How We Teach Maths

Our lessons are broken down into small sequenced learning steps that gradually expose each mathematical concept; ensuring learning is accessible to all children and pausing where necessary to make corrections so no one falls through the gaps. A key learning generalisation is then carefully exposed and created with the children as they apply their learning to a range of different contexts. We use varied concrete, pictorial and abstract representations alongside each other to carefully expose the mathematical structure and ensure our children can move flexibly between different representations and mathematical ideas each lesson will provide opportunities for the children to reason and solve mathematical problems. To extend learning, we provide greater depth challenges, which are used to deepen knowledge whilst often making links to other areas of the curriculum

AN EXAMPLE OF HOW WE TEACH AND ENGAGE WITH CHILDREN IN YEAR ONE USING SEQUENTIAL LEARNING STEPS SET OUT IN UNITS

• UNIT 1(Understanding the concept of numbers 1-10; counting ordering, estimation, number names and matching games)
• UNIT 2(Number sets, number bonds from 1- 10 first and later 20, look for a wide range of different opportunities to help your child count and bond numbers)
• UNIT 3(Addition to 10 with addition stories)
• UNIT 4(Subtraction within 10 with subtraction stories)
• UNIT 5(understanding 2D shapes with songs, games and stories)
• UNIT 6(Ordinal, cardinal and nominal numbers)
• UNIT 7(Understanding the concept of BIG numbers 1-20; counting, identifying biggest, largest, greater than, higher than, fewer than, count and move to songs)
• UNIT 8(Comparison of numbers; place value; tease out difference between 12,20 and 21 counting in groups of 2’s5’s and 10’s)
• UNIT 9(Comparison of size; measurement of length, width, volume and area) and Recording data/Number research
• UNIT 10(Addition of numbers more than 10 and problem solving)
• UNIT 11(Subtraction of numbers more than 10 and problem solving)
• UNIT 12(Larger numbers)
• UNIT 13(3D SHAPES with songs, games and stories)
• UNIT 14(Telling the time to the hour)
• UNIT 15(Telling the time past the hour;1/2and 1/4 past)

NOTE:

Different schools use different schemes like The White Rose Scheme, NCETM, Maths Mastery, Maths No problem etc.

Here at Learning keys, we use the very best approach for your child to learn easily, comfortably and successfully.

What is the value of a number?

At Learning keys, we help to develop your child’s early Maths skills and where necessary plug the gaps. We believe all children can succeed in Maths and it is our aim to build lifelong confident Mathematicians who have a love for Maths and are prepared for the next stage of their learning.

We believe that understanding what numbers mean is essential to learning Maths. By building and securing a good understanding of the number system and how it works, your child gradually becomes confident and loses their fear of numbers as they begin to ‘see the patterns and connect the dots’.

The Number system is the main root from which all other strands of Maths stem from like estimation, measurement, data collection, recognition of shapes, fractions, decimals and percentage

Why do we focus on your child getting a grip on the number system from an early age?

Research shows that young Japanese children find it easier to count to 100 and do better in Maths because their number system easily represents the place value of numbers. They have simple Maths vocabulary for counting that follows a regular pattern which is easier to understand. However, when a child starts counting to 10 in English, the numbers come easily until they get to 12, 13, 14 and then they hit a brick wall because there is nothing from 1-10 for them to lean on before they continue counting from 11 to 20 unlike the Japanese system of counting where they carry on using the number 10 to help them with their counting .

We start with the number system because this will help children develop a better understanding of other concepts in maths later on as they grow older.

Japanese Counting

Mental maths Fluency sessions with ‘10 ticks’

In addition to our Maths lessons, the children spend 15-20mins a day developing their mental maths skills; recalling, rehearsing and securing key additive and multiplicative facts in a discrete fluency session. Developing fluency skills in this way reduces the cognitive overload during the main maths lesson, helping all children to understand new concepts. Learning Keys is working with ’10 ticks’ to develop childrens’ fluency in Maths.

10ticks Mental Maths is a fun and engaging online resource designed to help support the instant recall of multiplication and division facts and lots of other mental maths topics, with little teacher intervention and zero marking. It is aimed at primary aged pupils. From challenging classmates online to playing live games across the globe, these stimulating activities are guaranteed to engage pupils. Pupils can also create their own avatar and earn certificates and awards to inspire them to perfect their skills. You can set mental maths activities for your pupils, and they will have their own accounts, to log in to from home. Find out more here: https://www.10ticks.com

Maths Enrichment

To enhance our maths provision at Learning Keys, we organise a range of different activities for the children, including taking part in World maths Day, competitions with other Supplementary Schools within the borough, trips, workshops and engage with the community. All of these will help to develop your child’s maths skills, build a love of the subject and contribute to the child’s understanding of the world around them.