In mathematics at Croft, we believe no-one is ‘good’ or bad at ‘maths’, we are all born with the ability to enjoy and succeed. We want our children to be active learners, we want them to learn how to think deeply, to try out their own ideas and to develop a mathematical language to question and challenge, as they learn.
Pupils’ thinking and communication skills are developed and encouraged in mathematics lessons through planned activities that involve speaking and listening, reading, writing and, most importantly, reasoning about problems. We provide real life situations to encourage mathematical reasoning and model examples of what reasoning involves. This helps the pupils become more confident in problem solving by practising and refining their skills and strategies. We want everyone to take pleasure in questioning, reasoning and discussing ideas in maths and not be held back by a fear of getting it wrong.
Our aim at Croft is to open doors of understanding so that all children enjoy, succeed and flourish in their mathematical learning.
Click on the picture to see our CPA approach
What does Maths At Croft Academy look like ?
At Croft Academy Primary School, all teachers believe that all pupils are capable of achieving high standards and challenge is part of everyday maths for all pupils and therefore our maths curriculum incorporates the key elements of the mastery curriculum: Fluency, Mathematical Reasoning and Problem Solving. Mastery teaching addresses the needs of all pupils on a daily basis; support is provided through same day intervention for those who did not grasp concepts and challenge is provided through depth of both planned activities and higher order questioning for those for whom concepts were well understood.
Planning for Mastery is developing through Reception to 6 and is supported by the Maths Subject Leader, the North Walsall Maths Hub, use of the White Rose Long term, Medium Term plans, White Rose resources, assessment materials, NCETM resources/teaching for mastery and Power maths.
We aim to ensure that all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time. Oral Mental Maths is a feature of every day learning to ensure pupils develop the ability to retrieve number facts rapidly. The use of Timetables Rock stars from year 1 to year 6 ensures that children are provided with the opportunity to rehearse multiplication fact on a daily basis.
Through the Mastery approach, we provide all children with the opportunity to develop procedural and conceptual fluency. Children are required to reason and make connections between calculations. The connections made improve their fluency.
For example: Don’t count, calculate Young children benefit from being helped at an early stage to start calculating, rather than relying on ‘counting on’ as a way of calculating. For example, with a calculation such as:
4 + 7 =
Rather than starting at 4 and counting on 7, children could use their knowledge and bridge to 10 to deduce that because 4 + 6 = 10, so 4 + 7 must equal 11.
Reasoning (mathematical thinking)
Reasoning is used to support mathematical thinking in all year groups. All children are expected to respond using mathematical vocabulary in full sentences explaining their thinking. Through reasoning, children are able to extend their understanding beyond arithmetic.
For example: Consecutive numbers
If I add three consecutive numbers, will I get an odd or an even answer?
Children might use apparatus to explore this. How can I prove that I am right? Ideas such as this can be explored with increasing depth as children progress through school and their reasoning skills develop.
Or another example might be:
True or false
A mixed number is not a whole number.
Children are given opportunities to apply 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. Planning ensures that problems are designed to deepen children’s understanding of essential concepts through ‘intelligent practice’ or ‘variation’
The symbol = is an assertion of equivalence. If we write: 3 + 4 = 6 + 1 then we are saying that what is on the left of the = symbol is necessarily equivalent to what is on the right of the symbol. But many children interpret = as being simply an instruction to evaluate a calculation, as a result of always seeing it used thus: 3 + 4 = 5 × 7 = 16 – 9 =
If children only think of = as meaning “work out the answer to this calculation”, then they are likely to get confused by empty box questions such as: 3 + □ = 8 or 12 - □ = 5 Later they are very likely to struggle with even simple algebraic equations, such as: 3y = 18 Therefore children are taught to answer empty box problems with variation of the position of the = sign from an early age.
Times Table Rockstars!
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 pupils 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!
All children have now been introduced to the programme and have been given a username and password. If you loose these please see your class teacher or Miss Crisp
How to play
There are 4 different game modes, which you can try.
Garage - the questions will only come from the times tables the teacher has set for the week. As pupils start to answer questions, TT Rock Stars works out which facts they take longer on and will give them more of these questions to answer. The Garage is best for getting quicker at a few facts. Players get 10 coins per question.
The questions in the Studio can be anything from 1×1 up to 12×12.
TT Rock Stars calculates each the mean speed from their last 10 games in the Studio and translates into a Rock Status. They are working to be a rock hero!
They earn 1 coin per question and the Studio is the place for them to set their best time across all the tables.
The Arena allows players to compete against all other members of their Band (their Bandmates would need to join the same game in order to compete together).
A new Arena game starts every 15 seconds and once the clock starts they race to answer more questions than the others. In the Arena, questions will only come from the times tables the teacher has set for the week, similar to the Garage. They earn 1 coin per correct answer.
The Rock Festival games are open to players from around the world. Like the Arena, there is no limit to the number of players who can join a game; however, unlike the Arena, questions are selected at random from 1×1 to 12×12.
Pupils might choose the Rock Festival if they were playing at home (and therefore couldn't easily synchronise playing against a classmate) or wanted to compete against others not in their Band. They earn 1 coin per correct answer.