Maths

Maths 5 part lesson

Intent

This five part lesson has been designed to ensure that the children develop all the three main aims of the maths curriculum. These main aims of the curriculum are  Reasoning , problem solving and fluency. Cronton follow the White Rose Maths using the Small Steps planning. As well as the WRM we use other sources to supplement the lessons. These can come from many areas to ensure variety and challenge is given when required.

 

Our main aims in teaching Mathematics are:

 

• To secure the three main aims of the national Curriculum by showing an ability to show fluency in their work, solve problems, to reason, to think logically and to work systematically and accurately.

 

• To encourage all pupil's competence and confidence in their mathematical abilities in using and applying mathematical knowledge, concepts and skills and ensure progress in their knowledge and understanding as they move through the school.

 

• To develop personal qualities such as cooperation, independence in thought and action, persistence, logical and systematic thinking, imagination, creativity and flexibility.

 

• To give the pupils the opportunity to use and apply mathematics in a variety of everyday contexts, in practical tasks and as a powerful tool in other subjects.

 

• To allow the pupil to develop mathematical language, so that they can communicate ideas, solve problems and explain results.

 

• Confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes.

 

Our CBA policy has been put in place to support the children's learning and understanding of maths. There is no specific way a year group is taught. Each year will uses the CPA method to ensure all children understand the principles behind the operations before moving on to the more formal and efficient abstract method. 

The Concrete Pictorial Abstract (CPA) approach is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics. Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, Dienes blocks etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using.

Then they are asked to solve problems where they only have the abstract i.e. numbers or other symbols. Building these steps across a lesson can help pupils better understand the relationship between numbers and the real world, and therefore helps secure their understanding of the mathematical concept they are learning.