# Mathematics

### Calculation guidance

Across the Rothwell Schools, we understand the importance of delivering high quality mathematics each day to ensure that all children meet the aims of the National Curriculum in terms of fluency, problem solving a reasoning. We follow the White Rose scheme for mathematics which is designed to support a mastery approach and to support the aims and objectives of the 2014 National Curriculum.

Mathematics in Reception is planned to support the aims and objectives of the Early Years Framework. Here, the children learn to **subitise**. This is the ability to instantly recognise a number of objects, for example the number of dots on a die without counting. Children learn to instantly recognise small amounts and use this knowledge to then recognise six dots, as they break this down into two groups of three, which when combined gives us six. Subitising is an essential part of developing **number sense**, which is relating numbers to actual items or groups of items. Through play and structured activities, children will learn to match a numeral to an amount so they develop an understanding of the meaning of number.

Here at the Rothwell Schools we want all children to:

- Acquire the appropriate knowledge, skills and understanding
- Use their mathematical skills in real life contexts
- To be able to work independently and co-operatively with their peers
- Develop a positive attitude towards mathematics and enjoy the subject

Multiplication Tables

Multiplication tables are practised regularly so children develop mental recall and become fluent.

**Year 1** – counting forwards and backwards in 2’s, 5’s and 10’s.

**Year 2** - 2, 3, 5 and 10 multiplication tables

**Year 3** – 2, 3, 4, 5, 8 and 10 multiplication tables

**Year 4** – children should be able to recall multiplication tables up to 12 x 12.

**Concrete**

To support our teaching of mathematics we use a range of concrete objects (Numicom, Cubes, Two Sided Counters, Tens Frames, Bead Strings, Tens and Ones, Place Value Counters) and allow children to manipulate and learn by doing, seeing and discussing. This supports them developing a strong sense of number, mathematical understanding and being able to make connections as they use a variety of resources to explore number patterns and the four operations (addition, subtraction, multiplication, division).

**Pictorial**

When children become confident using practical resources to aid their calculations and mathematical understanding, they are encouraged to use pictorial methods including jottings or pictures, bar models, whole part model, number lines and partitioning. Examples of these methods can be found in the maths videos.

**Abstract**

Developing a strong and secure understanding of maths concepts and number fluency provides children with the knowledge to solve abstract calculations. Before moving to problem solving and being able to explain and justify how they calculated an answer or solved a problem. Daily mathematics lesson provide opportunities for problem solving, reasoning and mathematical investigations.

**The full Calculation Guidance for Parents document to which this information relates can be seen in the side of the page. It provides you with examples of the different strategies that we use across the schools to help all children deepen their understanding of mathematics and help them to reach their full potential.**

### Mathematics Weblinks and Videos

#### KS1 Addition & Subtraction Videos

- Addition – using pictures (jottings) (194)
- Addition column method crossing the tens (carrying) (167)
- Addition number bonds to 10 using Numicom (161)
- Addition using a hundred square (174)
- Addition using a number line (167)
- Addition using a Tens Frame (188)
- Addition using an open number line and partitioning (165)
- Addition using Numicom (158)
- Addition using Numicon to add 2 digit numbers using Tens and Ones (196)
- Addition using real objects (220)
- Inverse Addition and subtraction (179)
- Mental Maths strategies for addition (567)
- Subtracting by partitioning 2 digit numbers (148)
- Subtraction finding a difference by counting on using a number line (199)
- Subtraction using a hundred square (189)
- Subtraction using a number line (150)
- Subtraction using an open number line (124)
- Subtraction using column method no crossing ten (no borrowing) (160)
- Subtraction using pictures (jottings) (182)
- Subtraction using real objects and pictures (186)
- Division – Grouping (120)
- Division – Sharing using pictures (112)
- Division – Sharing using resources (127)
- Division – Using a number line (134)
- Multiples and times tables (120)
- Multiplication – Finding a missing number (127)
- Multiplication and Division Fact Families – Commutativity (128)
- Multiplication using an open number line (118)
- Multiplication using arrays (125)
- Multiplication using doubling & repeated addition (127)
- Multiplication using objects (118)
- Multiplication using rows (142)

#### Key Stage 2 - Addition & Subtraction

- Addition using partitioning with carrying (117)
- Addition using partitioning with no carrying (116)
- Addition using the column method (127)
- Addition using the column method with decimals (money) (119)
- Addition using the column method with several decimals (134)
- Subtraction developing the column method (108)
- Subtraction discussing strategies (127)
- Subtraction using partitioning (124)
- Subtraction using the column method (150)
- Subtraction using the column method (decomposition) (118)
- Subtraction using the column method with decimals (120)

#### Key Stage 2 – Multiplication & Division

- Division using a number line to find remainders (103)
- Division using the long method (103)
- Division using the short method (122)
- Division using the short method representing remainders as decimals (112)
- Division using the short method with remainders (105)
- Multiplication using doubling and halving (117)
- Multiplication using the grid method (108)
- Multiplication using the long method for two 2-digit numbers (104)
- Multiplication using the short method (113)
- Multiplication using the short method with decimals and whole numbers (108)