GLF Schools

Maths

The maths curriculum at Springfield Primary School follows the pedagogy of Teaching for Mastery. Our schemes of learning are taken from the White Rose Maths, who believe in creating; 'a culture that produces strong, secure learning and real progress.'

Children in Springfield learn through the explicit teaching of small steps, operating under one learning objective. Within this, mathematical, conceptual knowledge is deepened through effective questioning. This is supported by the explicit teaching of mathematical vocabulary and exposing children to conceptual and non-conceptual variation. Greater depth is secured through children making mathematical connections through refined skills in reasoning.

During lessons we use the CPA (Concrete, Pictorial and Abstract) method, which involves using actual objects for children to add, subtract, multiply or divide. They then progress onto using pictorial representations of the object, and ultimately, abstract symbols. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.

Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves. Every new abstract concept is learned first with a ‘concrete’ or physical experience.

Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. Building or drawing a model makes it easier for children to grasp concepts they traditionally find more difficult, such as fractions, as it helps them visualise the problem and make it more accessible.

Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example +, –, x, / to indicate addition, multiplication, or division.

We believe children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts. If all children aim high in mathematics, we will achieve excellence, together.

What is Numicon?

Using Numicon to find doubles:

Using Numicom to find different ways to make numbers:

Using Numicon to make larger numbers:

Using Numicon to create number bonds to 10:

Using Numicon to recognise the number frames:

Using bar models, part-part whole models, number lines and tens frames:

Using a fractions wall:

Using multiplication grids:

Using protractors:

Using number bond resources:

Using hundred squares: