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Maths

We love Maths at Waverley Primary School!

Our whole school focus for this year is to improve the childrens' understanding of how to reason and solve problems in Maths. 

Summer 2017

We have been having lots of fun in Maths this year. See below for photographs of the children working hard and some displays around school. Our children in EYFS have a new smart TV, they have found some brilliant games to improve their direction skills. In KS2, some children have been learning about angles and different lines.

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Wednesday 8th February

Mrs Dalkin's class went to Forest school today where the focus was MATHS! The children had to estimate the length of certain twigs and branches, then measure them to see how accurate they were. They had to find two sticks that together were exactly one metre. We looked for right angles in nature and couldn't find very many. We were challenged to use sticks and a small amount of masking tape to construct the tallest pyramid they could. Some children made square based and some triangular based. A brilliant time and excellent use of maths skills in nature.

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Thursday 2nd February

Today our governors, Mr Lamb and Mrs Brown came into school to look at maths. We started with a walk around school looking at the children working and maths on display. Then we watched a lesson in Year 3/4, who were learning about time.

 

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Tuesday 17th January

What was going on in the gym today? Mrs Leeming was very confused and a little scared to go in THE DOME. Ask Mrs Sample's maths set what it was all about.....

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Developments in Maths

We have had a very exciting Autumn term in Maths. We started off in the first half term with a fabulous Maths Week. The focus was money and we certainly had an amazing time carrying out all the activities the teachers planned. One highlight was our whole school coin trail. We thought we might make one line along our central corridor, little did we know the trail would go all around the school and raise lots of money. 

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For more information on each class and the activities they did, please see individual class pages and Mrs Leeming's headteacher blog. The children and staff all loved the week.

 

New Scheme

We have also started using the White Rose Maths hub materials to help us teach reasoning and problem solving to the children. 

Mathematics Policy

Below is our Maths policy. This policy was last updated January 2017.

Calculation Policy

We are currently in the process of updating our calculation policy. We are using the White Rose policy and adapting it in line with our planning and teaching. Our new calculation policy will be added to this page by Easter 2017.

Singapore Bar Method

Our teachers from Year 1-6 have all been trained in using the Singapore bar method this term. We have really enjoyed working with the children to look at this new way of solving problems.

Using the bar method to multiply and divide

Using the bar method to multiply and divide 1
Using the bar method to multiply and divide 2

Using practical equipment

We like to use practical equipment to help the children to visualise a problem. At Waverley we use lots of numicon as well as other resources. Have a look at the photographs below....

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Maths displays around school

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Mathematics Curriculum In Action
 

Mrs Sample's mathematics group were working on positive and negative numbers.

Picture 1 They were looking at the concept of sea level.
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Some teams utilised their knowledge of the size of the lighthouse to assist them. Some used markings on the page to help also.

 

Where esle might we use positive and negative numbers?

These year 6 pupils impressed us with their thinking in maths. Mrs Sample is always posing unusual questions. This one was linked to the idea that if you add a series of consecutive numbers, then divide by the amount of numbers that were added - you will have the result of the the middle number!

Picture 1 Try it at home. It also works with decimals.
Picture 2 RESOURCEFUL for sure.

Check this for us:

24.5 + 24.6 + 24.7 = 73.8 73.8/3= 24.6

 

Mrs Sample's Mathematicians were working at their understanding of percentages today.

 

Some pupils demonstrated some excellent thinking - using their knowledge of what they know already is very important.

 

Mrs Sample set them away with a game to test their knowledge.

 

Maths games are a great way to practice a particular maths skill.

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Sometimes the strategy of the game takes deeper thinking and the player needs to explore percentages even further.
Picture 1 We then come back to real life problems.
Picture 2 Working with others helps us to understand maths
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The King Arnold Problem


King Arnold sits around a table.

There are 3 empty seats.

How many different ways can the knights sit around the round table? What if King Arnold has 4 seats or even 5?

 

How might we work out the different combinations?

 

Is there a quick way of doing it and can we convince other people that we are correct?

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Then there is the suitase combination problem: if the suitace has digits from 0 to 2, how many combinations could we have?
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We need mathematical thinkers who can see patterns and use numbers to justify their ideas.

 

It is good to use pencil and paper methods but sometimes this can take a long time - are there more efficient ways?
 

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Picture 2 Talking about the problem helps also.
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Mathletics

 

We were visited today by Deane Tomlin from Mathletics. He introduced our older pupils to a program that will help with mental mathematics skills in particular. Each has their own log in and password to use at home.

 

Some pupils demonstrated how to play against other children from around the world.

 

It is a competitive program where players can win points to build virtual cities.

 

We will keep you posted about the pupils who achieve their Mathletics Bronze, Silver and Gold awards.

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Never... Always...Sometimes...

 

Mrs Sample's Numeracy group were impressive today as they were asked to find out if the following caculation occurs 'sometimes'... 'never'... or 'always'.

 

Why not have a go at home?                

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Take any three digit number such as: 432

Then reverse the digits:   234

Subtract that number from the first: 432 - 234 = 198

Now reverse the answer again:  891

Then add the two together:    891 + 198 = 1089

Now try it again with a different three digit number at the beginning.

Is the answer always 1089; sometimes 1089 or never 1089?
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