Home Page


Here at Highfield Hall we encourage our children to investigate and explore in maths. We use lots of concrete resources and real-life experiences to enable children to fully engage in maths and understand the concepts they encounter. This is an approach recommended by maths specialists and consultants across the globe to enable children to fully understand key underlying principles. In this way we are ensuring children learn through understanding and experience. 


"All our experience and what we learn from research indicate that learning based on understanding is more enduring, more psychologically satisfying and more useful in practice than learning based mainly on the rehearsal of recipes and routines low in meaningfulness." Derek Haylock and Anne Cockburn

Autumn 1


We have been learning all about numbers and what they mean. We thought about what we saw in our heads when we thought of a number and talked about what numbers mean to us. We made numbers in lots of different ways and explored how numbers are different. We explored questions such as "What does 5 mean?" and "How are 5 and 7 different?"  We chose which resources we wanted to use to show our thinking and to explore numbers further. 


The children have been subitising, which is looking at a small amount of objects and seeing how many is there without counting. So for example when they see 5 counters, they may see all 5 straight away or they may see 3 and a 2. This is helping the children to realise that smaller numbers add together to make up bigger numbers and also they do not need to rely on counting to see how many objects are in front of them. 

Picture 1 "I can see a 3 and a 2"
Picture 2 "I can see a 2 a 1 and a 1 and that makes 5"
Picture 3 "I can see 2 there a 1 there and 1 and a 1"
Picture 4 "I can see a 2,2 and a 1 and that equals 5"

Singapore Bar Model

We have started learning about the bar model and how we can use this to represent addition. We used number facts we have already learnt to start thinking about how we can add parts together to make a whole! We are really good at our number bonds to 10 so we used raisins to make a bar model of number bonds to 10. We then found all the ways you can make 10 with 2 parts and wrote the numbers to show the size of each part and the whole. We did this really well and had lots of fun!

Using raisins to make part, part, whole bar models of number bonds to 10.

Now that we are beginning to understand part, part, whole we have been using cubes and whiteboards to show how numbers can pair together to make 10. We really understand our number bonds to 10 and this has helped us to be sure our work is accurate. We love learning in maths and are very good at organising resources to help us learn.
On Pirate Day, we used what we knew about part, part, whole to decorate our biscuits. The children decided in pairs how to share out their whole number into two parts. Some children decided to divide their smarties equally so that it was fair. Once we had divided our smarties and decorated our biscuits we then thought about the whole. Each decorated biscuit was a part, the parts came together to make the whole. We looked at each biscuit and told each other how many was in each part e.g. 2 smarties in one part and 8 smarties in another part and we found the 'whole' was 10. We love maths and we are all so good at it!