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Maths

Maths at Leavening School

At Leavening School we use the North Yorkshire County Council mixed age planning for maths.  This is specially designed for teaching and learning in mixed age classes and to ensure that children practice fluency, reasoning and problem solving in every lesson.

 

ADDITION PRACTICE

DEFINITION SORT NUMBER TYPES

 MASTERY DIAMOND NINE

MISSING NUMBER PROBLEMS

 NAMA 5 MASTERY MYTHS    NUMBER PROPERTIES WORKSHEET

SATISFACTION   

SLNM MASTERY CPD   BLACKBOARD PRACTICE 

BORDERS 

CBS BANSHO  LARGE POND 

 JAPANESE BANSHO

 NUMBER AND PLACE VALUE

NUMBER ADDITION & SUBTRACTION

 

 

Developments in Maths

The purpose of these documents is to explain ‘Mastery in Mathematics’ and to expel any myths surrounding this concept. 

The national curriculum for mathematics aims to ensure that all pupils:

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

  • 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.

What is Mastery?

Once children have met an objective, they can go onto mastering it and developing a deeper understanding. If a child learns something deeply, lasting connections will be made in the brain. Mastery activities are not only designed to deepen thinking but to develop resilience and perseverance.

Mastery

The power points discuss breadth (coverage of curriculum), depth (deeper understanding), mastery and how developing a growth mindset is important in mastering the Maths Curriculum. We have also included some examples of activities that demonstrate breadth of knowledge and how these can be extended to challenge children.

Bansho Maths (Japanese Boardwork)

This concept promotes independent problem solving activities. It encourages children to focus on applying various strategies to one problem throughout the week. Children are encouraged to make jottings on the board and because we value mistakes these jottings, whether they are right or wrong, will be displayed for the entire week so that children can see the whole journey and realise that mistakes lead to success. It will give teachers the opportunity to address misconceptions immediately and will encourage the children to explain their understanding and thinking to others.

 

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