Maths

Welcome to Maths
 
 
Mastery at
 
 
St. Matthew's!
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Maths Mastery
The concept of teaching mathematics to mastery is to ensure that topics are well developed. Pupils will spend enough time to fully explore a concept before moving on to a different topic. As ideas are well formed they are reinforced by ample practice. New knowledge is then used on subsequent lessons so that all ideas build on top of each other and pupils have ample opportunity to develop relationships between the topics. Ideas are revisited in a spiral as pupils progress through the years, each time at a higher level. Singapore Maths is a primary school programme which is fully aligned to the new National Curriculum. Our school has adopted the Singapore curriculum in Years 1 to 6.
Singapore Maths Maths – No Problem!
In St Matthew’s we believe that every child can master an understanding and love of maths with the right kind of teaching and support. Our mission is to further improve our standard of maths education by providing high quality textbooks, teaching resources and professional development based on the transformational teaching methods developed in Singapore. These methods emphasise the consistent use of visual representation to aid conceptual understanding. For instance, ‘bar models’ are used to represent the relative sizes of quantities and fractional parts.
What is Singapore Maths?
Students can under perform in mathematics because occasionally they might find it boring or they can't remember all the rules. The Singapore method of teaching mathematics develops pupils' mathematical ability and confidence without having to resort to memorising procedures to pass tests - making mathematics more engaging and interesting. Ofsted, the National Centre for Teaching Mathematics (NCETM), the Department for Education, and the National Curriculum Review Committee have all emphasised the methods of teaching used by Singapore, which can enable a person to discover or learn something for themselves.
Features of Singapore Maths:
An emphasis on problem solving and comprehension, allowing students to relate what they learn and to connect knowledge. 
 
Careful scaffolding of core abilities of  problems as images, as a platform for comprehension.
 
Mental strategies, to develop decision making abilities o recognising patterns, to support the ability to make connections and generalise.
 
Emphasis on the foundations for learning and not on the content itself so students learn to think mathematically as opposed to merely reciting formulas or procedures.
Vision for Maths at St. Matthew’s Catholic Primary School

The aim of this statement is to summarise the high standards of Mathematics expected at St. Matthew’s, based on the new Maths Curriculum, the introduction of Singapore Maths and supported by our Maths Calculation Policy. This vision is shared with the parents of our pupils, and shared with our staff, who receive Continuous Professional Development (CPD) in all relevant areas.


Number Sense

At St. Matthew’s, we want every child to:
  • become fluent mathematicians by extending understanding of our number system, including negative numbers, fractions and decimals.
  • Build an understanding of how our numbers work and fit together.
  • Explore place value (identifying the value of digits in numbers given to three-decimal places), comparing and ordering numbers up to 10 000 000 (including fractions <1), rounding (to the nearest 10, 100, 1000, 10 000 and 100 000) and applying this understanding in different contexts.
 
Additive Reasoning
  • Develop an understanding of addition and subtraction and the relationship between them.
  • Use this to solve multi-step problems in different contexts, including measures and statistics.
  • Reason mathematically by following a line of enquiry or conjecturing generalisations using mathematical language.
  • Choose and use number facts, understanding of place value, mental methods (including mixed operations and large numbers), formal written methods (columnar addition and subtraction), explaining decision making and justifying solutions.
 
Multiplicative Reasoning

  • Develop an understanding of multiplication and division including fractions.
  • The focus is on understanding the relationship between multiplication and division, clearly connecting to this an understanding of fractions both as operators, e.g. the equivalence between dividing by five and multiplying by a fifth, and the outcome of divisions, e.g. understanding 3/4 = ¾. This understanding is used to solve problems in different contexts, including measures and statistics.
  • Children will become increasingly fluent in mental methods drawing upon known facts as well as written methods (including long multiplication and division).
 
Geometric Reasoning
  • Develop an understanding in shape and space (compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons).
  • Understand properties of shapes and the relationship between them, using this understanding to solve problems including problems related to measures (perimeter, area and volume), and movement within space.
  • Measures and statistics are included throughout as contexts for number sense, additive reasoning and multiplicative reasoning.
Algebra (using simple formulae and expressing missing number problems algebraically) and Ratio and Proportion will be taught in Y6.
What our children have to say about maths
in St. Matthew's CPS:
 
KS1
 
Kaliel:
'I like counting, multiplication and subtraction. My favourite piece of work was when we counted to 100'
 
Emily:
'I love counting in 5's and 2's and 10's. I like the challenges that Miss gives me each day.'
 
Miller:
'Counting with the counters is my favourite task. They help me to count without making any mistakes.'
 
Amber:
'We use our counters to help us every day when put numbers into groups.'
 
KS2
 
 Ruby:
'I like maths because you can be creative with your methods, and if working in your journal, you can use numbers, diagrams and sentences to make your explanations clearer. when you are using your workbooks it is harder and more challenging for your mind.'
 
Thomas:
'I like maths because you can do as many methods as you need and pick the one that works best for you. 
When working in the workbook, it is harder - there is not much space to work out and it is challenging.'
 
Scarlet:
'I like working in my workbook because I can investigate each problem in a much deeper way. When I am working with a partner, it can help because you can share methods with each other to explain things more clearly.'
 
Callum:
'I like Singapore Maths because every day there is a new challenge for you to do, and also I like to pull the equations and problems apart to fully understand the question.'
 
Gerrard:
'It is hard work but I really enjoy it when we investigate our daily maths problem. I love working with my partner because we can help each other understand methods in different ways and that makes it easier.'
 
 
We have special books and equipment to investigate and explore our Singapore Maths challenges.
Year 2 have been solving division problems...
...and subtraction too!
Our Maths displays and working walls.
Year 6 Maths in Geography - working out water usage in our homes.
Year 5 - Maths in Science
Year 2 have also been hard at work learning all about multiplication.
They have also been able to use their maths skillls in other curriculum subjects.
Year 5 - Maths in Geography
Year 1 - Maths in Science
Maths across the curriculum