Mathematics is an essential life skill and at Joseph Cash School children know the importance of mathematics in the classroom and in their everyday life.
What does a Math's lesson look like?
Mathematics lessons begin with a Math's MOT,' which is a daily focus on basic skills. The main part of each lesson is designed to be interactive with a significant emphasis on children's talk “ collaborative talk and talk partners. Through discussing their ideas, children construct new understanding, engage in a supportive community of practice, take responsibility for their learning and allow the teacher a window into their thinking which enables appropriate action to help them progress. Fluency, reasoning and problem solving are the three main themes of the Mathematics National Curriculum (DfE, 2014), and inform all mathematics teaching at Joseph Cash Primary School.
To find out more about how to help your child, click the link
'Maths No Problem' programme (Years 1 to 5)
Children in Year 1 and 5 learn Maths through the 'Maths No Problem' programme which focuses on teaching for mastery.
Teaching maths for mastery is a transformational approach to maths teaching which stems from high-performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.
Teaching for maths mastery is the basis for the 2014 National Curriculum for maths. Each class moves through the content at the same pace, each topic is studied in depth until the children demonstrate that they have a secure understanding of mathematical concepts. This allows children time to think deeply about the maths and really understand concepts at a relational level rather than a set of rules or procedures.
This inclusive approach allows all children to build self-confidence in maths, and its emphasis on promoting multiple methods of solving a problem builds resilience in pupils. Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. For example, advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.
The 'Maths No Problem' approach focuses on developing children's understanding of concepts through the
Concrete, Pictorial, Abstract approach.
Concrete, Pictorial, Abstract
Concrete, pictorial, abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. It is an essential technique within the Singapore method of teaching maths for mastery.
Concrete is the 'doing'ï¿½ stage
During this stage, students use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials. For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling abstract counters or cubes which represent the fruit.
Pictorial is the 'seeing'ï¿½ stage. Here, visual representations of concrete objects are used to model problems.
This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem. Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible. Bar modelling is an essential maths mastery pictorial strategy. A Singapore-style of maths model, bar modelling allows pupils to draw and visualize mathematical concepts to solve problems.
Abstract is the 'symbolic'ï¿½ stage, where children use abstract symbols to model problems.
Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols (for example, +, -, x, /) to indicate addition, multiplication or division.
Timestables ROCK STARS
When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations.
Times Table Rock Stars is a fun and challenging programme designed to help students master the times tables! To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds!
How to get the most out of it
World famous rock musicians are the best at what they do because they've spent hours practising guitar chords, writing music or playing on the drums. It's just the same with times tables – all Times Table Rock Stars need to practise and practise and practise.
It's essential that your child does a little bit of times table practice every night. Short bursts of daily practice are more effective than spending hours once a week.
And this is where you come in. For your child to be fully motivated and for them to get the best out of the practice, they need your help. Without your praise and your reminders, without you sitting down next to them or checking their work, practising times tables will not feel important to your child.
In this guide, we have set out a plan for you to follow. It's the same plan every night but the times tables do change. Our recommendation is that you are there to help them every evening for half hour during the first two weeks. This will help to establish a routine. After that, we recommend that you help your child get started for the first 10 minutes and then check on them at the end.
Over the next few weeks and months, your child WILL get faster and more accurate with the times tables. All your hard work and theirs WILL make them a Times Table Rock Star!
It’s helpful to understand that the quicker your child can answer a times tables question, the higher their Rock Status. This list is a guide to help your child work out their Rock Status:
≤ 1 sec/qu = Rock Hero
≤ 2 secs/qu = Rock Legend
≤ 3 secs/qu = Rock Star
≤ 4 secs = Headliner
≤ 5 secs/qu = Support Act
≤ 6 secs/qu = Breakthrough Artist
≤ 7 secs/qu = Unsigned Act
≤ 8 secs/qu = Gigger
≤ 9 secs/qu = Busker
≤ 10 secs/qu = Garage Rocker
> 10 secs/qu = Wannabe
Each evening, your child should follow this plan in the order presented below:
Read the times tables out loud (3 minutes) –you will find a link below to download all the times tables written out from the 3s up to the 12s. Together with your child, read the times tables that we are focusing on that week. Do it a second time round but this time your child should be trying to say them without reading them from the page. It is more important that they say them correctly than say them quickly at this stage.
Scatter tables (up to 5 minutes) – you will find a link below to download Scatter Tables at the end of this document. To use them, you call out a question from the times table you are focusing on and your child should point to the answer on the page. For example, if you are concentrating on the 5 times table, then find the Scatter Table for the 5s and call out questions like, “9 times 5” (your child points to 45), “6 times 5” (your child points to 30) or “5 times 12” (your child points to 60). Your child should be trying to get them correct each time and not worrying about the speed.
Write tables on a piece of paper (up to 5 minutes) – Your child should write down the times tables being focused on that week. Any piece of paper will do.
Play online (up to 10 minutes) – Your child needs to have a login for ttrockstars.com from their class teacher. Then they should play for a short while until they are successfully answering the questions quickly. Let your child’s teacher know if you have difficulty accessing the internet at home or if you have difficulty getting on to ttrockstars.com. You can also use the contact details on the website for assistance.
Total: approximately 25 minutes
There is also a link below to some downloadable multiplication and division sheets below if your child wishes to practise further.
Mrs Healy is our Maths leader at JCP read below to find out all about her LOVE of Maths.
I love maths! However, this wasn't always the case. At school it was a subject that I had to learn; it was all about learning a process to get the right answers and I was often afraid of getting things wrong. It wasn't until I started my previous career as a graphic designer that I realised how useful maths actually was in real life! I had never been told this at school and I never really thought about how much I would use it as I grew older. When I moved in to teaching, I decided that I wanted to get this message across to as many children as possible, whilst encouraging them to see that making mistakes means that they are learning! My aim as maths lead is to ignite a passion for maths across the school, in both teachers and pupils; to make it relatable to real life experiences and to enable children to see that the answer is only the beginning. It is my aim for every child in school to have the confidence to try new things out in their maths lesson and eliminate the belief that "some children are good at maths and some aren't". I want all children at Joseph Cash to have the best education they can, and mathematics is a fundamental part of this: it is essential for everyday life and and for understanding the world in which we live.