Maths Calculations Policy 2018

Pear Tree MeadAcademy

A guide for teachers and parents/carers‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality

mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an

appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject’.

‘The National Curriculum in England, 2014’

IntroductionAt Pear Tree Mead, we are applying the White Rose Approach to Mastery by using the ‘Power Maths’ scheme of work, which has been compiled by leading practitioners from the White Rose Hub.

This policy is a statement of the aims, principles and strategies for the teaching and learning of calculation strategies in Mathematics. It is designed to help teachers and staff at Pear Tree Mead Academy, and ensure that calculation is taught consistently across the school and to aid them in helping children who need extra support or challenges. It is also designed to help parents, carers and other family members in supporting children’s learning by providing an explanation of the methods used in our school.

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The policy is set out to share the development of the four areas of arithmetic within mathematics: addition, subtraction, multiplication and division. Within each specific area, there is a progression of skills, knowledge and layout for written methods. The calculation strategies which will be used in our school will reflect this ideology- moving from concrete to pictorial and then abstract recording, leading to more formal written methods. Mental methods and strategies will also work in partnership with these methods.

In lessons, a variety of mental calculation methods will be taught as well as the recollection of multiplication and division facts which will be tested regularly. The progression of mental methods and expectations will comply with the New National Curriculum Statements from July 2014.

At Pear Tree Mead, it is important that correct mathematical language is used and that this is encouraged from every pupil. This will be evident in class discussions, as well as through oral and written feedback, next steps and target setting.

The basis of our maths calculation policy is that written methods are complementary to mental methods and should not be seen as separate from them. Children should use mental methods when appropriate, but for calculations that they cannot do in their head they must use an efficient written method accurately and with confidence.

According to Mastery in Mathematics, children should not be made to move on to the next stage of their development if they are not ready, or confident to do so. This will lead to misconceptions and poor mathematical foundations and eventually, in later years, pupils will not be able to make the required progress. Therefore, this document identifies progression in calculation strategies rather than specifying which methods should be taught in a particular year group.

As our pupils progress throughout the school, they will be enabled to make informed choices about the methods they use; both mental and written, that are the most efficient and this includes recognised compact methods.

Developmental Aims :

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To ensure consistency and progression in our approach to calculation and enable a smooth transition between year groups.

As children begin to understand the underlying ideas, they develop ways of recording to support their thinking and calculation methods, using particular methods that apply to special cases.

To enable children to learn how to interpret and use mathematical signs and symbols

As children secure mental methods of calculation and one efficient method of written calculation, for each of the four operations, they will recognise when mental methods are not appropriate.

To ensure that children can apply both mental and written strategies accurately and with confidence and understanding.

At whatever stage in their learning, and depending on the method being used, each pupil’s methods will be underpinned by a secure and appropriate knowledge of number facts, along with mental skills that are needed to carry out the process and to judge if it was successful.

To ensure that pupils are competent in fluency, reasoning and problem solving and can make informed and appropriate choices about the methods they wish to use (mental or written) both efficiently and effectively.

Calculation Policy Guidance:

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Progression in Calculations:

Addition:

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Subtraction:

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Multiplication:

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Division:

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