We provide an exciting, relevant and challenging mathematics curriculum in line with the National Curriculum. Our mathematics curriculum is responsive to the needs of our children. We encourage children to take ownership of their learning and reflect on what they have learnt. We provide engaging opportunities, allowing children to develop fluency, reason mathematically and solve problems.

It is essential that children develop a conceptual understanding of mathematics. Concepts are introduced through using a concrete, pictorial, abstract approach to develop conceptual understanding which will enable children to work with abstract concepts. Concrete is the ‘doing’ stage, using concrete objects to model problems (e.g. Base 10, Numicon). Pictorial is the ‘seeing’ stage, using representations of the objects to model problems (e.g. Bar Model). Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model problems, this is introduced when children are have a secure understanding of the ‘concrete’ and ‘pictorial.’

Planning Framework

Mathematics planning follows a teaching framework defining children’s starting points and using the Concrete Pictorial Abstract approach. The framework is as follows; Assessment for Learning, teach, practise, review and teach, apply and reflect. Children ‘apply’ their understanding through reasoning question which develop as follows: explain different context (e.g. money, measures) and misconception (where children unpick a common misconception). Children use A.P.E. (Answer, Prove, Explain) to support their explanations of how they have solved questions.

Fast Maths

Automatic recall of number facts is an essential skill that is utilised across the mathematics curriculum and beyond. It enables children to become fluent with more demanding areas of the mathematics curriculum as they are not relying on counting procedures. By the end of Year, 4 children are expected to be able to recall and use multiplication facts and related division facts up to 12 x 12 (National Curriculum, 2014). Being able to recall times table facts and related division facts makes a huge difference to children’s application across the mathematics curriculum and beyond.

At Sunnyside Primary Academy children engage in ‘Fast Maths’ to support their learning of number facts and times tables. Children have timed activities to develop rapid recall and love the rock music we use alongside it! They begin with number bond recall and progress to multiplication and division facts. Times Tables Rock Stars is used to support Fast Maths, which children also practise as part of their homework.

Daily Arithmetic

Arithmetic is carried out daily where children complete calculation questions (including the four operations and mental maths) allowing for regular, systematic practise.

Maths of the Day- Active Maths - Reconnection Curriculum

Children take part in activities that allow them to be physically active whilst practising and applying their mathematical understanding.

Mrs Gosling
Mathematics Subject Leader

Feedback from one of our Maths Open Mornings –

“Having just spent an hour in school during the ‘maths morning’, I just wanted to say how great it was to be able to share in the children’s obvious enthusiasm and enjoyment of the problem-solving activities. Their abilities to collaborate and discuss their ideas and thought processes was impressive as was the fact that so many of them wanted to challenge themselves and so chose the ‘harder’ problems. Many thanks for providing this opportunity.”