Mathematics

How do we make Maths fun at Portland?
At Portland we want ALL children to be confident with number and able to reason. We have responded to the changes to the National Curriculum and our Maths teaching is based around the Abacus ActiveLearn Scheme. We know how important it is for our children to acquire and be confident with number facts, so much so that EVERY child at Portland practises number skills with Rapid Number Recall. We have fun with our Maths learning and use the Mathletics website across KS2. We also use Practical maths  to practise our Maths skills and particularly enjoy taking part in a variety of different tasks. Each year group takes part in the Weekly Mental Maths Tasks and Maths Challenges set by their teacher and then we  share our work with the rest of the school during our Merit assembly. This work is displayed in our classrooms for everyone to see. We also do a range of additional Maths activities that allow us to discuss our ideas, solve problems and use Mathematical vocabulary.
 
 
Maths in the Early Years Foundation Stage
 
Children in the EYFS are taught through 3 prime areas and 4 specific areas of learning. Maths is a specific area of learning and is divided into 'Shape, space and measure' and 'Numbers'.
 
At Portland Primary EYFS children are taught and assessed using the non statutory guidance The Early Years Outcomes. Children are taught according to their age and stage of learning. Children can sometimes enter EYFS 1 with a low baseline (22-36 months) however typically children in EYFS 1 will be working within the 30-50m age band while children in EYFS 2 will be working within the 40-60+m age band. At the end of EYFS 2 children will be assessed against the Early Learning Goals. 
 
Below are the statements for maths from 30-50m through to the Early Learning Goals. For the complete set of statements for maths from birth please see the EYFS curriculum page.
 
 
30-50 months
 

Numbers

Shape, space and measure

• Uses some number names and number language spontaneously.

• Uses some number names accurately in play.

• Recites numbers in order to 10.

• Knows that numbers identify how many objects are in a set.

• Beginning to represent numbers using fingers, marks on paper or pictures.

• Sometimes matches numeral and quantity correctly.

• Shows curiosity about numbers by offering comments or asking questions.

• Compares two groups of objects, saying when they have the same number.

• Shows an interest in number problems.

• Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.

• Shows an interest in numerals in the environment.

• Shows an interest in representing numbers.

• Realises not only objects, but anything can be counted, including steps, claps or jumps.

• Shows an interest in shape and space by playing with shapes or making arrangements with objects.

• Shows awareness of similarities of shapes in the environment.

• Uses positional language.

• Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.

• Shows interest in shapes in the environment.

• Uses shapes appropriately for tasks.

• Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

 
 
40-60+m and the early learning goals
 

Numbers

Shape, space and measure

• Recognise some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects, then ten objects.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations.

 

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or next to’.

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Uses familiar objects and common shapes to create and recreate patterns and build models.

• Uses everyday language related to time.

• Beginning to use everyday language related to money.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways.

 

 

 

 

 

 

 

 

 

 

 

 

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

                   

 

    The new National Curriculum was introduced in September 2014. 

 

What children are now expected to be able to do by the end of each year has changed.  The expectations are now much higher with greater emphasis on children being able to know and recall number facts.

Children NEED to know their times tables 'off by heart' without having to stop and think. 

We are practising basic number skills with the children, but practise at home is now VITAL so children don't fall behind where they need to be.

To help you we have now included a list of what children NEED to be able to do by the end of each year.

 

 

 

A Year 1 Mathematician should be able to:

Number

I can count reliably to 100.

I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100.

I can write all numbers in words to 20.

I can say the number that is one more or one less than a number to 100.

I can recall all pairs of addition and subtraction number bonds to 20.

I can add and subtract 1-digit and 2-digit numbers to 20, including zero.

I know the signs + - =.

I can solve a missing number problem.

I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations.

 

Measurement and geometry

I recognise all coins.

I recognise and can name the 2D shapes: circle, triangle, square and rectangle.

I recognise and can name the 3D shapes: cuboid, pyramid, sphere.

I can name the days of the week and months of the year.

I can tell the time to o’clock and half past the hour.

 

A Year 2 Mathematician should be able to:

Number

I can read and write all numbers to at least 100 in numerals and words.

I recognise odd and even numbers to 100.

I can count in steps of 2, 3 and 5 from 0.

I recognise and can define the place value of each digit in a 2 digit number.

I can compare and order numbers from 0 to 100 using the <  > and = signs.

I can name the fractions 1/3, 1/4, 1/2 and 3/4 and can find fractional values of shapes, lengths and numbers.

I can recall and use multiplication and division facts for the 2, 5 and 10x tables.

I can add and subtract a 2-digit number and ones.

I can add and subtract a 2-digit number and tens.

I can add and subtract two 2-digit numbers.

I can add three 1-digit numbers.

I can solve problems involving addition and subtraction.

I understand and can use commutativity in relation to addition, subtraction, multiplication and division.

 

 

Measurement and geometry

I can choose and use appropriate standard units to estimate length, height, temperature and capacity.

I can tell and write the time to 5 minute intervals.

I recognise and can use the symbols £ and p when solving problems involving addition and subtraction of money.

I can describe the properties of 2D and 3D shapes to include edges, vertices and faces.

I can interpret and construct pictograms, tally charts, block diagram and simple tables.

 

A Year 3 Mathematician should be able to:

 

Number

I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words.

I can count from 0 in multiples of 4, 8, 50 and 100.

I can recognise the value of each digit in a 3-digit number.

I understand and can count in tenths, and find the fractional value of a given set.

I can add and subtract fractions with a common denominator.

I can derive and recall multiplication facts for 3, 4 and 8x tables.

I can add and subtract mentally combinations of 1-digit and 2-digit numbers.

I can add and subtract numbers with up to 3-digits using formal written methods.

I can write and calculate mathematical statements for multiplication and vision using the 2x, 3x, 4x, 5x, 8x and 10x tables.

I can calculate 2-digit x 1-digit.

I can solve number problems using one and two step problems .

 

Measurement and geometry

I can identify right angles and can compare other angles stating whether they are greater or smaller than a right angle.

I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

I can tell the time to the nearest minute and use specific vocabulary, including seconds, am & pm.

I can measure, compare, add and subtract using common metric measures.

I can solve one and two step problems using information presented in scaled bar charts, pictograms and table

 

A Year 4 Mathematician should be able to:

Number

I can recall all multiplication facts to 12 x 12.

I can round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number.

I can count backwards through zero to include negative numbers.

I can compare numbers with the same number of decimal places up to 2-decimal places.

I can recognise and write decimal equivalents of any number of tenths or hundredths.

I can add and subtract with up to 4-decimal places using formal written methods of columnar addition and subtraction.

I can divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths.

I can multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout.

I can solve two step addition and subtraction problems in context.

I can solve problems involving multiplication.

 

 

Measurement and geometry

I can compare and classify geometrical shapes, including quadrilaterals and triangles, based on their properties and sizes.

I know that angles are measured in degrees and can identify acute and obtuse angles.

I can compare and order angles up to two right angles by size.

I can measure and calculate the perimeter of a rectilinear figure in cm and m.

I can read, write and convert between analogue and digital 12 and 24 hour times.

I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

 

A Year 5 Mathematician should be able to:

Number

I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.

I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.

I recognise mixed numbers and improper fractions and can convert from one to the other.

I can read and write decimal numbers as fractions.

I recognise the % symbol and understand percent relates to a number of parts per hundred.

I can write percentages as a fraction with denominator hundred and as a decimal fraction.

I can compare and add fractions whose denominators are all multiples of the same number.

I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.

I can round decimals with 2dp to the nearest whole number and to 1dp.

I recognise and use square numbers and cube numbers; and can use the notation 2 and 3.

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.

I can divide numbers up to 4-digits by a 1-digit number.

 

 

I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.

I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.

I can solve problems involving numbers up to 3dp.

 

Measurement and geometry

I know that angles are measured in degrees.

I can estimate and compare acute, obtuse and reflex angles.

I can draw given angles and measure them in degrees.

I can convert between different units of metric measures and estimate volume and capacity.

I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.

I can calculate and compare the areas of squares and rectangles including using standards units (cm2 and m2).

I can solve comparison, sum and difference problems using information presented in a line graph

 

 

A Year 6 Mathematician should be able to:

 

Number

I can use negative numbers in context, and calculate intervals across zero.

I can round any whole number to a required degree of accuracy and solve problems which require answers to be rounded to a specific degree of accuracy.

I can solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts.

I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

I can solve problems involving the calculation of percentages.

I can multiply 1-digit numbers with up to two decimal places by whole numbers.

I can perform mental calculations, including with mixed operations with large numbers.

I can divide numbers up to 4-digits by a 2-digit whole number using formal written methods of long division and interpret remainder in various ways.

I use my knowledge of order of operations to carry out calculations involving all four operations.

I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

I can multiply simple pairs of proper fractions, writing the answer in its simplest form.

I can divide proper fractions by whole numbers.

Supporting Maths at Hom 

 

I can associate a fraction with division and calculate decimal fraction equivalents.

I can express missing number problems algebraically.

I can find pairs of numbers that satisfy number sentences involving two unknowns.

 

Measurement and geometry

I can recognise, describe and build simple 3D shapes, including making nets.

I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons.

I can illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter.

I can read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and visa versa, using decimal notation to up to 3 decimal places.

I can calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units.

I can interpret and construct pie charts and line graphs and use these to solve problems

 

WEBSITES

These are useful websites:

  www.counton.org has lots of ideas and games to play

  www.bbc.co.uk/schools games to play and links for many subjects (click on primary resources and then choose Numeracy)

 www.mathszone.co.uk games to play

www.MiniMaths.Club for Early Years

 www.primarygames.co.uk games to play

www.mathletics.co.uk helps children enjoy maths and improve their result

 

It will be beneficial for your child to be able to access these websites at home as this will allow them to practise the necessary Maths skills required by the changes in the National Curriculum.

[PDF]Mathematics programmes of study: key stages 1 and 2 - Gov.UK https://www.gov.uk/.../PRIMARY_national_curriculum_-_Mathematics_22... Mathematics Appendix 1: Examples of formal written methods for addition, subtraction ... The national curriculum for mathematics aims to ensure that all pupils:.