Mrs Traynor is mad about maths, and that is why she is Winlaton’s amazing numeracy co-ordinator! there’s nothing she doesn’t know about numbers, which helps her to support all of our staff to deliver exciting maths lessons, develop mastery and focus on problem solving in real-life contexts.
Purpose of Study
Mathematics is a creative and highly inter-connected 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.
Winlaton West Lane Primary, following 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
This week in maths, Year 1 Holly have been focusing on ‘one more’ and ‘one less’ than a given number…read more
During our transition time this week in maths, Year 4 (soon to be Year 5) were asked by Mr Smart (owner of ‘Smarties’ company) to gather information and record data about the rarest of the Smarties colour.read more
Reception have been transitioning into year 1 this week, – meeting their new teacher and having a fun time!read more
This week in year 1, we have been ‘gearing up’ for sports day by practising our throwing skills. We used the vortex howlers and measured our distances using cones…read more
In our math’s lessons in Year 2, we have been learning all about symmetry and how to find this within different shapes. Last week, we applied what we had learnt by sorting unusual shapes seen in everyday objects – to investigate whether irregular shapes have lines of symmetry too.read more
In Maths, Year 5 have been busy looking at different types of angles – using protractors to accurately measure different angles. Mrs Young and Miss Critchlow covered the classroom in masking tape and our task was to label, estimate and measure as many angles we could. We used our knowledge of the fact angles on a straight line add up to 180 degrees to ensure our measurements were accurate – and had great fun in the process!read more
We have had another busy week in Reception! You can see all the fun we have had through learning and play in our photographs…read more
This week, Year 1 have been tackling money – spending two days identifying, counting and comparing money…read more
This week in Maths, Reception have been exploring 2-D and 3-D shapes. We have been focusing on describing these shapes according to their properties – using mathematical vocabulary such as ‘faces’ and ‘sides’.read more
Year 6 have been braving the weather in maths this week - after completing a Mishmash maths hunt in the rain! [gallery type="slideshow" size="large"...read more
Last week, Year 4 looked considered the question ‘Should we feel guilty eating chocolate?’ for Commonwealth week. We studied Ghana and its trade links with a focus on cocoa beans.read more
Year 1 have been exploring healthy and unhealthy foods in PSHCE, because we all have the right to a balanced diet (UNCRC, article 24). We tasted some unfamiliar fruits and talked about the taste of each, collecting our preferences and then putting this data (information) into a pictogram in our maths lesson. We discovered that pineapple was the most popular fruit…read more