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A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem solving activities.


Maths is a journey achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.  Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking.


Concrete, Pictorial and Abstract

Concrete-Children have the opportunity to use concrete objects and manipulate them to help them understand and explain what they are doing

Pictorial- Children then build on this concrete approach by using pictorial representatives, which can then be used to reason and solve problems

Abstract-Children can then move to an abstract approach using numbers and key concepts in confidence.

Children’s conceptual understanding and fluency is strengthened if they experience concrete, visual and abstract representations of a concept during a lesson. Moving between the concrete and the abstract helps children to connect abstract symbols with familiar contexts, thus providing the opportunity to make sense of, and develop fluency in the use of, abstract symbols.

We follow the Power Maths scheme to achieve this and are part of the Maths Hub SHAW. Staff use Power Maths in conjunction with NCETM.


  • Quick recall of facts and procedures.
  • The ability to recognise relationships and make connections in Maths.
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • Summative assessment takes place at the end of each term and children’s progress and attainments is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis. Teaching of Maths is monitored through lesson observations, book scrutinies and pupil interviews.

    A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations.

    We currently use the Power Maths Scheme in our Maths lessons. The philosophy behind Power Maths is that being successful in maths is not just about rote-learning procedures and methods, but is instead about problem solving, thinking and discussing. Many people feel they were taught maths in a way that was about memorising formulas and calculation methods, then having to apply them without any real understanding of what or how these methods actually work. Power Maths includes practice questions to help children develop fluent recall and develop their conceptual understanding. Power Maths uses growth mindset characters to prompt, encourage and question children. They spark curiosity, engage reasoning, secure understanding and deepen learning for all.


    Meet the Characters:

    How will the lessons work?

    Each lesson has a progression, with a central flow that draws the main learning into focus. There are different elements, informed by research into best practice in maths teaching, that bring the lessons to life:


    • Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking.
    • Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
    • Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.
    • Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence.
    • Reflect – finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.


    EYFS/Reception Class

    To count in multiples of 10

    Year 1

    To count in multiples of twos, fives and tens

    To know the two times table.

    Year 2

    To recall and use multiplication and division facts for the 2, 5 and 10 times table.

    Year 3

    To recall and use multiplication and division facts for the 3, 4 and 6 multiplication tables.

    Year 4

    To recall multiplication and division facts for the 7, 8, 9, 11 and 12 multiplication tables.

    Year 5

    To recall multiplication and division facts for all multiplication tables from 1 to 12.

    Multiply and divide numbers mentally drawing upon known facts e.g. 30 x 40, 70 x 80, 0.7 x 6

    Year 6

    To recall multiplication and division facts for all multiplication tables from 1 to 12.

    To perform mental calculations, including mixed operations and large numbers.


    Why are times tables important?

    You would be amazed at how much of our maths at school and in real life is based on tables. It is important that your child knows all of their times tables (up to 12x12) by the end of Year Four.

    Emmaus CMAC
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