Maths

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.

MATHS BLOG

Number bonds outside!

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Year 1 are enjoying a fun and practical maths lesson outside where they are exploring different number bonds using Numicon.

             


Play a Board Game!

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Annabel has created this wonderful times tables inspired maths board game that all her family have been able to play together! What a wonderful way to practice your times table while having great fun with the family!


Times Tables Success!

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Rupert has been working really hard on trying to crack his 10 x tables and what a success it has been! He answered 91 questions correctly in 3 minutes using an app he has found! Excellent work Rupert, keep it up!


Maths Challenge

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Stop the clock! Year 6 sent a team of four talented mathematicians to Magdalen College School in Oxford for the afternoon on Tuesday 1st October, ready to pit their wits against a series of eleven challenges devised by staff and sixth formers at the school. These included Triangular Solitaire, Pentomino and the Tangram Plane puzzle; a large stop clock gave participants just four minutes to complete each station, ensuring some quick mental arithmetic.

Claudia B said, “I enjoyed working as a team to solve the problems,” while teammate Nina B liked the challenge of the timed element. The group performed very well, finishing all bar two of the problems within the allotted time. Well done Tijmen P, Nina B, Alice C and Claudia B.


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.

Concrete

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

Pictorial

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

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

a.butler@brillschool.org.uk

Supporting your child's learning at home

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

https://www.youtube.com/channel/UCfyh0qIIwTEV8ktNRI0x5-g

 

Try some 'Active Maths' at home!

www.teachactive.org/my-account/?code=0G5Y8

For some extra challenges and maths investigations visit this website!

https://nrich.maths.org/9084 

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

https://whiterosemaths.com/homelearning/

Wizard Maths

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

Name
 Maths Policy.pdfDownload
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Maths vision document 

Name
 Maths Curriculum's Vision and Aims.pdfDownload
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Maths progression documents

Name
 Maths progression.docxDownload
 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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