quarters are when you split a shape into four parts. Katie- Quarters are the same size and shape. They must be equal.

Anthony- I found out that I could cut a square into diagonal quarters.

Jayden- I can count in tens, so it was easy to find a quarter of 40!

Joe- I just share out into four groups

Outdoor Angles

We loved our maths learning today outdoors.   We when on a right angle, acute angle and obtuse angle hunt and took photos which we later peer assessed to ensure accuracy.  Following this we had a challenge to make a shape/pattern with the most right angles.    One group made a pattern with over 60 right angles!

Fractions

Sunflowers have had great fun exploring fractions. They found half of a shape, half of a number and half of 28 bags of crisps! They estimated where the half mark would go on their drink cups and shared out their own crisps into two even piles. Sam- We all got different answers because some crisps had been squashed. Louie- Every bag has different shaped crisps inside. Finley- All the bags were the same size; but the crisps inside were different. Awis- I found where half would be on my cup. Lacey- I folded lots of shapes and cut them. Ella- I went straight down the middle. Lily- Two halves makes a whole one. Anthony- I found a different way to fold a rectangle. Connor- I know about doubles and this helped me find half

2D Shapes

Throughout the week children from Seedlings class have been exploring 2D shapes. There have been lots of activities including, sorting shapes by their properties, making 2D shapes with sticks, painting or chalking 2D shapes and even creating pictures using 2D shapes. Can you find 2D shapes around your home, such as a ‘square’ window or a ‘circle’ plate?

Favourite Fruit

Sunflower Class investigated their favourite fruit and made a human graph to show how many people liked each one. Then they worked independently; carrying out a survey to collect information. They recorded using tally marks and then transferred their information on to a block graph. The challenge was then to interpret the information to find out which was the most popular fruit and which was the least popular fruit. Some people even thought of an extra challenge by asking deeper questions such as: 'If more people like oranges than bananas, how many more?'

Christmas Fayre

We all enjoyed the PTFA Christmas Fayre – lots of planning, designing, making and selling took place – great enterprise skills and fabulous festive fun!

Repeating Patterns

This week the children in Seedlings class have been very busy in maths, learning all about patterns. From making patterns in the sand and using paint to print repeating patterns with the shapes and colours. There has been lots of fun with patterns. It's been a very busy week!

Applying Number Value

The Barley Class focus in Maths this week has been number and place value. To consolidate our learning we worked in groups to try and solve different number problems/ challenges.