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# South Brent Primary School  # Maths

Our aim is for all of our children to have a flexible approach to solving mathematical problems. We encourage them to analyse problems before applying the most efficient strategy for the question in hand.

Factual Fluency

Through frequent practise and the application of knowledge linked to place value, we develop the rapid recall of basic number facts that can then be applied to more complex problems. When children have fluent recall of facts, it has been found to reduce their cognitive load so that they can dedicate more brain power to the problem in hand and not focus on the basic facts. We aim to achieve this through exploring and investigating patterns and relationships between numbers. This way, the children will have the necessary skills to  apply this knowledge to real-life problems.

To look at some of the examples of the strategies that we use for addition and subtraction, please click on the link below and select Mental Calculation Whole School Overview:

Along with fluency in addition and subtraction, we also practise the rapid recall of multiplication facts. As multiplication and division facts can be derived from one another, we teach them alongside each other. We call these fact families. For example,

The National Curriculum states that the multiplication tables should be taught and learnt as follows:

Year 2 - Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables

Year 3 - Recall and use the multiplication and division facts for the 3, 4 and 8 multiplication tables.

Year 4  - Recall and use multiplication and division facts for multiplication tables up to 12 x 12.

In order for the children to achieve rapid recall or fluency in their multiplication facts, we employ a variety of approaches as children learn in different ways.

Click on the link below for examples of some the strategies that have been proven to be useful:

Written Calculation Strategies

When solving calculation problems, the children are encouraged to take time to examine the numbers involved so that they can make a judgement on which would be the most efficient strategy to apply in order to find the answer.
Here is a selection of strategies that we teach to the children:

Mental addition/subtraction where there is no exchange eg.  4,537 + 2,452

Column addition/ subtraction where the is an exchange eg.    4,503
- 1,272

Compensation in addition eg. 298 + 267 becomes easier when you compensate 330 + 265

Counting-on when the two numbers are close together in the number system or to save lots of exchanging

Sometimes, there may be a requirement for jottings to be made so that the children can keep track of their workings without completing a formal written method.

As the children become more proficient in their formal written methods, the methods of working become more compact.