1. Mathematics Teaching at Christ Church
‘Pure Mathematics is, in its way, the poetry of logical ideas.’ Albert Einstein
‘Start thinking or else…’ I. Williams

2. The National Curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

3. OUR AIM:
At Christ Church, we have adopted a ‘think first’ style of mathematics teaching. We teach maths through problem-solving as well as skills practise to give children daily opportunities to think mathematically . We strive for our pupils to master mathematics so that they can represent a concept or skill in different ways, have the mathematical language to communicate related ideas and independently apply their understanding to new problems in unfamiliar situations. Children are encouraged to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems.

4. What does Mathematics look like at Christ Church KS1/2?
Lessons have 5 stages:
Review and Do - This is usually number focussed, linking to previous learning and the new content of the lesson. It is very pacey and differentiated through rich questioning.
Hook - Children ‘have a go’ at a problem without any help. The teacher checks individuals to develop the learning and identify misconceptions. Children are encouraged to use APE!!

5. Shared Learning - Misconceptions are shared and addressed using specific Mathematical language. Starting points and the most efficient methods are discussed. Children are encouraged to challenge each other’s thinking – politely, of course!
Refining the Technique - The ‘most efficient’ method is taught.
Independent/ Supported Task – Linked to the hook question. Different tasks may be set for differing abilities which will have been determined earlier in the lesson.

6. ‘Hooks’
Problems do not have to be set in real-life contexts but our children like to solve problems that involve themselves or their teachers in real-life scenarios!!
Providing a range of puzzles and other problems helps pupils to reason to:
find possible ways into solving a problem
work out the order of steps needed to a problem
use recording to help their thinking about the next step.

7. It is particularly important that teachers and teaching assistants stress that reasoning, rather than just ‘doing sums correctly’, is what is maths is about. Children must be willing to think for themselves.
All pupils need to learn how to solve problems from the earliest age – the EYFS early learning goals also include problem solving.

8. Resources
Each classroom is equipped with maths resources which all children are encouraged to use during lessons. These include:
Number blocks, place value counters, place value charts, multiplication grids, hundred squares, bead strings, counting sticks, multi-link, counters, dice, money and coins.
These resources are available to freely use as and when they need to and children are encouraged to become independent in their use of these resources.

9. Resources to help build concepts:

11. I’m thinking of a number.
Year Riddle Me This!
Walter the Whale has a riddle for you…
I’m thinking of a number.
I double it.
I subtract 10.
I add 2.
My answer is 2 x 20.
What was my number?

12. Year 4 Buying a Balloon
Miss McHugh bought a balloon at the circus. She gave the clown six coins to pay for it.
What could Miss McHugh have paid for the balloon?
Which of your answers seems a reasonable amount to pay for a balloon?

13. Year 6 - Mystery Numbers
Mrs Haury has a set of 5 mystery numbers. They are all positive whole numbers. They have a mean of 31, a median of 33, a mode of 34, and a range of 8.
What could the numbers be?
Can you find all the possibilities?
How will you convince a friend that you’ve found them all?

14. Maths Meetings
Each day for 10 mins we hold a Maths Meeting in our classes. This is separate to our Maths lessons and aims to consolidate key areas of Maths learning. Lots of songs, rhymes and chants are used to make the meetings fun and interactive.
Maths Meetings provide us with an opportunity to teach and revise 'general knowledge maths' which may not explicitly be covered during the Maths lesson. Through Maths Meetings, pupils are practicing concepts and skills on a regular basis, meaning they are continually building on their mastery of these concepts.

15. Topics for Maths Meetings include:
Money
Place Value
Secret Number
Calendar Maths
Shape
You can help your child with these
at home too!