# Mathematics

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.

The content of the national curriculum for mathematics is;

• Number – number and place value, addition and subtraction, multiplication, division and fractions.
• Decimals (Years 4, 5 & 6)
• Percentages (Years 5 & 6)
• Measurement
• Geometry – properties of shape, position and direction.
• Statistics

### Mathematics Curriculum Map

#### Intent

Mathematics is a creative and interconnected subject. At Holy Rood, we aim to produce young mathematicians who:

• understand the essential skills of maths
• develop positive attitudes to mathematics
• apply skills to real life situations
• talk confidently and assuredly about maths
• use manipulatives (such as Cuisenaire rods, bead strings, tens frames etc.)
• are inspired, curious and gain a sense of achievement in their learning
• make sense of and resolve problems or puzzles
• are able to apply their mathematical understanding across the curriculum

#### How We Teach Maths at Holy Rood

From Year 1 to Year 6, we use ESSENTIALMaths, a planning scheme of lesson sequences produced by Herts For Learning.

The whole class works through the programme of study at the same pace with plenty of time on each topic before moving on.

The sequences are written as a spiral curriculum in which learning is built upon step by step, sequence by sequence and year on year. It is aspirational and ensures progression and coverage through the primary phase. Ideas are revisited at a more sophisticated depth as the curriculum continues through the years.

The ESSENTIALMaths planning tool has a wealth of ideas to deepen and extend mathematical thinking for all learners. The sequences of lessons ensures that Holy Rood are delivering a carefully planned progression of skills that ensures consistency.

Concrete, Pictorial, Abstract (CPA) Approach

The pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols. Often, all three will be used within a lesson, depending on the pupils’ stage of learning.

The following PDFs are our school's calculation pathways which detail how we teach the four operations (addition, subtraction, multiplication and division). The pathway also shows how each concrete, pictorial and abstract representation is taught.

The KS1 Calculation Pathway can be found here.

The whole school Calculation Pathway (for KS1 and KS2) can be found here.

Variation

The questions and worked examples provided to the children are carefully varied by our teachers to encourage pupils to think more the interconnected nature of maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.

We have been using ESSENTIALMaths since publication in Autumn 2017.