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The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and perservering in seeking solutions

(https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study, 16th July 2014)

Fluency is one of the overarching aims of the new mathematics curriculum 2014, but what does fluency mean?

Fluency isn't halting or stumbling: to be fluent is to flow quickly and accurately. It means more or less the same as when someone is said to be fluent in a foreign language.

Pupils do not become fluent overnight. Fluency is not something that can happen all at once; fluency develops over time, through effective teaching, deep understanding, repetition and practice of basic skills.

Click the pictures below to access the challenges.

Red 1
Red 2
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Orange 2
Yellow 1
Yellow 2
Green 1
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Blue 1
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Indigo 1
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Violet 1
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Uranus 1
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The Rules

1. You have 6 minutes to complete your challenge

2. You will only have your challenge marked if you complete the whole sheet

3. You are only allowed the following amount of mistakes to pass on to the next challenge:

Challenge

How many questions can you get wrong?

Jungle Maths

2

Rainbow Maths

1

Planet Maths

0

4. If you complete the challenge, you will receive a certificate in assembly