# Maths

**Reception**

**Key Objectives**

• Say and use the number names in order in familiar contexts.

• Count reliably up to 10 everyday objects.

• Recognise numerals 1 to 9.

• Use language such as more or less, greater or smaller, heavier or lighter, to compare two numbers or quantities.

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

• Find one more or one less than a number from 1 to 10.

• Begin to relate addition to combining two groups of objects, and subtraction to ‘taking away’.

• Talk about, recognise and recreate simple patterns.

• Use language such as circle or bigger to describe the shape and size of solids and flat shapes.

• Use everyday words to describe position.

• Use developing mathematical ideas and methods to solve practical problems.

**Cross Curricular Links**

• Finding "one less" when the wolf blows down a house in Three Little Pigs in our Fun and Fantasy topic.

• Solving practical problems at the snack table - how many people do we have? Do we have enough fruit?

• Measuring dinosaur tails in our Ice Age topic.

• Numbers displayed on the bikes throughout our Journey’s topic.

• Task cards in the role play area - asking children to count out three chairs etc when looking at Goldilocks, as part of our Fun and Fantasy topic.

• Comparing giant’s clothes and Jack’s clothes and using language of comparisons in our Growing topic.

• Counting the arms on the monster during Super Hero Week in our Fun and Fantasy topic.

**Year One**

**Key Objectives**

• Count reliably at least 20 objects.

• Count on and back in ones from any small number, and in tens from and back to zero.

• Read, write and order numbers from 0 to at least 20; understand and use the vocabulary of comparing and ordering these numbers.

• Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number.

• Understand the operation of addition, and of subtraction (as ‘take away’ or ‘difference’), and use the related vocabulary. • Know by heart all pairs of numbers with a total of 10.

• Use mental strategies to solve simple problems using counting, addition, subtraction, doubling and halving, explaining methods and reasoning orally.

• Compare two lengths, masses or capacities by direct comparison.

]• Suggest suitable standard or uniform non-standard units and measuring equipment to estimate, then measure, a length, mass or capacity.

• Use everyday language to describe features of familiar 3-D and 2-D shapes.

**Cross Curricular Links**

• Sorting animals as part of Rumble in the Jungle topic.

• Weighing as part of our Let's Party topic.

• 3d modelling as part of our rocket building in Out of this World .

• Measuring plants as part of Ready, Steady, Grow.

• Size and numbers as part of Once upon a Time.

• Directions and movements as part of What and Adventure.

**Year Two**

**Key Objectives**

• Count, read, write and order whole numbers to at least 100; know what each digit represents (including 0 as a place holder).

• Describe and extend simple number sequences (including odd/even numbers, counting on or back in ones or tens from any two-digit number, and so on).

• Understand that subtraction is the inverse of addition; state the subtraction corresponding to a given addition and vice versa.

• Know by heart all addition and subtraction facts for each number to at least 10.

• Use knowledge that addition can be done in any order to do mental calculations more efficiently. • Understand the operation of multiplication as repeated addition or as describing an array.

• Know and use halving as the inverse of doubling.

• Know by heart facts for the 2 and 10 multiplication tables.

• Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units and equipment for such measurements.

• Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre.

• Use the mathematical names for common 2-D and 3-D shapes; sort shapes and describe some of their features.

• Use mathematical vocabulary to describe position, direction and movement.

• Choose and use appropriate operations and efficient calculation strategies to solve problems, explaining how the problem was solved.

**Cross Curricular Links**

• Measures- Weighing ingredients to make food from around the world for our discovery day in our Come Dine With Me topic.

• Shape- Exploring and measuring to make 17th centaury houses in our Fire Fire topic.

• Money- to buy items from the time travel shop in Time Travel.

• Shape- Explore 3D shapes to make a model of Weston Super Mere Oh I Do Like to be Beside the Seaside.

• Measure- Measure 2D shapes to create a fox mask Animal Discovery

• Role play- shop- buying items, health centre- measuring different parts of the body, fire station- tally chart of item

• This domain includes numeracy and wider aspects of mathematics, including real life applications and problem solving.

• In addition, each year group will study one of the three problem types each term (logic puzzles, finding all the possibilities and finding rules and describing patterns).

**Year 3**

**Key Objectives**

• Read, write and order whole numbers to at least 1000; know what each digit represents.

• Count on or back in tens or hundreds from any two- or three-digit number.

• Recognise unit fractions such as 1⁄2, 1⁄3, 1⁄4, 1⁄5, 1⁄10, and use them to find fractions of shapes and numbers.

• Know by heart all addition and subtraction facts for each number to 20.

• Add and subtract mentally a ‘near multiple of 10’ to or from a two-digit number.

• Know by heart facts for the 2, 5 and 10 multiplication tables.

• Understand division and recognise that division is the inverse of multiplication.

• Use units of time and know the relationships between them (second, minute, hour, day, week, month, year).

• Understand and use £.p notation.

• Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining methods and reasoning.

• Identify right angles.

• Identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry.

• Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.

**Cross Curricular links**

• Data handling – Rainbow fabrics. (Children collect survey data to help them choose the fabric for their cushion.)

• Money – Role play.

• Receptionist at museum (Before man/Night at museum)

• Rainbow fabric clothes shop. (Buying items using money, adding, subtracting and finding the right change).

• Reflection and symmetry – Hooray for Bollywood (creating Rangoli patterns).

• 3D Shapes and nets – View from my window (creating models of buildings for a better Bearwood).

**Year 4**

**Key Objectives**

• Use symbols correctly, including less than (), equals (=).

• Round any positive integer less than 1000 to the nearest 10 or 100.

• Recognise simple fractions that are several parts of a whole, and mixed

• Numbers; recognise the equivalence of simple fractions.

• Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers.

• Carry out column addition and subtraction of two integers less than 1000, and column addition of more than two such integers.

• Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.

• Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10 multiplication tables.

• Find remainders after division.

• Know and use the relationships between familiar units of length, mass and capacity.

• Classify polygons, using criteria such as number of right angles, whether or not they are regular, symmetry properties.

• Choose and use appropriate number operations and ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.

**Cross Curricular links**

• Splash-: development of capacity measuring skills and applying to the real life context of steps to save water. Measuring water in evaporation investigations.

• Going Wild: Context of populations in rounding, place value work and recording results in science investigations.

• Chocolate: Data handling to support the design o a new chocolate product. 3D shape links when children design the nets for packaging.

• Survival- ordering events in chronological order.

**Year 5**

**Key Objectives**

• Multiply and divide any positive integer up to 10 000 by 10 or 100 and understand the effect.

• Order a given set of positive and negative integers.

• Use decimal notation for tenths and hundredths.

• Round a number with one or two decimal places to the nearest integer.

• Relate fractions to division and to their decimal representations.

• Calculate mentally a difference such as 8006 – 2993.

• Carry out column addition and subtraction of positive integers less than 10000.

• Know by heart all multiplication facts up to 10 x 10.

• Carry out short multiplication and division of a three-digit by a single-digit integer.

• Carry out long multiplication of a two-digit by a two-digit integer.

• Understand area measured in square centimetres (cm2); understand and use the formula in words ‘length ´ breadth’ for the area of a rectangle.

• Recognise parallel and perpendicular lines, and properties of rectangles.

• Use all four operations to solve simple word problems involving numbers and quantities, including time, explaining methods and reasoning.

**Cross Curricular links**

• Shake Rattle & Roll -Number lines/data handling.

• Oh what a Performance - Worded Problems associated with the theatre.

• It's Not Fair- Money - Fundraising - Data Handling.

• Emergency Shape - Designing a new logo for the Emergency Services – rotation, translation, symmetry and reflection.

• The Dig – co-ordinate plotting/geocaching and compass directions.

**Year 6**

**Key Objectives**

• Multiply and divide decimals mentally by 10 or 100, and integers by 1000, and explain the effect. • Order a mixed set of numbers with up to three decimal places.

• Reduce a fraction to its simplest form by cancelling common factors.

• Use a fraction as an operator to find fractions of numbers or quantities (e.g. 5⁄8 of 32, 7⁄10 of 40, 9⁄100 of 400 centimetres).

• Understand percentage as the number of parts in every 100, and find simple percentages of small whole-number quantities.

• Solve simple problems involving ratio and proportion.

• Carry out column addition and subtraction of numbers involving decimals.

• Derive quickly division facts corresponding to multiplication tables up to 10 ´ 10.

• Carry out short multiplication and division of numbers involving decimals.

• Carry out long multiplication of a three-digit by a two-digit integer.

• Use a protractor to measure acute and obtuse angles to the nearest degree.

• Calculate the perimeter and area of simple compound shapes that can be split into rectangles.

• Read and plot co-ordinates in all four quadrants.

• Identify and use the appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities, and explain methods and reasoning.

• Solve a problem by extracting and interpreting information presented in tables, graphs and charts.

**Cross Curricular links**

• Oh what a picture: Measuring length linked to making frames for artwork.

• Vile Victorians: Percentage and fraction work linked to facts and statistics from this period of history. Worded problems linked to the Victorians.

• SOAP: Collecting of data to help choose the packaging design for the children’s cleaning product.

• Who lives in a house like this: Ratio and proportion / scale linked to making model houses from different periods of history. Children also apply their measuring skills to construct their model buildings.

• Data handling linked to science investigations throughout the year. In particular collecting data, finding averages of observations, constructing line graphs and pie charts and interpreting data.

• Higher ability pupils will also study the level 6 mathematics curriculum if appropriate.