*Mathematics 2020-21

Mathematics at Sandy Hill

Vision:

The mathematics curriculum at Sandy Hill has been designed to ensure that children possess the skills and knowledge that will affect them positively in their lives. Concepts are taught in blocks and have been carefully sequenced to enable learners to make connections. At the heart of the curriculum, driven throughout each academic year, will be fundamental fluency/arithmetic skills.

We aim to:

*Ensure that every child possesses key fluency skills through deep practice, rigorous assessment and intervention

*Further develop concrete, pictorial and abstract understanding

*Instil confidence in every child to reason with precise mathematical vocabulary

*Provide all pupils opportunities to deepen their understanding through applying their skills to problem-solving activities and making real-life links

*Seek opportunities to be mathematical across the wider curriculum

*Celebrate mistakes in order to enhance resilience and self-motivation leading to greater well-being in every child

Please see the document links at the end of this page to learn about the full Mathematics curriculum at Sandy Hill Academy.
Nursery
In Nursery we have been exploring different mathematical resources through our play. This has supported our learning and development of Number and Shape, Space and Measure within the EYFS curriculum. We have also been developing our Maths working wall throughout our first term by adding resources to help support our maths learning such as Hungry Caterpillar fruit and Number themed Nursery Rhyme packs.
 
"I love singing number songs!" Nursery child, aged 3.
"I can count to ten now." Nursery child, aged 4.
"Look I have made a pattern using Lego." Nursery child, aged 4.
Reception
Maths in Reception is carefully planned to ensure children have a strong sense of number. Children are taught maths within their daily taught session and activities are provided to embed taught skills and knowledge within their free choosing time. Within the Reception classrooms working wall displays are clearly visible and showcase recent learning, these areas also consist of resources that are freely accessible for the children to access and use to support their learning. 
"I made the pattern from the picture; I used so many different shapes! Reception pupil, age 5. 
 
"I made 10 with a 7 and a 3." Reception pupil, age 4. 
Year 1
In Year 1, we have had a busy start to the year! We have been exploring addition and subtraction, money and shape. We have enjoyed looking into the properties of 2D and 3D shapes, as well as identifying the value of money.  
 
"I know that a square has four corners and four equal sides." Year 1 pupil, age 5. 
 
"I have learnt about how much each coin is worth and what the coin looks like." Year 1 pupil, age 5. 
Year 2
In Year 2, we began our Maths learning using concrete objects such as Dienes and then we learnt how to draw tens and ones ourselves so that we can solve addition and subtraction problems - even when we do not have resources.
 
We spent 2 weeks learning about money and on Children In Need day we used our money knowledge and our ability to count in steps of 2, 5 and 10 to count the amount of money it took to fill Pudsey's face.
 
We used Lego to develop our multiplication and division knowledge and made our own arrays.
 
"Maths is my favourite lesson. I like using resources and drawing pictures to help me solve the problem." Year 2 pupil, age 7.
 
"When I am stuck I use the displays and my Maths mat to help me." Year 2 pupil, age 6.
Year 3
Year 3 have been incredibly busy this term investigating 3-digit numbers.  They have applied this understanding of number to support them when learning to add and subtract using the column method. 
 
'When I get stuck on a maths problem I can draw the numbers to help me.' Year 3 child, age 7. 
'We have to exchange and rename ones and tens when using the column method.' Year 3 child, age 8. 
Year 4
In Year 4, we have been working with numbers with up to 4-digits for place value, addition and subtraction and more recently, we have focused on multiplying and dividing numbers by 10 and 100. We practise our times tables daily on TT Rockstars and complete regular times table challenges. 
 
"I really enjoy active times tables, on supermovers as well as using Times Tables Rockstars." Year 4 pupil, aged 9. 
Year 5
In Year 5, we have learnt all about place of numbers up to 1 million, learnt about rounding to the nearest 100,000 and also a range of strategies to support our mental additions and subtractions. We have also furthered our understanding of written strategies to support addition and subtractions.
Year 6 

Year 6 have been playing a comparing fractions game with each other to help them quickly identify smaller and larger fractions by changing the denominators and then the numerators so they are the same - this has really helped with understanding.
 
'In Maths, we have been learning mental arithmetic strategies and how to identify equivalence between fractions, decimals and percentages.' Year 6 pupil.
Useful websites for Pupils and Parents/Carers
Document Links
This is a document below is an example of skills progression in Mathematics for the specific learning strand of 'Place Value' from Year 1-6. (3 photos)
 
The calculation policy demonstrates how calculations are developed at Sandy Hill.