Maths

CPA Maths

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

If you wish to look at the national curriculum in more detail click here.

Objects, pictures, words, numbers and symbols are everywhere. At Crook Primary we follow the CPA (concrete, pictorial, abstract) approach to teaching maths. The approach incorporates all of these to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt. All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach.

  • Concrete – Pupils should have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
  • Pictorial– Pupils should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.
  • Abstract – With the foundations firmly laid, pupils should be able to move to an abstract approach using numbers and key concepts with confidence.

A unit of work begins with a practical approach to the unit of work. This allows the children to put maths into a context and tackle problems in a variety of ways using resources to do so.

Following on from the practical activities, we then think about representing this in a pictorial way.  Children are encouraged to represent their understanding in a range of ways to ensure their understanding is deep and broad.

Children then complete a range of activities to develop their fluency in the skill they are learning, before completing problem solving and investigative activities.

 

Taken from: WhiteRose Maths Hub calculation policy

 

Homework

This year homework will focus on supporting pupils in improving their basic skills in mathematics. Class teachers will be sending home times tables for children to learn. Please could you support your child in their learning by ensuring that they practise these for their times tables test each week.

Children are expected to know the following times tables fluently:

Year 1 & 2 – 2, 5, 10 times table

Year 3 – 3, 4, 8 times table

Year 4, 5 & 6 – all times tables up to 12 x 12

In addition we would recommend that children spend 30 minutes a week completing tasks on Mathletics. This is an online programme which the class teacher will set focused tasks on. This will support work they are completing in school that week. Pupils are welcome to stay at school and complete these tasks at homework club. (Click here for after school clubs.)

 

Calculation Policies

 
  • KS1
    KS1
  • Lower KS2
    Lower KS2
  • Upper KS2
    Upper KS2

 

Maths Planning

 
  • Year 1
    Year 1
  • Year 2
    Year 2
  • Year 3
    Year 3
  • Year 4
    Year 4
  • Year 5
    Year 5
  • Year 6
    Year 6