TTB Mathematics

We teach maths daily and follow the 2014 National Curriculum.

Our aim is to ensure that our children have a secure understanding of maths and are able to recall and apply their knowledge quickly and accurately.  The children will develop mathematical reasoning and learn to solve problems by applying their mathematical understanding whilst seeking solutions to problems.

Maths Intent Statement

At Tangmere Primary Academy we want our young mathematicians to become confident learners who demonstrate resilience when facing mathematical challenges. In maths lessons, we follow the Singaporean ‘Maths No Problem’ programme.

Maths No Problem

Singapore Maths

Singapore Maths is an approach we have adopted at Tangmere Primary Academy; it is based on research and evidence and has changed the way we deliver our teaching. Instead of learning discrete mathematical facts off by heart, the children are taught to develop fluency based on concepts derived from Bruner’s Concrete Pictorial Abstract (CPA) approach. Children have the benefit of understanding why formulas work, instead of just applying them. This leads to a deeper form of learning and longevity in retaining this knowledge. We always try to contextualise Maths, so that the children understand the links between the mathematics that they learn in school and how to use Maths in real life. We try to show that mathematics is not an isolated subject, by linking learning to the practical matters of the real world around them.

Sequence of our Mathematics lessons

The CPA approach mentioned earlier follows the understanding that children learn best first using concrete or real objects; following this they can apply that learning using imagery or pictorially; finally, they will be able to apply their learning to more abstract representations: written calculations in Maths. 

MNP Learning

Explore

In their lessons, children are encouraged to tackle an “Explore” problem in a number of different ways. Can the children visualise the problem and imagine how they will find out the answer? Our philosophy is that it is better to solve one problem in five different ways than to solve five different problems! Comparing and contrasting different methods for solving the same problem enables learners to connect different areas of knowledge and to deepen their mathematical understanding. Our children have the opportunity to use different CPA (concrete, pictorial and abstract) resources and methods to solve different problems, which makes learning accessible to all.

Journaling 

It is important that the children learn how to record their findings. The children are often asked to create a visual representation of the problem. They will sometimes be asked to create their own problem similar to the one tackled in the “in focus” task or explain their learning clearly to another classmate. Our children are also great at evaluating the different methods they have used, explaining which they prefer and why.

Master

The children of Tangmere Primary Academy are given the opportunity to see how a model mathematician has tackled the same problem. What is the conventional way of solving the problem and recording our calculations? The class teacher introduces and explains the new learning for the lesson and works through different examples to build the pupils understanding of a mathematical concept. The children’s confidence with using conventional methods of recording greatly increases as we advance through each topic. 

Guided Practice and Workbooks

Finally, children are given plenty of opportunity to practise the skills they have learnt in class during a guided practice session with the teacher and through independent application. Our children enjoy learning maths and understand that challenge makes us grow. Practice makes perfect!

TTB Mathematicians Year 1 SoW

TTB Mathematicians Year 2 SoW

TTB Mathematicians Year 3 SoWTTB Mathematicians Year 4 SoW

TTB Mathematicians Year 5 SoW

TTB Mathematicians Spiral Approach by Topic Maths No Problem

Numbots is an online resource that pupils can use to develop their understanding of the mental strategies of both addition and subtraction. This sequenced programme helps pupils to develop their understanding, recall and fluency in mental addition and subtraction.
 
We also use Times Tables Rock Stars (TTRS) as a tool to help pupils develop fluency in multiplication tables. Times tables and the related division facts are essential to the children’s progress and fluency in mathematics as go through the school. If this knowledge is secured, they will find other aspects of maths easier to learn.  This knowledge is formally assessed when children are in year 4.

Arithmetic is an important part of the maths curriculum and with designated arithmetic lessons, children will get to learn the different methods that can be used to solve a variety of problems.

Within these lessons, there is a greater focus on the abstract methods, as these are the most efficient, but the ‘why’ a method works is also explained during these sessions.

Also, with a big focus being on remembering more, during their independent task, children will be asked a variety of arithmetic questions based on different areas of maths. This will help children to remember the different methods used to solve these problems.
Our ‘Arithmetic Knowledge Organisers’ can be found at the bottom of the page, which show the methods that children will be taught in each year group.

Understanding how maths is used in the world and in particular in different occupations, is really important and gives children an understanding as to why we learn maths in school. Throughout the year, children will enjoy weeks of maths learning based around a specific job and aim to practically use maths to undertake tasks that would be undertaken in this occupation.