Maths at Jesson's

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
• 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.

Problem solving and reasoning is implemented into lessons using the mastery approach to ensure children develop a secure understanding of Maths, enabling them to become confident mathematicians. We currently use the White Rose scheme of work which aligns with the National Curriculum.

Key Stage 1 - Years 1 & 2

The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools). A fundamental concept children will develop is fluency with number bonds to 10, 20, and 100. Children will apply these skills through problem solving and reasoning; to fractions (, ½, ¼, ¾); measures (length, capacity, mass, time); and statistics (pictograms, tally charts, block diagrams and simple tables).

Lower Key Stage 2 - Years 3 & 4

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. By the end of Year 4, children are expected to know all times tables up to 12 x 12 and be able to recall them with increasing speed as they progress.

Children will become fluent in fractions by recognising fractions of objects and calculating fractions of quantities; compare fractions and know equivalent fractions; and add and subtract fractions. Children will continue to develop their ability to solve a range of problems in all areas of maths, including with simple fractions and decimal place value.

Upper Key Stage 2 - Years 5 & 6

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that children extend their understanding of the number system and place value to include larger integers. This should develop the connections that children make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, children are introduced to the language of algebra as a means for solving a variety of problems.

By the end of Year 6, children should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.