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Mathematics

Introduction

At Kingsley Primary School, the teaching and learning of mathematics is a high priority as we recognise it as an essential skill for life. We whole-heartedly believe that all of our children can succeed in mathematics. Our aim is to send our children to the next stage of their lives as confident, resilient problem solvers with an enthusiasm for discovery.

Kingsley’s vision for Maths

We want all children to be able to:

  • believe that they can succeed at mathematics and welcome the challenge to do so

  • develop a fascination and love of numbers and spacial awareness

  • become fluent and confident mathematicians

  • explain their mathematical thinking clearly

  • solve problems by reasoning

  • apply their mathematical skills in a wide range of situations

In order to achieve this aim, we have an exciting teaching maths for mastery curriculum which we are continuously developing. Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning (the memorisation of information based on repetition) and are able to solve non-routine (unfamiliar) maths problems without having to memorise procedures. We deliver this curriculum using the Maths – No Problem! approach, a highly-effective (award-winning) programme of teaching methods and resources based on recommendations from world-renowned experts.

More information?

If you are interested in finding out more about: ‘teaching maths for mastery’; ‘Singapore maths’ and/or ‘Maths: No Problem!’, access the highly-recommended links below:

 

Teaching for Mastery in Action!

Please take some time to explore our mastery experiences and support materials.

Don’t stop there! Scroll down this page to see examples of our amazing children mastering mathematics!

The children enjoyed solving the problem of matching the numicon pieces to the correct bus. They then counted the dots and matched them to the correct number. The children made their own bus by adding two numicon pieces together and found the total.
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There are three stages to learning your times tables:

We have experienced the counting phase.

This is our class during the strategy phase where they use automatic facts to derive other facts. E.g. 6 groups of 5 = 30 so they can use that known fact to find 12 groups of 5 = 60.

The final stage is automatic recall. 

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In maths we have been exploring place value of hundreds tens and ones- here we used part whole diagrams to show our understanding.

 

Tori- I made a mistake with mine but I was able to talk to my partner and knew where I had made my mistake.

Lucy and Joseph- We counted the diennes there was 3 hundreds, 2 tens and 3 ones!

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In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.

In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  1
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  2
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  3
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  4
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  5
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  6
In Year 5 (September, 2018), we have been representing 5-digit numbers using concrete resources.  7
Look at the work Year 5 and Year 6 have been doing.
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Year 2 were able to use bar models to solve different addition and subtraction problems. They progressed from concrete apparatus to pictorial representations to abstract numbers within this approach. Here are some photographs of them solving word problems by using the two given pieces of information to solve the final answer.
Year 2 explored part-whole models using practical resources. Children were able to work out addition and subtraction problems by calculating the missing number. They were able to represent two digit numbers using rods, cubes and tens frames and use these to add and subtract within 100.
Year 3 children have been exploring column addition using practical equipment.
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The Reception children used Numicon to combine amounts and find the total. The children tried hard to record the number sums.
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In maths we have been looking at place value with straws. We can work out how many tens and ones we have by using our magic method of ‘making trees!’ We had lots of fun and can make lots of different numbers.
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In Year 2, children have been learning about place value using lots of different resources. Children used straws, diennes rods and tens frames to make different numbers. They then counted the tens and ones in each number.
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The Reception children have been using objects to match quantities to number cards and get the correct number of objects from a large group.
We have also been exploring patterns with colours and shapes in the construction area and exploring money in the shop because we are learning to use the terms 'change, penny and price'. 
We used the straws to develop our understanding of the value of numbers and have counted dinosaurs 1-1 all the way to 10!
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'Double trouble'

In Year 3, Children have been working on doubling numbers...

To help us understand we made number 'twins' with cubes and then counted them up.

We were able to see that when we double we have two lots of the same number

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Year 4 have had a fabulous time using what they already know to create Roman Numerals 1 - 39. It wasn't easy but now we can add, subtract and order numbers using Roman Numeral representations.
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In Year 4, we have been learning about the properties of 2D and 3D shapes including how 3D shapes are made from nets. We investigated a range of nets to see which would create a cube then used our knowledge of nets to create our own.
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Our young mathematicians would love to share their recent work with you. They have been working extremely hard to develop their ability to explain their understanding and represent it in a range of different ways. Please take the time to watch the videos bellow. I am sure you will agree that we have a lot of very talented children. 

Year 2 came in to see their classroom changed into a gift shop. "Wow! Look at all of this!" said Max. "It's a good job I counted my money this morning" said Grace. 

 

The children took turns to be the shop keeper and the customer. They were each given an amount to spend and practised counting on forwards or backwards to help them give the correct amount of change.

Take a look at some of our talented year 6 pupils representing their understanding of place value in money.

 

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Can you spot their use of written place value methods?

 

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Point to any practical (concrete) resources!

 

“I was really impressed with the way the children worked collaboratively to help each other reach a secure understanding of numbers with 2 decimal places.“  Miss Dodds (Year 6 Teacher)

Year 2 have explored properties of 3D shapes and irregular polygons. They worked together to complete a range of activities.
In Reception, the children have been using compare bears to find 1 more and 1 less than a given number. Isla was able to say "I add one more the number gets bigger."
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Year 3 have been working on fractions!

Civadhanu showed one quarter by selecting 3 pencils and 1 pen, Ethan was able to show us quarter past the hour and Leo showed a quarter of a triangular based pyramid by changing the colour of one of the sides.

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Blue Group said that Numicon showed fractions. This one is shared into quarters.

 

Ethan, Amelia, Millie, Freyja, Isabelle and Liam talked about how things can be split up into fractions.

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