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Priority Subject - Maths


Maths is taught on a daily basis throughout school. Wherever possible we make links with our creative curriculum and work hard to show how maths links to every-day life. Maths might be taking place outdoors, in Science, Design and Technology, History, Geography in fact across the whole of our creative curriculum! The emphasis is on maths being investigative and hands on whenever possible and now there is an emphasis on embedding maths in Science as well as the Topics we study.
 
There is now a school-wide focus on knowing the times tables thoroughly, which means in order, out of order as well as the associated division facts. Each teacher uses the Maths lessons to create opportunities for the children to learn them thoroughly, with the children understanding they need to put in time out of school if necessary. There is an increasing emphasis on the children developing a Mastery of Maths, whereby they know what to do but also have a secure understanding of the maths behind it so multiplying by ten is not just add a 0 but recognise what is actually happening to the numbers. Teachers use challenging tasks, for example Chilli Challenges where the children choose the level of challenge and show their depth of understanding by explaining and reasoning more.

The school uses the Abacus Evolve scheme to supplement the Maths teaching with children working on practical and investigative activities as well as work from text books. We also use websites like Nrich to add extra activities and challenges to the maths lessons.
 
In 2013 a new school-wide calculation policy was written and a copy was given to every child in school to support Learning at Home. A copy is available at the bottom of this page.
 
Multiplication Tables - Times Tables Rock Stars - https://ttrockstars.com/login
 
The new primary curriculum began in September 2014! This means all year groups (except Y2 and Y6) are now following the new curriculum. There is a document below outlining each year group's new programme of study for maths. On each year group page you will find a Long Term Overview, this outlines the maths that will be covered in that year group throughout the year.
 
Maths Volunteers
Maths volunteers have been trained to support our children in fun and engaging ways. Selected children work 1:1 with their volunteer each week, a programme is planned to meet their individual needs.
 
Raising the profile of maths in school
With the new curriculum now established across all subjects, all the teachers are looking for ways to include maths in other lessons like Science where data or results might be presented or Topic work where the length of the reign of a monarch or civilization might need to be calculated.

Maths Assembly 15/6/2017
Juniors
This was our final Maths themed celebration assembly of the school year 2016/2017.
In Y3/4GS the class had used their artistic skills to make posters on equivalent numbers. The class found that making the posters helped them to remember really important facts.
 

In Y3/4D the class linked science and maths together to do an investigation into how quickly ice cubes melt. They took the data the collected and represented it in a line graph. The children used their investigative skills to determine why the ice cubes melted the way they did and why the melted quicker in different places.

Y5 had taken recent events to help them with their maths. The General Election became the centre of their maths work as they took national data to compare the Labour party and the Conservatives party. They compared the last three General Elections to work out who people were voting for.


Y6 were learning about conversions using the magical money from Harry Potter. They used their knowledge of conversion to work out how much items cost using a different form of currency. What sounded like hard work, turned into a spellbinding maths lesson.

Maths Assembly 10/3/2017
Juniors
On the 10th of March, our celebration assembly once again had a maths focus.

The Y6 children had been using graphs to determine whether or not data was continuous or discrete. They used pie charts, line graphs and bar charts in order to represent the data they had collected.
The children in Y6 had also been trying to find the average from a set of data using Mean, Mode and Median.

In Y5 the children had been using their previous knowledge of co-ordinates to help them learn all about grid references.

In Y3/4 the work has been following a similar theme to the work in Y5. The children were learning all about co-ordinates and how to translate shapes on a graph.

The children have also been learning about patterns in their work. They used column subtraction to take away two three digit numbers away from each other. However the numbers were not just any three digit numbers, the numbers would be the same three digits just reversed. For example: 765-567.

Take a look below at all the Juniors excellent work.

 
 
 


Maths Assembly 10/2/2017
Juniors

On the 10th of February 2017, the weekly celebration assembly had a maths focus, with each year group presenting the superb work they had been doing in class.
In Y6 the children had been using data they had collected about traffic accidents, from their recent experience at Crucial Crew. They had produced bar graphs in order to present different information such as; Who is more likely to have an accident, boys or girls? Which Cities have the most accidents in South Yorkshire? How many car accidents are there in South Yorkshire? Due to Doncaster's "Dexit" from South Yorkshire (thanks for the joke Mr. France), the Y6's had to estimate the amount of accidents that could have happened.

 
 

In Y5, the children have also been interpreting data. However it wasn't so straight forward, the children had to decipher which graph was appropriate for the data they had collected.
 


The Children in Y3/4 had been undertaking a variety of Maths Investigations and had to prove that their answer was right. Some children used Base 10 to support their answers. Whilst others decided that arrow cards would be better to support their explanation.

Once the children were confident that they knew how to prove their answer, they came up with their own maths investigations and challenged their peers. The examples given in assembly were so challenging that all the juniors (including the staff) were challenged.

Infants
The infant's celebration assembly also had a strong Maths theme, with children from Foundation, Y1 and Y2 exhibiting their excellent work.

Foundation
 

In Y1,
Place Value Work
Throughout the school there has been a focus on children learning the importance of place value. In each year group, there are have been a variety of methods used in order to improve the children's understanding. In the school foyer, there is a new display that exhibits the children's excellent hard work. However, there were too many fabulous examples to fit on one display. Therefore, we have decided to showcase more wonderful pieces of work here.

Foundation
In Foundation, the children have been using Numicon to how you can partition two digit numbers.
 
 
 
 


Y2
The children in Y2 have been using a Crocodile and Base Ten to help them understand place value and the concept of g'reater than' and 'less than'.
 
 
 
 
 

Y3/4

In Y3/4, the children have been using concrete apparatus to consolidate their understanding of Place Value.

 
 
 
 
 
 

My Movie.mp4


Y5
The Y5's have been using number lines, counters and dice to explore the differences between positive and negative decimal numbers and to spot patterns in sequences of numbers.

 
 
 
 

Y6
Y6 used their understanding of Place Value to work with very large numbers, when they used that knowledge to add or subtract accurately and efficiently. They also correctly identified the value of digits in large numbers, demonstrating they can explain how Place Value helps with addition and subtraction.
 
 
 
 


Resources

Equipment is used throughout the school to help the children to spot patterns, test theories and to illustrate their thinking. Here the Y6s have used multilink to support their work on multiplication ,factors, prime numbers and pattern spotting.

 
 
 
 



Here are the Y3s using Maths in their Topic about the Stone Age, showing collaboration, sorting, careful measuring as well as excellent presentation of their work. Well done Y3s!


 
 
 
 



Previously there were days where the whole school went off timetable to follow a range of maths activities, here are some examples of what was done on those days.

April 2015 Maths Day

Once again the school enjoyed a fabulous day focusing on maths. The weather was perfect and resulted in many year groups using the outdoors to support their learning. Some examples of the fabulous maths that was taking place was: making beach hut nets in, going under the sea on a tens and units hunt, orienteering, moving higher faster and further in PE, making Viking ships and measuring lung capacity.


Have a look at the photographs to see the great learning.

 
 
 
 
 
 


June 2014 Maths Day

The children in Foundation looked at the different two dimensional shapes they could see in artefacts from around the world and also shapes they could see in flags from different countries.

Year 1 had a map of the KS1 grounds with the names of different countries, sorted into continents. They had to find the flag of the country and answer the doubling or halving problem that was on the flag.

Year 2 were focusing on shape. They had some great discussions about the names and characteristics of 2D and 3D shapes and whether they were symmetrical.  They spent their morning in the wild life garden, identifying different shapes in nature, such as a cylinder for a tree trunk. They also looked at which shapes were symmetrical.

Year 3 compared the prices of basic food items in different countries. They looked at four countries which were in the same World Cup groups, identifying and drawing their flags and calculating the total price for a list of food items.  They also had a wordsearch problem, where the children had to work out calculations to get a letter. These letters then made words that had a global theme such as environment and footprint.

Y4 linked their global maths to the world cup. They had a picture with lots of different coloured football shirts. They had to work out the fraction of the t-shirts that were red, yellow etc. They then created bar charts, showing the different number shirts in each colour. Year 4 also created Carroll diagrams with flags and they looked at the price of a Fairtrade bar of chocolate and discussed how much each person involved in the process should earn.

In Y5 the children looked at our connections around the world, thinking about countries where we have family or friends as well as other connections like favourite football players or musicians. They used maps to locate the countries and worked with the scale to find out how  many kilometres away the country is and what the time difference is. In the afternoon they looked at the two dimensional shapes in flags from around the world and investigated what would happen if they translated and rotated those shapes.

Y6 looked at how much basic items cost on average per week. They chose the items they would like to buy and worked out how much that would cost them for a day. This was around £10. This was then linked to people living below the poverty line of £1 and looking at what they would get for £1. They had to think about what they really needed and how difficult it would be to live on less than £1.

 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 

 

December Maths Day 2013

 
 
 
Y1 were also measuring up to maths day, looking at all the different ways we can measure things,followed in the afternoon by a traffic survey in the village then thinking about how to present their data back at school.
 
 
 
 
 
 
In Y2,they were using Numicon to help them get their heads around doubling and halving.
 
 
 
 
In the Juniors, in Y3, they began the day were using counting circles to help them to spot the patterns which exist in the times tables and got busy making things to go on their hats.
 
 
 
 
Meanwhile, in Y4 they were linking their Ancient Greek topic, Eureka! to maths by investigating triangles.
 
 
 
 
In the afternoon, the Y5s were lucky enough to have help from the Dore Village Society who helped us investigate the data from the census returns for Dore during the reign of Queen Victoria, our current topic. The Y5s looked at the different information each census recorded and what that can tell us about the way Dore village changed in that period.
 
 
 
 
 
 
 
 
In Y6 they undertook some maths investigations as well as making some Maths Hats to help them with their multiplication!
 
 
 
 
 
 
 
The pamphlets below have been produced by the DfE based on the National Numeracy Strategy. Each Mathematics booklet contains lists of targets which parents can help their children to reach. The targets show some of the things children should be able to do by the end of each academic year. Target book 1 is Auumn Term, book 2 is Spring Term and book 3 is Summer Term.

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Sian Granville,
22 Oct 2013, 08:54
ĉ
Katy Godfrey,
18 Feb 2014, 08:54
Ċ
Sarah Drazek,
21 Dec 2011, 12:35
Ċ
Sarah Drazek,
4 Mar 2012, 09:27
Ċ
Sarah Drazek,
4 Mar 2012, 09:27
Ċ
Sarah Drazek,
21 Dec 2011, 12:35
Ċ
Sarah Drazek,
21 Dec 2011, 12:35
Ċ
Sarah Drazek,
21 Dec 2011, 12:36
Ċ
Sarah Drazek,
21 Dec 2011, 12:44
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