Fractions Guide for Parents
Our Lady Counts Newsletter November 2020
16.6.20 Additional Maths Resources
Holey Paper Magical Maths Challenge
Big Maths Click 19 Parent Pack
Big Maths Click 18 Parent Pack
Big Maths Click 17 Parent Pack
Big Maths Click 16 Parent Pack
Big Maths Click 15 Parent Pack
Big Maths Click 14 Parent Pack
Big Maths Click 13 Parent Pack
Big Maths Click 12 Parent Pack
Big Maths Click 11 Parent Pack
Big Maths Click 10 Parent Pack (Y3 and up)
Bic Maths Click 9 Parent Pack
Big Maths Click 8 Parent Pack
Big Maths Click 7 Parent Pack
Big Maths Click 6 Parent Pack
Mathematical Challenge 22.5.20
Mathematical Challenges 21.5.20
Mathematical Challenges 20.5.20
Mathematical Challenges 19.5.20
Mathematical Challenges 18.5.20
Mathematical Challenges 15.5.20
Mathematical Challenges 14.5.20
Mathematical Challenges 13.5.20
Mathematical Challenges 12.5.20
Mathematical Challenges 11.5.20
Mathematical Challenges 8.5.20
Mathematical Challenges 7.5.20
Mathematical Challnges 6.5.20
Mathematical Challenges 5.5.20
Mathematical Challenges 4.5.20
Mathematical Challenges 1.5.20
Mathematical Challenges 30.4.20
Mathematical Challenges 29.4.20
We are fortunate at Our Lady & St. Oswald's to have the use of a maths programme called Big Maths, which all the children know and love. It is a practical activity based learning experience, which supports the children in developing their understanding and speed in the mental application of maths. Big Maths have begun to produce some excellent supportive materials for parents to use for Home Learning. You can access these resources at https://www.bigmaths.com/home_learning/
Big Maths are adding more and more as time goes on, so keep checking the site for updates.
Mathematical Challenges 28.4.20
Mathematical Challenges 27.4.20
Mathematical Challenges 24.4.20
Mathematical Challenges 23.4.20
Mathematical Challenges 22.4.20
Mathematical Challenges 21.4.20
Mathematical Challenges 20.4.20
Our Lady Counts Spring Workshop Power Point
Math Challenges for Easter Holiday Weeks 1 and 2
Mathematical Challenges 3.4.20
Mathematical Challenges 2.4.20
Mathematical Challenges 1.4.20
Mathematical Challenges 31.3.20
Mathematical Challenges 30.3.20
Our Lady Counts Workshop Spring 2020
Autumn Updated Action Plan
OUR LADY COUNTS Autumn 2019 Maths Anxiety Help Booklet
OUR LADY COUNTS Maths Anxiety Workshop Autumn 2019 PPT
Maths Policy (2018)
Our Lady Counts Programme of Workshops 2019-21
Maths Subject Action Plan 2019-20
OLSO Parent Wokshop for Maths 4.7.19
A help guide to improving KS1 maths at home.
Guide to support times tables understanding.
Maths Calculation Support Book
Maths SAT's Buster
OLSO Maths Glossary
February Maths Parents Workshop
MATHS: Progression Maps
Helping Your Child with maths at Home
Our Lady Counts Spring 2018 Newsletter
Big Maths Workshop 6.2.18
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.
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.
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.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written Mathematics – key stages 1 and 2 4 and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
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.
Key Stage 1
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Lower Key Stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper Key Stage 2
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.