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Trotts Hill Primary School and Nursery

The 2014 National Curriculum for Maths aims to ensure that all children:

- Become
**fluent**in the fundamentals of Mathematics - Are able to
**reason**mathematically - Can
**solve problems**by applying their Mathematics

At Trotts Hill, these skills are embedded within Maths lessons and developed consistently over time until they are mastered. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the power of Mathematics. We hope to promote the view that every child can be successful in Maths; enthusiasm and attitude towards Maths can positively impact on achievement and attainment.

'I love maths even though it is challenging!' Jessica, Year 2.

LI: To identify numbers on an empty number line.

We got out the rulers and sticky notes for an Active Maths lesson looking at number lines.

Year 2 represented numbers to 20 using lots of different equipment. They also challenged themselves to make the same number in different ways.

In maths, Year 3 are exploring place value. They created 2-digit numbers and represented these using different equipment.

As part of our Inspirational Maths lesson we played a game called: Game of Totals. We were given the numbers 1,2 and 3 and had to use these to find totals of 10. We competed with our partner to be the first to complete 10. We used manipulatives and recorded our methods in our books.

Year 4 began the week discussing the things that help them to learn when working as part of a group. They agreed that encouragement and patience are key to working well as a group. Their favourite activity was spotting different shapes in representations of the numbers 1-20. They found a relationship between the shapes and different times tables.

The children played a game whereby they had to take turns to add a number to make 25. The catch was that they could only use the numbers 1,2,3,4,5 or 6. The winner was the player who laid the final counter to make 25. At first, pupils relied on luck. Gradually some children started to use a strategy to guarantee they would win - put down the 18th counter. Once this method was shared, other players used it too. The challenge came when both players had the knowledge of how to gain an advantage.

As part of our Inspirational Maths lessons, Year 6 were encouraged to identify patterns. Using manipulatives, then moving to pictorial, and finally, abstract, children were able to predict and make generalisations about the pattern. All children contributed to the lesson and left knowing we can all do maths!

In nursery we do a lot of work on shape. We love being 'shape detectives' looking for shapes in our enviroment.

Reception have been learning all about addition through using first, next and last stories.

Today Year 4 created symmetrical patterns on a vertical, horizontal and diagonal line of symmetry or all 3!

LI: To convert between analogue and digital times.

Today the children enjoyed some active maths. They had to search the classroom for times to convert from analogue to digital.

Year 6 had an active maths lesson where firstly, they used polydrons to test different nets of cubes and then after that, they investigated nets of different 3D shapes.

Year 3 have started their new unit of learning: money. They spent the lesson exploring the coins, identifying them and comparing the amounts they made.

Out with the hoops and counters for year 4! Some of the children have been busy in the hall, bouncing away whilst learning their timestables. Others have been using Place Value counters to learn all about decimal numbers.

Nursery

In nursery we have been using the interactive whiteboard to help us match the numeral to quantity. A numeral was displayed and then we had to touch the correct number of fish to match that numeral. We had lots of fun, chasing the fish around the interactive whiteboard whilst learning at the same time.

Year 5 used counters to support the understanding of formal division.

**Overview of the Challenge**

The goal of this project was to design and build a balloon-powered car.

The car had to be sturdy and not fall apart when in use.

The car had to go straight.

The car had to go as far as possible.

Year 6 used a combination of Maths, Science and DT skills during our balloon buggy experiment.

*Elana: We had to measure to be successful. *

*Aayat: We drew tables to record our findings.*

*Amelia: We had to be confident problem solvers. We also recorded data and found averages. It was the most fun day of the year!*

*Jake: I enjoyed combining maths and science learning together!*

Year 5 put measuring skills to good use. They moved between units of measurement - mm, cm and m - and found an average distance for their test.

*We used a lot of our learning - Olivia*

*I didn't like it; I loved it - Joe*

Year 4 enjoyed the balloon buggy project immensely. It raised lots of scientific questions and was a great opportunity for the children to observe and problem-solve. We were very proud that all of our buggies worked and some were very speedy, whilst others went a long way!

During the project, children commented:

*You have to measure carefully to make the base accurate. (Brian)*

*The straws need to be parallel otherwise the wheels aren't straight. (Izzy)*

*I need to find zero on the ruler first. (Zohaib)*

*The friction of the doweling was slowing the axel down. (Ruben)*

*We observed our buggies so we could make improvements. (Emelie)*

Year 3 developed their measuring skills whilst building their balloon buggy and whilst testing how far they travelled.

*I liked measuring how far the balloon buggy went. Aarhui*

*I liked measuring the base. Scout*

Year 2 investigated the question 'Does the size of the bottle affect the distance the balloon buggy travels?' The children made their own predictions.

Daniel - I think the size of the bottle won't make a difference because the same amount of air has to come out of the balloon.

Harry - I think the bigger bottles will go further because more air can get behind it.

Gabby - I think the smaller bottles will go further because they are lighter.

The children then went to the hall to test their buggies by blowing up their balloon and comparing how far they travelled.

We concluded that the larger bottles tended to travel further than the smaller bottles.

For the last three years, all classes have begun their Maths learning with Inspirational Maths, inspired by You Cubed. The aim of the lessons is for all children to believe they can achieve in Mathematics. Some of the videos shared with the children with important messages can be seen below:

'Inspirational Maths was a great way to start the year because it inspired us to know that we can all be mathematicians.' Penny, Year 6, 2021.

Year 6 participated in an inspirational maths lesson whereby we had to construct shapes, with the correct properties, using a loop of rope. We worked in teams to achieve this and realised we are all able to show resilience in mathematics in order to achieve a goal.

'We can do this!' Eryn, Year 6.

Year 5 tackled a variety of challenges that required them to think about patterns. They described visuals and reasoned why some numbers were presented in particular ways. Some challenges required predictions and working backwards.

*"It was challenging but fun." Olivia, Year 5*

*"Before, I didn't know that four quarters is the same as one." Lena, Year 5*

Year 4 were looking at visual representations of numbers as part of Inspirational Maths Week. They were surprised that they could recognise a number without even counting it due to the way in which it is laid out. The children enjoyed spotting patterns and thinking how * they *would represent a number as a picture.

"I can see the number 9 represented as 3 lots of 3 as little triangles within the big triangle," Jake, Year 4.

Year 3 looked explored finding totals as part of their Inspirational maths. They played a game with a partner which used the numbers 1,2 and 3 to create totals of 10. The children recorded using equipment, visual representations and number sentences.

"If you are slow at maths it doesn't mean you can't do it. It just means that you are thinking deeply." Aaruhi Year 3

"It is a really fun game." Jessica Year 3

Year 2 looked at different numbers between 1 and 20 and used as many manipulatives as they could to represent the numbers.

'I have represented the number 11 in five different ways!'

Year 1 looked at adding to 10 as part of inspirational maths. The children acted out a story using counters and discussed their findings.

' If you have 7 mince in the jar then there must be 3 in the grass.'

For the last three years, Trotts Hill have partnered with NCETM to embed the mastery approach. The picture below summarises the key features of mastery. There are photographs from each year group demonstrating what this looks like in action.

'It is good to complete harder questions because it enables our brains to grow. I am a good mathematician because I learn from my mistakes.' Luke, Year 4, 2021.

'Active maths helps us because exercise helps with our concentration.' Hannah, Year 5, 2022.

On the 11th May, Year 1 enjoyed an active maths lesson where they had to quickly solve multiplication problems by making arrays with cones. We had a competition to see which team could complete the most multiplication questions correctly in 10 minutes. The winners were Orange Team - well done!

Year 2 participated in an active maths lesson completing a treasure hunt. The children had to answer specific maths challenges to collect letters and then had to crack the code!

Year 3 were exploring counting in tenths. They threw bean bags to each other whilst counting forwards and backwards. Some children were challenged to shout out the equivalents as well. The children then raced to build different fractions using cubes.

Year 4 enjoyed an active maths lesson where they were racing to match times on an analogue clock, times written in words and times on a digital clock together.

On 19th May, Year 6 revised calculating percentages of amounts in the form of a relay.

On 10th January, Reception went on a shape hunt around their learning environment looking for 4 sided shapes. They found several rectangles and squares and used maths vocabulary to describe the shapes having 4 sides and 4 corners.

On the 12th January, Year 1 had an active maths lesson related to addition and subtraction within 20. Children had to quickly solve a question on each rung of a ladder to continue moving up, and reach the pot of gold at the end.

Year 2 completed a virtual shopping trip buying different items from different ' shops' in the classroom.

Year 3 explored perimeter. We used the Forest School area and created perimeters out of natural objects. We used the vocabulary length and width to describe the perimeters created. Back in the classroom, we then created perimeters using cubes and counted the length of the perimeters.

Year 4 were practising multiplying and dividing numbers by 10 and 100. They had to find a partner that had two numbers and work out if the first number had been multiplied or divided by 10 or 100. Then they went to find another partner to solve another calculation.

On 21st April, Year 5 practised converting tenths to decimal fractions and raced to round to the nearest whole number.

On 17th March, Year 5 took to the playground to race and collect fractions. In the classroom, we competed to group them using equivalence.

On 2nd February, Year 6 had an active maths lesson related to 2D shapes. The children had to pick a round coin and redesign it with multiple sides.

On the 16th December, Year 2 focused on addition and subtraction. The children had to create number sentences linked to a number and included addition and subtraction in order to reach the North Pole.

On 14th December, Year 3 revised the 3 and 4 x tables. They used BBC Supermovers to help them.

On Friday 17th December, year 4 practised their 8 and 9 times tables using BBC Supermovers.

On 9th December, 2021, Year 5 played musical factors. We wrote down our first ideas about factors of numbers and then walked round the room to some music. When the track stopped, we shared with a partner and wrote down any factors we hadn't already found. We did this several times until we felt we had found them all.

On 11th November 2021, Year 6 revised how to find equivalent fractions through competing in a relay race where each team had to find equivalent fraction pairs. Children demonstrated enjoyment as well as understanding, and were able to reason with their peers during the activity.

All children in Trotts Hill have participated in a Maths/Science day called Flap the Fish! Children have followed a line of enquiry such as: How does the size of the fish affect how fast it travels? Or How does the material the fish is made from affect how fast it travels? This provided children with the opportunity to refine their data handling skills as well as their working scientifically skills. All children showed our learning behaviour - enjoyment!

During this week, every child at Trotts Hill participated in our bee survey. We combined our Maths and Science skills throughout the process. Individual classes decided on a question to investigate and then gathered data accordingly. Children decided how best to present the data in order to draw scientific conclusions. For example, Year 5 and 6 identified different species of bee during the survey and wanted to draw a line graph but decided a bar graph would depict the results more clearly.

What a fantastic morning of maths using the coins from the silver change challenge. Thank you so much to everyone who brought coins in. Year 6 are checking the amounts this afternoon with members of FROTH. The total and winning class will be shared with you soon.

Nursery had fun learning numbers and counting.

Reception sang songs, rubbed coins to make patterns and used money to buy items in their shop.

Year 1 worked out which coins made the longest line.

Year 2 compared amounts and looked at which groups of coins had the greatest value.

Year 3 found many ways to group amounts of money.

Year 4 counted in multiples and looked at dates on the coins.

Year 5 created bar graphs to show the values of coins.

Year 6 used different mathematical strategies to estimate how much money the school would raise.

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