Everybody’s future success and economic well-being depends, to a large extent and with everything else being equal, upon their mastery of mathematics. Therefore, our main aim in maths is to ensure that pupils have a deep understanding of mathematical concepts. It is not sufficient for pupils to simply follow the steps in a calculation they have been taught. They must explore the maths behind these steps so that they understand how and why something works. In doing this their basic understanding of number, number bonds and patterns, will be sufficient to help them advance in maths rapidly and securely.

We follow a process to make sure that the learning is deep and lasting. Pupils will start off using physical objects to explore maths. By moving objects around, taking things away or adding to a pile of objects, children see what is physically happening and begin to see patterns of mathematical behaviour. Once they have seen what happens with physical objects, we can move onto the pictorial stage when we use pictures or representational symbols to make calculations. When this is secure, only then do we move to the abstract form of a sum with numbers and mathematical symbols. Throughout lessons pupils are solving problems and using language to explain or question processes. Pupils become confident in asking themselves “What if …..?” type questions.

Here you will find an overview of the maths that will be taught to the children of Rodmarton from Reception to Year 7. That might seem strange but it is very important throughout the school that we are aware of the stage before a child reaches a particular class and the next stage s/he will be moving onto. Under the class details you will find the details just for a particular class but, again, with the preceding and following years attached. Topics appear in the schedule to guide the teachers and indicate when children might be ready for a particular area of maths. However, this is very flexible and each teacher will use this in their planning but not be dictated to by it. Therefore, in mixed classes, you may find the different years doing different topics or you may find the teachers are teaching the same topic to all years in that class. This will be up to the teacher’s judgement.


There are many websites that you may find helpful and these have improved dramatically over the past few years. Here are few to explore:

www.nrich.maths.org/public/index.php (problem solving ideas are really good)
www.nytimes.com/ref/crosswords/kenken.html (lots of puzzles, quite challenging)
www.transum.org/Software/SW/Starter_of_the_day/index.htm (interesting little puzzles)
www.math.rice.edu/~lanius/Lessons (great fun, colourful, good challenges)

In addition, there are some excellent APPs for iPads and iPad minis. The suggestions below are in stage order, starting with the very simple ones for Reception and Year 1:

Kids Academy . 123 Tracing (learning numbers by tracing them on a touch screen)
Number Monster (early learners for number recognition up to 20)
Wee Kids Math (colourful games on basic number)
Math Bingo questions dependent on choice and level of maths selected)
Squeebles Times Tables 2 (collect little Squeeble characters, trophies and stars as you learn)
Mathboard (built around multiple choice but encourages working out solutions with a neat scratchboard area where pupils can chalk their sums. There are also quick reference tables to hand.)
Operation Math (spy game that sets challenges depending on level of maths selected)
Math Farm (pretty basic game in a multiple-choice environment)
Mr Thorne’s Times Table Terra, Mr Thorne’s Divide + Conquer, Mr Thorne’s Addition Space Station (uses the planets as the theme for his three maths apps. Becomes very challenging)

At the following sites you will find various number lines that can be very helpful for children when they are completing their homework:
Number Line – Math is Fun

Number Line – 5-11 year olds – Topmarks

The Math Worksheet Site.com — Number Lines

Rodmarton Primary School Calculation Policy
Rodmarton Primary School Maths Policy
Maths NC Programme July 2013