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Maths

"It's fine to work on any problem, so long as it generates interesting mathematics along the way - even if you don't solve it at the end of the day" - Andrew Wiles

 

As a school, we aim to develop mathematicians of the future, where maths is enjoyed by all, challenges are accepted and solved, where mistakes are recognised as part of the learning journey and where a deep and rich mastery understanding of maths is an opportunity for all. Through our understanding of how Singapore maths is implemented, we aim to imitate a style and culture of maths where children grow up reaching their full continuing potential.

 

Our key aims rest at the heart of our mathematics curriculum:

  1. For children to be fluent in the fundamentals of mathematics,
  2. For children to reason mathematically
  3. Can solve problems by applying their mathematics 

 

At St.Mary’s, all children are entitled to access all aspects of the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics. The fundamental idea behind mastery is that all children develop a deep understanding of the mathematics they are learning. This is central to the planning and provision of mathematics at our school.  Learning is carefully sequenced, taking into account what has been taught before, and what knowledge and skills are needed for the next stage of our children’s mathematical development. Mathematics is purposefully planned to be taught explicitly across the wider curriculum in subjects such as (but not limited to) science, history and geography

 

At St. Mary's RC Primary School, we use a Maths Mastery approach to ensure that our pupils master key mathematical concepts to a level of depth where they can apply them in practical contexts. To help us achieve this, we have introduced a scheme of work called Maths No Problem which is aligned to the 2014 English National Curriculum for Mathematics and is based on what is called 'The Singapore Method'.

The Fundamentals

Dr. Yeap talks about one of the fundamental ideas in mathematics: that items can only be counted, added, and subtracted if they have the same nouns. He uses a simple example with concrete objects, chocolates and glue sticks to illustrate the point and then shows how it relates to column addition and the addition of fractions.

Number Bonds

Dr. Yeap explains how young children can use concrete materials and later use pictorial representations as number bonds. Number bonds represent how numbers can be split up into their component parts. Children can explore number bonds using a variety of concrete materials, such as counters with containers and ten frames or with symbols

Subtraction

Dr. Yeap explains how standard column subtraction can be taught meaningfully by using children's knowledge of number bonds. Once children can explain how numbers can be split into their component parts, they can adapt their understanding to the conventional column subtraction method.

Mental Arithmetic

Dr. Yeap discusses how children can develop an ability to calculate the four operations (addition, subtraction, multiplication and division) in their heads without the use of paper and pencil or calculators

Long Division

Dr. Yeap discusses how children can learn to do long division meaningfully by first using concrete apparatus, such as base-10 materials, to perform the operations. They can then explore how this idea is represented in the long division algorithm

We are so so proud of Aryana for being asked to attempt a World Record!!!!

An incredible achievement by Aryana (9) playing TT Rockstars Studio achieving 180. This is her entry into the Guinness World Records! We are waiting the results...

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