Menu
Home Page

Maths

At Mayflower, we have a consistent approach to teaching all aspects of Mathematics.

 

Morning Maths Meetings

 

All children receive 15 minutes of daily morning maths meetings which is an evidence based approach to helping children embed and retain facts and information from all areas of the mathematics curriculum. It is designed to revisit concepts which the children have been taught previously to ensure maximum retention. This is a completely spoken part of the mathematics lesson and children are expected and encouraged to use the correct mathematical vocabulary when verbalising their answers. 

 

Fast maths

 

Fast maths is another evidence based approach which helps pupils to learn their times tables facts. Children will complete a fast maths grid at least 3 times a week; which will vary in size depending on their age. For example a pupil in year 1 might be expected to complete a 5 x 5 addition grid, moving on to a multiplication grid as they become more fluent; whereas a pupil in years 5 and 6 would be expected to complete a 10 x 10 grid in 4 and a half minutes.

Children should know all of their times table facts up to 12 x 12 by the end of year 4, and we are currently participating in trials in anticipation of the government multiplication test at the end of year 4 which is due to become mandatory in 2020. 

Children should be practising multiplication tables as part of their regular weekly homework.

 

Mastery Flow

 

All classes have one hour mathematics lessons which comprise initially of the morning maths meeting and then move on to the Mastery flow method of teaching. This approach enables children to progress through a strategically planned sequence of activities which encompasses all elements of the mathematics curriculum; problem solving, fluency and reasoning. 

 

Children begin with activities which are based in concrete apparatus to allow children to secure and embed their understanding of the concept e.g. using place value counters to show an understanding of addition or subtraction. They then move on to the fluency aspect of the sequence of lessons where they practise the technique they have been given e.g. calculations that use column addition. Following this children begin to move in to the problem solving element where they might be faced with word problem type questions. The final elements of the ‘flow’ are designed to give the children opportunities to develop their reasoning skills, they will be expected to answer questions and reason their answer using correct mathematical language. 

 

Mathematical Spellings

 

All children will be expected to be using mathematical language in both spoken and written work. It is essential that pupils know how to spell these words accurately. All words will be modelled and on display during the flow but children will be picked up on their spellings of the mathematical vocabulary in their books.

Top