Stanford Junior and Infant School
Living together - Learning together
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.
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:
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.
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.
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.
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.
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.
Here are some websites that offer games, grid challenges and interactive tests:
For more information please go to the website www.ttrockstars.com
This week the children from Seedlings class have been exploring capacity as part of their maths learning. Children used words ‘full’ and ‘empty’ and estimated, then measured how many little cups of sand filled a bucket or jug.
As a part of our learning about parallel and perpendicular lines we have had a ‘line rave’. The children were shown pictures of lines and they had to copy the shapes with their arms and shout parallel, perpendicular and be quiet of it was neither. They only had 2 seconds to choose before it changed.
The children had great fun doing it and really got into the groove!
On a side note Parents, I was explaining about ‘rave’ music and how hands were used and all of the children knew ‘Big fish, little fish, cardboard box’ ! Your secret dance moves are out!!!
In Maths this week children from Seedlings class have been learning about 3D shapes. We have been describing the shapes using words such as 'flat' 'straight' and 'curved' and counting the number of corners, edges and types of faces. We then built models of castles, houses, rockets and ships with the models before sorting the shapes into 2 sets.
Can you find some items at home that are a cube, cuboid, cylinder, sphere, cone or pyramid shape?
We learnt about how the Romans wrote their numbers as letters. It is very tricky working them out as they have to be in a certain order and they work from the largest value to the smallest
We learnt a way of remembering the order and value of the letters by using a mnemonic.
The children enjoyed using Roman numerals in different ways using them to work out shopping lists, break codes and simple addition and subtractions problems. Roman numerals are also handy for telling the time.
As part of our Science week, we have been scientist and taken our learning outside. Seedlings class have been investigating bubbles and how to create the largest bubble. Children made different sized wands and used their Maths skills to measure the wand using cubes. We found that the largest wand made the biggest bubble. Can you make different sized bubbles?
Our maths in Seedlings Class this week has focused on weighing objects using the scales and watching carefully to see when they ‘balance’. We then used words ‘heavy, heaviest, light and lightest’ to compare the objects we weighed. What things can you find at home to weigh and compare?
What a challenge for Sunflower Class! They all enjoyed making their calendars with Mrs. Drury. It was tricky working out the maths, but they used 100 squares to help them find their profit. They were very excited when they realised they could make £32 if all the calendars were sold.
Mrs. Brady would like to thank Mrs. Drury for all her hard work. The calendars look great!
Tangrams can teach children about spacial relationships and develop stronger problem solving skills. The children enjoyed working together to make the different shapes. They had to use teamwork and communication skills as well as problem solving to do this.
If you would like to have a go at this with your children there is a printable Tangram sheet and there are lots of puzzle ideas on the internet. Have fun!
The children have been looking at the properties of 3D shapes including pyramids and prisms. They were given a table showing how many long & short straws and pieces of blue tack they needed to make a shape. The children then had to use their knowledge of 3D shape to figure out which shape this would make, then they had to construct it. They really enjoyed this challenge.
Barley class worked collaboratively to investigate Prime numbers and also prime factors. They investigated what a prime number is and tried to reason with how we can find out if a number is prime or not. Pupils furthered their investigation by find factors and identifying which of these were prime.
This week the children in Seedlings class have been very busy in maths learning all about patterns. From making patterns with the shapes in the rice crispies tray and using paint to create repeating patterns with the bricks, beads and Numicon shapes! There has been lots of fun with patterns
We have been busy learning about 3D shapes and their features.
We went into the playground to look at some real life shapes.
First of all we looked for edges of different 3D shapes.
Can you spot any? Were we correct?
Then we looked all around for different shaped faces.
We found curved and flat faces. Can you spot them?
Finally we looked for vertices or a single vertex. Were we right? Did we find any?
We enjoyed our outdoor maths learning. We are looking forward to our next lesson!
This week we have been reading, counting and writing numbers. From counting candles on the cakes at the dough table, exploring Numicon shapes and cubes to counting the pebbles in the water tray. Outdoors there was lots of opportunity to count and work with number too. We counted the bean bags we could throw in a hoop and went on a number hunt to search for numbers around the Seedlings playground. Can you tell a grown-up some numbers you know?
Star Anise class have been getting to grips with our new sets of Numicon maths resources. We have been seeing if we can use them to help us solve some tricky subtraction problems and to show what really happens when we exchange (borrow) from one column to the next.
Barley class have focused on rounding numbers in our Maths lessons. We used a Rounding rap song to help us learn a quick step- by- step guide to rounding numbers. Take a look at our videos to help you round numbers
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.
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!
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.
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.
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 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.
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 !
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!
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!
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!
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.
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 ?
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.
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.
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.
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.
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.