Mathematics
Subject Leader - Mrs Russell
Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many people to the development and application of mathematics.
At Forefield Junior School we aim to to provide the opportunity for children to experience success and enjoyment from mathematical study in order to develop a confident and positive approach to the subject. We want children to develop mental arithmetic skills and mental methods to help children observe the patterns and relationships of mathematics. Our lessons encourage the use of mathematical language when children discuss, explain and express ideas. Our curriculum supports children to develop the creativity and flexibility of mind to investigate and problem solve both independently and collaboratively.
Mathematics Curriculum
Year 3
Each block of work in Year 3 will have a broad focus on one of the main areas of mathematics.
Number - Measurement - Geometry - Statistics
However, teaching will continually emphasise the connections between mathematical ideas and will challenge children to solve problems. A strong emphasis will be placed on mental mathematics, particularly multiplication tables.
| Autumn Term | Spring Term | Summer Term | |||
|---|---|---|---|---|---|
| Week | Topic | Week | Topic | Week | Topic |
| 1 - 3 |
Number: |
15 - 17 | Number: Multiplication & Division |
27 - 28 | Number: Fractions |
| 4 - 8 | Number: Addition & Subtraction |
18 - 20 | Measurement: Length & Perimeter |
29 - 30 | Measurement: Money |
| 9 - 12 |
Number: |
21 - 23 | Number: Fractions |
31 - 33 | Measurement: Time |
| 13 - 14 |
Consolidation |
24 - 26 | Measurement: Mass & Capacity |
34 - 36 | Geometry |
| 37 - 39 | Statistics | ||||
Year 3 Maths Curriculum Map
Year 4
Each block of work in Year 4 will have a broad focus on one of the main areas of mathematics.
Number - Measurement - Geometry - Statistics
However, teaching will continually emphasise the connections between mathematical ideas and will challenge children to solve problems. A strong emphasis will be placed on mental mathematics, particularly multiplication tables.
| Autumn Term | Spring Term | Summer Term | |||
|---|---|---|---|---|---|
| Week | Topic | Week | Topic | Week | Topic |
| 1 - 4 | Number: Place Value |
15 - 17 | Number: Multiplication & Division |
27 - 28 | Number: Decimals |
| 29 - 30 | Measurement: Money |
||||
| 5 - 7 | Number: Addition & Subtraction |
18 - 19 | Measurement: Length & Perimeter |
31 - 32 |
Measurement: Time |
| 8 - 9 | Measurement: Area |
20 - 23 | Number: Fractions |
33 - 34 | Statistics |
| 10 - 12 | Number: Multiplication & Division |
24 - 26 | Number: Decimals |
||
| 35 - 36 | Geometry: Properties of Shapes |
||||
| 13 - 14 | Consolidation | 37 - 38 | Geometry: Position & Direction |
||
Year 4 Maths Curriculum Map
Year 5
Each block of work in Year 5 will have a broad focus on one of the main areas of mathematics.
Number - Measurement - Geometry - Statistics
However, teaching will continually emphasise the connections between mathematical ideas and will challenge children to solve problems. A strong emphasis will be placed on mental mathematics, particularly multiplication tables.
| Autumn Term | Spring Term | Summer Term | |||
|---|---|---|---|---|---|
| Week | Topic | Week | Topic | Week | Topic |
| 1 - 3 | Number: Place Value |
15 - 17 | Number: Multiplication & Division |
27 - 29 | Geometry: Properties of Shapes |
| 4 - 5 | Number: Addition & Subtraction |
18 - 19 | Number: Fractions |
30 - 31 | Geometry: Position & Direction |
| 6 - 8 | Number: Multiplication & Division |
20 - 22 | Number: Decimals & Percentages |
32-34 | Number: Decimals & Percentages |
| 35 | Number: Negative Numbers |
||||
| 9 - 12 | Number: Fractions |
23 - 24 | Measurement: Perimeter & Area |
35-37 | Measurement: Converting Units |
| 25 - 26 | Statistics | 38 - 39 | Measurement: Volume |
||
| 13 - 14 | Consolidation | ||||
Year 5 Maths Curriculum Map
Year 6
Each block of work in Year 6 will have a broad focus on one of the main areas of mathematics.
Number - Measurement - Geometry - Statistics - Ratio and Proportion - Algebra
However, teaching will continually emphasise the connections between mathematical ideas and will challenge children to solve problems. A strong emphasis will be placed on mental mathematics, particularly multiplication tables.
| Autumn Term | Spring Term | Summer Term | |||
|---|---|---|---|---|---|
| Week | Topic | Week | Topic | Week | Topic |
| 1 - 2 | Number: Place Value |
15 - 16 | Number: Ration & Proportion |
26 - 29 | Revision and Consolidation |
| 3 - 7 | Number: Addition, Subtraction, Multiplication & Division |
17 - 18 | Algebra | 30 | SATs Week |
| 19 - 20 | Number: Decimals |
31 | Ambleside | ||
| 8 - 11 | Number: Fractions, Decimals, Percentages |
21 - 22 | Number: Decimals & Percentages |
32 - 33 | Statistics |
| 12 | Measurement | 23 - 24 | Measurement: Area, Perimeter & Volume |
34 - 35 | Algebra |
| 13 - 14 | Geometry | 25 | Statistics | 36 - 37 | Geometry |
Year 6 Maths Curriculum Map
Reading within the Mathematics Curriculum
In today's information-driven society, the ability to read critically is essential for academic and career success. By teaching reading across the curriculum, we are equipping children in our school with a crucial skill that will facilitate learning across the breadth of the curriculum. Reading is not just about decoding words on a page, but also about comprehending and analysing information. Reading is a critical skill in mathematics lessons for understanding word problems, interpreting notation and communicating to explain concepts. Successful reading in mathematics helps pupils to deconstruct problems in order to solve them. Teachers develop this skill by explicitly teaching mathematical vocabulary, modelling how to read maths problems and incorporating discussion about what has been read to build a problem-solving strategy.
