Mathematics
At King William Street CE Primary School we aim for all children to:
- develop fluency in the foundations
- ensure mastery by embedding mathematical reasoning and problem solving
- make rich connections across maths and other curriculum areas.
Our mathematics lessons are based on the National Curriculum programmes of study and we use CanDo maths club to ensure small steps progression. Our DUO (Do It, Use It and Own It) approach is the vehicle through which we challenge all pupils within the expected year group of the curriculum. We block teach against a small steps framework so that learning is slowly built up over time. We then cycle back to prior learning during Maths on Track and whole class use it lessons.
To support the children to recall prior learning each lesson will begin with a starter question that will elicit learning from the prior session, unit or year group as needed. It is crucial that accurate mathematical language is modelled and developed throughout the lesson and that all pupils are expected to use it. In this way they can demonstrate their understanding and can minimise and challenge any misconceptions. Probing questions are evident throughout the lessons, with children responding in full sentences, sentence stems are displayed in every classroom to support this.
Mathematics learning is recorded in the children’s mathematics books. This will usually be shown through the children’s own written work but may include photos or other evidence of games or more practical learning. Each lesson is identified with a WALT which links to the corresponding small step/s. These are then assessed by the class teacher and highlighted in children’s books, ready to be recorded onto Target Tracker to build an overall picture of that child’s attainment.
Do it
This is a basic straight forward question task where children must answer 6 questions that directly link to today’s WALT. This is for fluency. 6 questions are enough to prove the child can do it independently. After this, children need to move on to a new challenge to optimize learning time. TAs mark this task to enable the teacher to be free to work with slower graspers. The teacher is best placed to support these children and should have these children as their focus. The TA needs to quickly mark the do its (or identify children who should go to the teacher) so the pace of the learning is optimized. We include questions where the equals symbol is reversed to support variation theory.
Use it
This is a using and applying level task to move learning forwards, beyond the basic skill. These tasks involve problem solving. Problem solving skills, including word problems and empty box questions, are taught explicitly within maths lessons as well as within DUO activities. We regularly teach whole class use it lessons where the children are presented with a range of problems and they need to identity which skill is needed to solve that problem. These problems come from the full breadth of the curriculum.
Own it
This task is ‘mastery’ level. It provides a real challenge and ensures deeper thinking about today’s WALT. It often involves multiple steps. Pupils are challenged to reason , explore a problem at a deeper level. to think for themselves and justify their answers to questions. All pupils encounter challenge during the lesson. We use sentence stems to support responses. At least once a unit all children are given the opportunity to take part in a whole class own it lesson. This lesson is scaffolded so all children can achieve.
'Pupils learn well in mathematics. Teachers use their knowledge of what pupils can do to revisit what they have learned previously. As pupils develop their fluency in mathematics: they are able to apply this to more demanding work, solve problems and explain their answers confidently.' OFSTED 2019
Block teaching
We follow Can Do maths and teach learning in blocks as mapped out on the long term plan. This means we can teach small steps that follow in a progression and we do not loose lesson time recapping.
Starter
We use a retrieval grid of last year, last term, last unit, last time. This is for retrieval practice of key learning to ensure all children are regularly recalling these key facts. We also include aspects of maths we know our class need to practice and embed.
Sentence stems
Sentence stems enable the children to scaffold their thinking. When used effectively they are paired with manipulatives, models and images that draw out the key learning concepts. This links to our key vocabulary and is of huge benefit for EAL children. This enables children to verbalise their thinking.
Models and images
Based on Research by Pamela Leibeck, we develop children’s understanding more if we ensure they make links between a practical experience (or context), the language to describe the experience, a model or image to capture the experience and symbols to generalise the experience. Bar models, 10 frames, tens and ones, arrays and part-part-whole model are all examples of models and images. These support children to ‘see’ the maths in action and to understand the context. They should be used in every lesson.
Manipulatives
The teacher must choose the best manipulative to draw out that day’s learning. These must be used by all children during the input and be available on their desks. When used alongside a stem sentence these powerfully unpick the maths for children to clearly see the concept in action. It supports all children without singling anyone out and children who do not need the support will naturally begin to work without it and they become more independent.
Assessment for learning (afl)
This must be used by the teacher during every input to assess each child’s understanding. Quick graspers can head to tables to start early. This allows them plenty of time to get to and to really unpick the own it task. Those who are still grasping today’s maths need to stay on the carpet with the teacher for longer. Continued use of afl strategies with these children will enable the teacher to identify misconceptions and extend learning.
Misconceptions
Every lesson must directly teach the expected misconception (as well as any identified during the lesson). This could be during the use it task with Colin and Coco with a mini-plenary to support, or directly in the main teaching.
Mini-plenaries
These come during the lesson at points ideal to introduce the use it and/or own it. This should include the key vocabulary expected in written answers and should model the task (with similar numbers). The purpose is to allow children to understand what is expected of them so that they are able to achieve.
Problem solving
Problem solving skills are taught explicitly within maths lessons as well as within DUO activities. We have whole class use it and whole class own it lessons where problem solving is the main focus. Within maths on track children in key stage 1 have a weekly game session and children in key stage 2 have a weekly problem-solving session. Colin’s 4 C’s offer a good scaffold for the children’s thinking as it breaks down the problem-solving process. This ensures this key feature of the maths curriculum is consistently taught and embedded within our maths diet. This ensures all children get the opportunity to experience problem solving.
Whole class use it lessons
This session is where children are presented with the full range of the maths curriculum. It ensures good retrieval practice of key skills and concepts from this year and the year group before. It also enables teachers to check understanding of crucial topics is being maintained and identify any weaker areas. As we teach a small steps curriculum this time crucially lets children work out what maths is needed to solve a particular question where it is not initially obvious. It ensures all learners get access to use it level tasks.
Whole class own it lessons
Here we teach the WALT in a problem-solving context. This allows all children (even those who do not regularly get to own it) to experience deeper problem-solving challenges. During this lesson a problem-solving skill is directly taught by the teacher.
Times tables
We start every maths on track lesson with times table teaching (years 2 and up). Times tables are crucial number facts which all children must know. We use a counting stick and slowly construct the times table at a pace to suit all learners. No one gets left behind. All teachers chant the times table in a consistent voice saying “1 2 is 2, 2 2s are 4…”. Research from multiple sources shows that times tables are learned through the same part of the brain as rhythm. This consistent rhythm enables this learning and will make children successful across the school. There is no evidence that times table songs work long term therefore these are not used. We use TT Rockstars as a homework tool to reinforce the concepts and ensure speed of recall. Within MOT lessons we use TT Rockstar test sheets for the same purpose. We have conversations with the children that the focus is on improving your score, not with competing against each other.
Telling the time
Due to the way we block teach concepts time is only taught once an academic year. This is a complex skill which is used at home less and less. Therefore once a week we practice telling the time in MOT lessons.
Instant recall facts
These are things are children need to ‘just know’ off by heart for their year group. By practicing them weekly we ensure these key facts are known.
Fluent in 5
Arithmetic is more than 50% of any maths paper but we teach this block in the Autumn term. By using fluent in five in our maths on track sessions each week we ensure the children are still quick and efficient.
Mastering number
This is the phonics of maths. It covers the key additive facts that key stage 1 children must master. The coverage is slow and deliberate and ensures good repetition. The focus is on fluency.
Maths working walls
This must show current learning as well as key concepts already covered. If a child is unsure the maths working wall is the first port of call for support.
Maths on track returning to marking
It is important for the children to all receive feedback on their learning. By doing this at the start of the afternoon then all children are able to see what they have achieved and any support they need. The teacher then works with children who did not achieve the do it on the same day. Therefore every child goes home having achieved the maximum for that day and they know they are on track ready for the next lesson. During this time the children take part in a teacher led activities to deliberately practice previously learnt small steps as well as practice times tables using Can do Times Tables and Times Table Rockstars quick recall sheets.
Choral counting
Every child counts daily (in standard increments, in decimals, in fractions) either at the start of a maths lesson or at some other point in the day. This counting should be relevant for year group expectations.
