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Mathematics is an essential part of everyday life.  By developing their ability to calculate, reason and solve problems, mathematics enables children to make sense of the world around them and to understand relationships and patterns in both number and space in their everyday lives. At Penketh Primary school, we want children to develop a real enthusiasm for mathematics and to equip them with the key skills that will be essential at high school, in higher education and in their personal and working lives.

The school aims:

- To encourage all children to develop an enthusiasm for and a confidence in mathematics.

- To help children to understand the importance of developing mathematical skills as an essential part of everyday life.

- To help children to develop and use a wide range of mathematical skills appropriately.

- To provide a rich and challenging learning environment that stimulates mathematical thinking and learning with well-planned, interesting work.

- To ensure that all children achieve their full potential.

Teaching and Learning

Children are taught maths for one hour each day. From September 2016 the school will use the Singapore approach when teaching maths. 


Rationale to Singapore Maths

  • Play: In the Foundation Stage and Key Stage One (KS1), children experience a range of mathematical concepts through play-based activities – games, sand and water play, and role play (shops, Post Offices etc.). Games are also used in later year groups to teach and consolidate mathematical concepts and skills.
  • Group Work: Children often work in groups in Numeracy. We use cooperative learning strategies as a way of engaging children with their learning, reinforcing mathematical skills and concepts, providing support and raising children’s confidence.  Group work also allows children the opportunity to consolidate their use of mathematical language and to develop their problem solving, reasoning and explanation skills. A variety of different groupings, such as paired work, mixed ability groups, same ability or friendship groups may be used according to their suitability for the learning task.
  • Whole Class: New concepts are introduced to the class as a whole before they begin work on set tasks. The class is brought back together at various points during a lesson to review what has been learnt.
  • Individual Work: There are occasions when maths work is carried out with the children working on their own.  This is especially appropriate when assessment tasks are being carried out.
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