At Walford Primary School, we aim to provide a learning atmosphere which gives children the opportunity and confidence to discuss, investigate and enjoy mathematics and so develop into successful mathematicians in their adult life.

Using the New National Curriculum for our planning the children will be given the opportunity to:

• think for themselves, take responsibility for their own learning and achieve a good level of numeracy;
• develop an understanding of mathematical vocabulary and notation;
• develop mathematical concepts in real situations through handling materials, discussion and practical situations;
• have the confidence to apply the knowledge and experience they have gained to other mathematical tasks;
• have an appreciation of the logical aesthetic aspects of mathematics, through problem solving and investigation, linking this with other areas of the curriculum.

By the end of Year 6 all pupils should:

• have a sense of the size of a number and where it fits into the number system;
• know by heart number facts such as number bonds, multiplication tables, doubles and halves;
• calculate accurately and efficiently, both mentally and with pencil and paper, and draw on a range of calculation strategies;
• recognise when it is appropriate to use a calculator or other mathematical apparatus, and be able to do so effectively;
• make sense of number problems, including non-routine problems, and recognise the operations needed to solve them;
• explain their methods and reasoning using correct mathematical terms;
• judge whether their answers are reasonable and have strategies for checking them where necessary;
• suggest suitable units for measuring and make sensible estimates of measurements;
• compare and classify shapes; identify, compare and order angles; identify lines of symmetry in 2-D shapes;
• use coordinates to describe positions on a 2-D grid; describe movements between positions; plot specified points and draw sides to complete a polygon;
• explain and make predictions from the numbers in graphs, diagrams, charts and tables;
• draw on a range of problem solving skills to tackle problems;
• recognise the links between tasks completed in class and real-life problems.

MATHS EVERYWHERE

The children have been very busy learning about the importance of Maths and how it is all around us, everywhere!  Erin, in Year 5, wrote a poem to explain just this:

Money Makes the World Go Round

Money makes the world go round, or so they say but perhaps we should keep it at bay.

Half term is an expensive time,

Especially when your birthday is due like mine. 

So it all started out with a day at Jumptastic,

Money had to stretch like a piece of elastic,

£50 to jump around,

Best get our feet back on the ground.

Next was lunch, or could it be brunch,

Nuggets, coke and cappuccinos,

All of a sudden the money just goes,

I added the bill and we all sat still.

Wow! What a spend!

But it was good in the end.

My birthday money was burning a hole in my pocket,

Could I spend it quicker than a speeding rocket?

Look what I found - a ballet picture for four pound.

It was on sale,

How could I fail?

I worked out the cost, not too much lost.

£10, £6 were the prices of the books,

That makes £16, the bookseller took.

I wanted to add to the collection I had.

The books were exciting but not very frightening.

Finally, I'm doing a dance show this year,

On my list is one piece of gear.

I'm dressed as a warrior, my part in the dance,

Wearing combat gloves you might see me at a glance.

I found my gloves for £3.99

And said to the shop lady, "That will be fine."

I handed my £5 that day

And left with one pound and a penny and went on my way!

Well done, Erin!!