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
Contact. Miss King (Business Manager)

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. 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

Can I solve problems with fractions?

Children in year 6 have been completing lots of work on calculations involving fractions. They have been working hard to compare and simplify fractions, moving on to using addition, subtraction, multiplication and division. On Wednesday morning, the children worked in pairs to solve a range of fractions problems (both arithmetic and reasoning) and were able to explain the process required for the different types of problems. Lots of great work and good progress made.

Maths and Reading Workshop for Parents

On Friday 2nd November, a Maths and Reading workshop was held for parents. It was an interactive workshop where parents could learn about the different ways we learn.

In Maths pupils showcased the following:

In Reading we showcased the following:

The pupils were brilliant in showcasing what we do at Stanford.
Please find all documents on our Math and English Page.

Positive comments were received by parents and carers:

“Great event- well done to all. Excellent techniques seen for maths learning!”

“A lot of useful information thank you.”

“Very interesting learning things about Maths and English that I was unaware of.”

“Excellent set up! Explanations by children and staff were outstanding. Well done everyone.”

Roman Numerals

In Year 5 we have been reading Roman Numerals to 1000 and exploring years written in different Roman Numerals.

Directions

This week we have been combining our maths and geography skills to learn the points of a compass and give and follow directions.
We made our knight in armour move around the board to reach all his possessions. And it was such fun!

Can I multiply two numbers?

Concrete learning
Sunflower Class worked practically, using cubes and tomatoes to show 'lots of.'
Pictorial learning
Then they drew arrays (groups of circles) to explain 'lots of.'
Abstract learning
They then progressed to writing number sentences, using the X sign.

Capacity

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.

Are You Ready For This? Can I identify pairs of perpendicular and parallel lines?

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!!!

3D Shapes

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?

Roman Numerals

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.

Science Week Bubbles Experiment

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?

Weighing with the scales

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?

Enterprise:

Can I make a Sunflower calendar to sell at the Christmas Fair? Can I calculate how much my calendar cost to make and work out my profit?

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!

Can I use problem solving skills to solve Tangram puzzles?

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!

Can I visualise the skeletal outline of a 3D shape?

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.

Can I identify and explain prime numbers and use my skills and knowledge to identify prime factors?

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.