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Singapore Maths      Maths – No Problem!

At Rudston we believe that every child can master an understanding and love of Maths with the right kind of teaching and support. We are seeking to further improve our standard of Maths education by providing high quality textbooks, teaching resources and professional development based on the transformational teaching methods developed in Singapore. These methods emphasise the consistent use of visual representation to aid conceptual understanding. For example, ‘bar models’ are used to represent the relative sizes of quantities and fractional parts. Currently, as a school we use the Liverpool Calculations Policy for progression in calculations. This is under review this year following full implementation of Maths No Problem.  Calculation Policy Document

What is Singapore Maths?

Students can under perform in mathematics because occasionally they might find it boring or they can’t remember all the rules. The Singapore method of teaching mathematics develops pupils’ mathematical ability and confidence without having to resort to memorising procedures to pass tests – making mathematics more engaging and interesting.

Rudston Parents Introduction to Singapore Maths

Ofsted, the National Centre for Teaching Mathematics (NCETM), the Department for Education, and the National Curriculum Review Committee have all emphasised the methods of teaching used by Singapore, which can enable a person to discover or learn something for themselves.

Fantastic resource for family maths at home. Have fun and tell us what you think?


For fantastic maths game and resources CLICK HERE.

This is a maths help desk in Year 1. All classrooms will have one to support independant learning in maths.

This is a maths help desk in Year 1. All classrooms will have one to support independant learning in maths.

We don’t understand maths in school?

In the olden days (i.e. when lots of us were children), the emphasis in maths was on learning facts and methods that would give the correct answer, such as ‘carrying’ and ‘borrowing’ hundreds, tens and units (HTUs). And, if you haven’t suppressed the painful memories, this usually involved working through pages of sums laboriously. Maths work in class was usually done on an individual basis so children couldn’t copy each other’s work.

Very often, children did not understand why these methods worked, only that if they followed the rules they would get the right answer and a tick from the teacher. There was also a big emphasis on learning times tables by chanting them out loud and having regular tests.  Gradually, there was a move towards the idea that maths could be made more interesting and relevant through teaching it differently.

The introduction of the National Curriculum and then the numeracy strategies put the emphasis on the need for children to ‘know, understand and do’, to be able to talk about their maths through the use of language, symbols and vocabulary, and to be able to explain their methods and offer reasons for their choices.

There was a recognition, too, that learning tables was very helpful in making complicated multiplication and division sums easier to complete quickly. So nowadays, the maths techniques and methods children are taught in schools are based on giving them an understanding of mathematics and helping them to articulate that through explaining, discussing their work with each other and involving them in solving problems that apply to everyday life.

Children learn different methods for addition, subtraction, multiplication and division. There is, for example, ‘chunking’ for division, the ‘grid’ method for multiplication and ‘partitioning’ for adding HTUs.  A number line is used in a variety of different contexts from age four upwards.

For parents, who didn’t experience these techniques while they were at school, there’s a learning curve to understand how children are being taught maths.  Like most parents – numerate or otherwise – the first reaction to this was annoyance. Why have they changed it?  Now my child gets cross when I try to explain using my methods.  Is this why some people reckon the country’s maths is going to the dogs?  What becomes clear is that at school you may have been one of the lucky ones.  Being strong with numbers, you had no problem learning the black-box techniques of long multiplication and long division, and usually got the right answer.  But for a huge proportion of children, these techniques were a meaningless chore.  Ask most adults today to carry out a long multiplication or division sum and they will look blankly at you.

The importance of strong number skills has never gone away.  We are inundated by numbers all the time, whether it’s somebody flogging us a mobile phone package or a politician trying to convince us about a particular policy. As a society we have to make sense of these numbers if we are to successfully manage our lives.

Do we all need to be able to work out 27 x 43 precisely with a pen and paper?  Probably not.  But we do need to know that 27 x 43 is roughly 30 x 40, and that this is roughly 1,200.  It’s partly the need to have a good feel for numbers that is behind the modern methods. The emphasis has moved away from blindly following rules (remember borrowing one from the next column and paying back?) towards techniques a child understood.

So to help you, please look at the guides to mathematics in today’s primary schools in the download section.


School are very excited to have subscribed to an interactive Maths resource for use in school and at home called MyMaths. School are using this to raise the profile of Maths with the children, set online homework tasks, to share learning and enable parents to see how their children are progressing with their Maths.

Please support your child’s development in Mathematics by encouraging them to make use of this fabulous resource by playing the games for fun as well as completing the homework tasks on time. Details on how to log in and access the content are on the ‘guidance for parents’ in downloads. Please contact the office if you have lost or forgotten your login details and your child will be provided with these.




System requirements:

As MyMaths is a fully online resource you will need nothing but an Internet connection and an up-to-date web browser with inbuilt Flash, or a recent version of Flash installed on your computer. MyMaths supports all the major browsers such as Internet Explorer, Google Chrome and Mozilla Firefox, but please make sure your Chrome or Firefox browsers are up-to-date and your Internet Explorer is version 9 or higher.

Most Android tablets and mobile devices should be able to access the website using the Chrome or Firefox browser apps (among others), but users of the iPad and other Apple devices will have to use the free Puffin Academy app.



4xTable Poem

By Cait (with help with the lyrics from Grandad)

Four times one is four, I’m going to the store.

Four times two is eight, I hope I’m not late.

Four times three is twelve, I’m going to buy some toys for all the girls and boys.

Four times four is sixteen, I hope some don’t be mean.

Four times five is twenty, I bought some food I hope there is plenty.

Four times six is twenty four, I can hear the Asda man at the door.

Four times seven is twenty eight, I hope he remembers to close the gate.

Four times eight is thirty two, I’ve got a cold I hope it’s not the flu.

Four times nine is thirty six, I’ve got some sweets called pick ‘n’ mix.

Four times ten is forty, I’ve been good not naughty.

Four times eleven is forty four, I’ve got the keys to lock the door.

Four times twelve is forty eight, I’ve got to go to bed it’s getting late!

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Maths in Foundation Stage

Mathematics Brrr the winter chill is here and the children are enjoying talking about Winter, exploring the frost and ice and investigating winter weather outdoors. The children are extending their understanding of Shapes, sorting and numbers by exploring open ended resources linked to Winter.


PSED Reading and Maths Our children in reception are making lots of progress with their Reading and Maths, If you would like more ideas for home learning, including e books for your child to read please go to The Maths section has lots of ideas for games to play together. Look at our links in the foundation stage section for more information.

Maths in Year 1

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Maths in Year 2





This week in Maths we have been solving money problems. The children have been counting and making amounts of money as well as adding and subtracting amounts of money. They have been working very hard.




Maths this week




Maths in year 3

Measuring capacity

Measuring capacity

We estimated which containers would hold the most

We estimated which containers would hold the most.

We then checked by measuring:


Maths inYear 4

In Maths, we are working hard to continue our fantastic progress with Basic Skills. We have thought about different approaches and mental methods and shared these with each other.



In maths, we have been learning all about shapes! We have classified quadrilaterals, triangles and polygons. What is a polygon? Let us tell you….

Maths in Year 5


Year 5 completed a simple spacial awareness activity to assess out visual retention…

Spacial Awareness

Practical Place Value



Maths in Year 6

Who said learning can’t be fun?!