At Fairfield, we believe that all pupils can succeed in Maths. Teachers strive to design relevant, engaging lessons in which the pupils are carefully guided, step by step, through Mathematical fluency, reasoning and problem solving. Lessons also include rehearsal and automatic recall of facts. Particular attention is paid to developing conceptual understanding in tandem with procedural competency. Children are challenged to explain their reasoning, evaluate their own (and the work of others), model their ideas and invent their own questions.

Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. Every lesson begins with an 'in focus' task, which the children try to solve independently. The learning is then broken down into small steps, so that the children understand what to do. This ensures that all pupils can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind. Our aim is to deepen the children's understanding, so that learning is retained in the future.

All children are taught age related expectations. In each lesson, depth of understanding is achieved, not only by the inclusion of reasoning and problem solving activities, but also the use of concrete (apparatus to represent the maths), pictorial (drawn representations of the maths) and abstract (numbers and symbols to represent the maths).


Recall of Facts

The children are strongly encouraged to learn some basic number facts by heart in every year group, such as number pairs in addition and subtraction. They also learn multiplication facts and division facts until they become automatic to recall. In school, we play a game called 'Tackling Tables' (Tackling Addition and Subtraction in Year 1). This is a simple, fun way to practise number facts. Each week the children try to beat their best score in a 5 minute challenge.


Matery Behaviours

Explain it — can the children use Mathematical language, calculations and representations to demonstrate their understanding of the concept?

Evaluate it — can the children use reasoning to check if answers are correct?

Teach it — can the children demonstrate learning to others or model an example?

Invent it – can the children create their own questions to fit the learning of the day, or invent their own word problems?


Transformer Partners

In every class, each child has a dedicated response partner, with whom they can discuss their thinking and reason together. The children challenge each other or listen to make sense of their partner's thinking. They ask each other questions or they sometimes team up to agree on a reasonable way to solve a problem.

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