Mathematics is explicitly taught everyday for a minimum of 60 minutes. Teachers plan using the CLPS Scope and Sequence documents (link below). Teachers use the below resources to plan for high quality lessons;

• Teaching Primary Maths 6th Edition (George Booker)
• Shaping Minds Curriculum
• OCHRE review slides
• Mathematics Education

Maths Lessons

Maths lesson look like:

• All students are sitting at tables and work in their Maths book/ whiteboard
• Teacher stands at the front of the room/ roams the room
• Students respond accordingly to the cues on the lesson slides

Maths planning and teaching:

• Teachers must follow the scope and sequence documents on Google Drive
• The three I Can statements must be planned and taught over five days (two of the I Can statements need to be taught across two lessons each).
• Reviews are non negotiable and take part daily for the first part of the lesson
• In Week 1 of Term 1 maths lessons consist of just the review. This gives the teacher time to set up really good routines and build expectations and pace of the review.
• In Week 1 of Term 2, 3, 4 each maths lessons consists of a review each day,  in the Junior years it enables the teacher to reestablish routines and pace. In the Middle/ Senior years the teacher can use content from the term before that has not been consolidated, these lessons are used again to reteach a skill/ concept.

Maths resources:

• Teachers have access to the whole school Numeracy resource room
• Maths trolleys/ shelves are required in each classroom
• Teachers are responsible for organising their Maths trolleys to ensure they are usable and contain ability appropriate resources
• Students have easy access to appropriate ability level resources (e.g. MAB blocks, hundreds charts, calculators, multiplication grids etc.)
• When new maths resources are needed, teachers must email/speak to the Numeracy Leader who will purchase

Mental Maths Lessons

Students from Years 3-6 engage in an additional three-four ‘Mental Maths’ sessions a week. Students receive their own New Wave Mental Maths workbook.

Mental Maths Lessons look like;

• Students at their tables with work book, pencil and a sliding tracker (paper strip or ruler)
• Teachers use the agreed teacher script (linked below) to lead the 25-30 minute lesson.
• Students do not work independently through the book.

In the event where extra curricular events interrupt the daily timetable, for example weekly swimming lessons are held at the agreed maths hour for an extended period of time, teachers must adjust their daily timetable to include some Maths on those days.

Mathematics Curriculum

Mental Math Script

3-minute Multiplication Grid Practice

At the beginning of each maths lesson students will participate in a 3-minute multiplication grid challenge. This will occur five times a week before the maths review. This enables students to develop/ build their automaticity of multiplication facts. Students will have 3 minutes to complete the grid for each day from Monday to Thursday. Each grid will have 45 questions in total. On Friday, students will have a test that has the 2-9 multiplication questions with 81sums in total. Students will have access to a multiplication grid tool to assist them in learning unknown facts for Monday-Thursday, but not for Friday check as we want to see what they can independently recall.

2/3/4 teachers will collect and hand out sheets each lesson. 5/6 students will each be responsible for having their grid sheet in their tub or in their maths grid book.

The multiplication practice has three levels of sheets to enable extension for student learning. If students are completing level one with 100% accuracy in under two minutes, they will move to level two. Upgrade to level three if 100% accuracy and under two minutes when completing level two.

The process for students is;

• Students get their grid sheet out ready to start before the maths review.
• Teacher to have a 3-minute timer on screen as an analogue clock for students to track time (digital if analogue concept is still in development).
• Students work through the grid until the time expires. (If completed they will write down how long it took for them to complete.
• Once completed the teacher will correct with students going through the grid column to column and students will mark their scores on their sheet.