Mathematics is a creative, challenging and highly interconnected discipline which is an integral part of the curriculum here at Brill. As Maths is all around us in our daily lives, we aim to ensure that children are aware and have the confidence of how to apply learning to every day scenarios. We encourage the application of Maths in real life contexts by incorporating cross curricular links as opportunities arise.

Through our teaching of maths at Brill, we aim to ensure that all pupils:


  • Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We like to apply the approach of study, recall, recall and many opportunities for revisiting to do this to ensure long term memory and application of skills.


  • Reason mathematically by following a line of enquiry, inferring relationships and generalisations, and developing an argument, justification or proof using mathematical language. We offer a range of challenging and deeper level reasoning tasks for the children to really pick apart and show their true understanding of number and concepts.


  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and showing the resilience to persevere in seeking solutions.


What is half?

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We have been exploring halves in year 1. Using fun games and equipment helps to consolidate learning.

Here the children are investigating how they can find half of a strip of paper. Many ways were tried and tested.

We also played a matching game — who could find the other half of the pizza or ice cream or watermelon? This was a lot of fun!

Year 1's human 'Snakes & Ladders'

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This week we have enjoyed being back together and sharing some maths games. Human 'snakes & ladders' has been great fun! We are even more pleased that the rain hasn't washed it away yet!

Year 1 Maths 'Wizards'

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This week Year 1 has been using lots of different maths equipment to make groups of numbers, especially odd numbers. Year 1 have enjoyed playing a maths game to guess an odd number. "My number is greater then 10, smaller than 20 and its an odd number - what number could it be?" 

We also have some 'Maths Wizards' in Year one! They are always super excited to do Wizard Maths! Keep up the excellent work!

Year 1 has gone '3D'!

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This week year 1 have been learning about 3D shapes. It was exciting hunting outside, sorting groups and rummaging through the 'junk modelling' to find 3D shapes. Finding that the school chimney was a cuboid was great excitement, and soon the day was filled with adults being shown our everyday objects that were 3D!

Money Bingo!

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Year 2 had lots of fun this week designing and playing their own money bingo games. They have really impressed Miss Webb and Mrs Barlow with their money skills!

What is the CPA approach?

The CPA method involves using actual objects for children to add, subtract, multiply or divide. They then progress to using pictorial representations of the object, and ultimately, abstract symbols.

The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.


This is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves. Every new abstract concept is learned first with a ‘concrete’ or physical experience.







Early stages of Year 2 multiplication


This is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.


Pictorial stage of addition using dienes


Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Once a child has demonstrated that they have a solid understanding of the ‘concrete’ and ‘pictorial’ representations of the problem, the teacher can introduce the more ‘abstract’ concept, such as mathematical symbols.


Application of dividing fractions Year 6

Active Maths

Being the PE Coordinator as well, I have a passion for ensuring as much physical activity is embedded into the school day as possible. I believe it helps children to stay focused, be happy and therefore learn better.

As part of our maths lessons we have introduced an 'active' task whereby the children will extend their learning through physical movement.

Maths Coordinator

Miss Butler

Supporting your child's learning at home

Follow this link below to find some different challenges and fun maths game ideas!


Try some 'Active Maths' at home!

For some extra challenges and maths investigations visit this website! 

Have a go at the 'White Rose Maths' daily lessons that your teacher has set you! Access via this link

Wizard Maths

 inverse 11, 12.pdfDownload
 Inverse 2, 5 , 10.pdfDownload
 inverse 3, 4.pdfDownload
 inverse 6,7.pdfDownload
 inverse 8,9.pdfDownload
 x11 x12.pdfDownload
 x2 x3 x4 x5 x6 x7 x8 x9x x10 x11 x12.pdfDownload
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Maths Progression Documents

 MATHS Whole School Progression document.pdfDownload
 Year 1 Progression document.pdfDownload
 Year 2 Propgression doc.pdfDownload
 Year 3 Progression doc.pdfDownload
 Year 4 Progression doc.pdfDownload
 Year 5 Progression doc.pdfDownload
 Year 6 Progression doc.pdfDownload
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Maths policy

 Maths Policy.pdfDownload
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Maths vision document 

 Maths Curriculum's Vision and Aims.pdfDownload
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