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Chellaston Infant School School Lane, Chellaston

DERBY, DE73 6TA

Headteacher: Lindsay Galley Telephone: 01332 700298

admin@chellastoni.derby.sch.uk

MATHEMATICS POLICY Reviewed by Numeracy team October 2014 MISSION STATEMENT At Chellaston Infant School we believe that everyone will reach their full potential in a safe, fun and happy environment which promotes independence, self worth and excellence. Everyone is a learner whose values are respected.

Come In Succeed RATIONALE PURPOSE OF STUDY (From the National Curriculum) Mathematics is a creative and highly inter-connected discipline. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. AIMS 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 persevering in seeking solutions.

OUR SCHOOL CURRICULUM Our school curriculum is developed from the National Curriculum 2014 objectives for KS1 (or the EYFS Framework in FS2) and our own skills-based curriculum. Subject specific objectives from the National Curriculum are taught alongside a skills progression. PLANNING The school policy is matched to the requirements of the New National Curriculum (2014) for Mathematics, which provides the long term content of what should be taught at Key Stage 1. The PNS states the key objectives to be covered each year. Objectives are aligned to seven areas (these are not equally weighted):

• Number and the number system. • Calculation – Addition and subtraction. • Calculation – Multiplication and Division. • Calculation – Fractions, Decimals and Percentages. • Measures. • Shape and Space. • Statistics.

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The statutory requirements for year 1 and year 2, of what pupils should be taught for each of the 7 areas are set out in the national curriculum. We have used these to create a long term plan of when each area will be taught in year 1 and year 2. From this medium term plans have been created. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. In the Foundation Stage teachers use the Early Years Foundation Stage (EYFS) guidance to plan and ensure Early Learning Goals in Numbers and Shape, Space and Measures are achieved. The EYFS guidance recommends that mathematical understanding should include the use of stories, songs, games and imaginative play. The children’s learning experiences provide sufficient opportunity for exploration and a good balance between adult-led and child-initiated activity including mathematical opportunities outdoors. By the time the children reach the end of the EYFS most will also have acquired the necessary skills to fulfil the Early Learning Goals (ELGs) in Mathematics. Teachers in each year group meet weekly to plan together during PPA time to create their medium term planning for each half term and weekly planning. It is expected that using and applying maths and problem solving are integrated into everyday activities for all children at a level appropriate to their stage of development. Progress made within this area is monitored through EYFS assessment and APP in Key Stage 1. The children are encouraged to develop their Numeracy skills further outside school. Parents are given weekly activities to carry out with their child at home to support their learning. ICT During the Numeracy teaching ICT should be used primarily as a teaching tool to help explain mathematical concepts more effectively. ICT can also be used to support or extend learning during group activities, providing there is appropriate software for the concept being taught. A range of software and interactive teaching programs are available to support and enhance the children’s learning. SPECIAL NEEDS All children have access to mathematical activities appropriate to their needs, and work is differentiated to enable them to reach their full potential in mathematics. Teachers plan work for individual children with SEN referring to their IEPs where these are in place. If a child is consistently not achieving at the expected level, then steps are taken to ensure they receive additional support to help them develop their skills. Where children are found to be exceeding the outcomes, work is provided that will further extend their learning. For some children who are experiencing learning difficulties it is necessary to measure their attainment against the eight P-Level targets for children with Special Needs, in order to set suitable targets for mathematics in their MEPs. This is done by the class teacher in collaboration with the SENCO. Through careful monitoring by the class teacher and other adults who work with both SEN and Gifted and Talented children quality first teaching can address many of the associated needs of these children. HEALTH, SAFETY AND RISK ASSESSMENT Activities are planned with due regard to our Health & Safety policy. Risk assessments are undertaken as appropriate, and kept in the Health & Safety file. A copy of any risk assessment is also kept with this policy. CONTINUITY AND PROGRESSION The programme of study enables the children to work at a pace to match their ability, building upon the skills and knowledge that they acquire as they progress from one level to the next of each Attainment Target. ASSESSMENT, RECORDING & REPORTING (See Assessment, Recording & Reporting Policy) “APP is a process of structured periodic assessment for mathematics…It supports teachers by promoting a broad curriculum and by developing teachers’ skills in assessing standards of attainment and the progress children have made. It involves 'stepping back' periodically to review pupils' ongoing work and relate their progress to National Curriculum levels, and provides information to help teachers plan for the next steps in children's learning.” (PNS)

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In APP National Curriculum level judgements are made for each Attainment Target (AT) in mathematics. The assessment guidelines for each AT are organised into a number of Assessment Focuses (AFs) based on the National Curriculum programme of study for each mathematics AT. Combinations of learning objectives work together to provide evidence for certain AFs. These are level-related assessment criteria which identify what to look for as you observe pupils' classroom work. The process of making a periodic teacher assessment judgment using APP involves matching the criteria for a given AF to qualities practitioners have noted in their pupil's work, the judgement is then refined by checking the assessment criteria above and below. Teachers in KS1 choose 5/6 children who represent the range of ability of the children in their class. Evidence is collected for these 5/6 children and judgements made by highlighting the assessment grid. The teacher then considers which level offers the best fit and makes an overall level judgement by ticking the appropriate level-related box for each AF. The children will be deemed to be ‘low’, ‘secure’ or ‘high’ for the relevant level. To help inform the judgements teachers:

• Collect children’s work and annotate it • Take photographs of children doing practical activities • Observe children working • Ask children to discuss their work with others • Ask children to explain their thinking

At the end of each year the assessment grids go into the child’s individual records to be passed onto the next teacher. In Year 2 Standard Assessment Tasks and Tests (SATs) are administered to give the National Curriculum Level each child has achieved in Mathematics at the end of Key Stage 1. These are carried out informally and the results should support the teacher’s assessment of the children. The Assessment tasks are used for those children deemed by the teacher to be at Level 1. For those already deemed by the teacher to be at Level 2 or above, the Assessment Test is given. Within Level 2 the children will then be graded A - C. For those already deemed by the teacher to have exceeded Level 2 then they will be given a Level 3 test. It is the teacher assessment level that is reported to parents. In EYFS, children’s progress is tracked termly against the age-related descriptors taken from the development matters document. At the end of the year each child is given one of three levels – emerging, expected or exceeded against the early learning goal descriptors in Number and Shape, Space and Measure. MONITORING & EVALUATION Each child is given a numeracy target to work on in school. The teacher notes when the target has been achieved and a new target is given. Once per term teachers decide the level each child is working at which is entered into the school’s tracking system. Teachers monitor and track the children’s progress and discuss their children’s needs during termly Pupil Performance Meetings (PPMs). The numeracy team analyses the end of KS1 and EYFS data to monitor the children’s attainment and progress to decide if children at Chellaston Infant School have achieved the internal targets set and to decide if they are achieving well compared with children nationally and in the city. Annual observations of Numeracy teaching are made by the Numeracy team and Headteacher, and issues raised fed back to staff individually and through staff meetings. EQUAL OPPORTUNITIES AND INCLUSION We ensure that all pupils have equal access to a broad and balanced curriculum regardless of age, gender, race and ability. Learning opportunities will be differentiated according to individual need. Activities will be planned to appeal to the interests of boys and girls. The children will be encouraged to look at counting systems from a range of different cultures, through wall displays and oral activities.

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OUTDOOR LEARNING Since September 2011 Key Stage 1 staff have been planning and delivering numeracy activities using the outdoor spaces and resources in school. The work has been linked to the objectives for that unit and to take advantage of the outdoor spaces and resources available. DELIVERING THE CURRICULUM The National Curriculum subject of numeracy is delivered through a creative skills based curriculum, providing opportunities to learn transferable skills alongside subject specific knowledge. This would involve topic afternoons, integrated days and cross-curricular sessions. Please see curriculum skills document for more information. Early Years Foundation Stage (EYFS) Mathematics in EYFS is delivered through a range of child-initiated, adult – initiated and adult directed activities in the indoor and outdoor learning environment. Please see the EYFS document for more information.

Agreed by staff: Spring 1 2013 Agreed by Governors: Spring 2 2013

Policy Review Date: Spring 2016

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Appendix 1 – Skills document Essential characteristics of mathematicians

• An understanding of the important concepts and an ability to make connections within mathematics.

• A broad range of skills in using and applying mathematics.

• Fluent knowledge and recall of number facts and the number system.

• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

• The ability to embrace the value of learning from mistakes and false starts.

• The ability to reason, generalise and make sense of solutions.

• Fluency in performing written and mental calculations and mathematical techniques.

• A wide range of mathematical vocabulary.

• A commitment to and passion for the subject.

Essential Opportunities

Key Stage 1 • Count and calculate in a range of practical contexts.• Use and apply mathematics in everyday activities and across the curriculum. • Repeat key concepts in many different practical ways to secure retention. • Explore numbers and place value up to at least 100. • Add and subtract using mental and formal written methods in practical contexts. • Multiply and divide using mental and formal written methods in practical contexts. • Explore the properties of shapes. • Use language to describe position, direction and movement. • Use and apply in practical contexts a range of measures, including time. • Handle data in practical contexts.

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Essentials for progress

Numbers and the Number System

Year 1 Year 2 Year 3 N1. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. N2. Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens. N3. Given a number, identify one more and one less. N4. Identify and represent numbers using objects & pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. N5. Read and write numbers from 1 to 20 in numerals and words.

N6. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward. N7. Recognise the place value of each digit in a two-digit number (tens, ones). N8. Identify, represent and estimate numbers using different representations, including the number line. N9. Compare and order numbers from 0 up to 100; use <, > and = signs. N10. Read and write numbers to at least 100 in numerals and in words. N11. Use place value and number facts to solve problems.

N12. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number. N13. Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). N14. Compare and order numbers up to 1000. N15. Identify, represent and estimate numbers using different representations. N16. Read and write numbers up to 1000 in numerals and in words. N17. Solve number problems and practical problems involving these ideas.

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Calculation: Addition and Subtraction

Year 1 Year 2 Year 3 Addition & subtraction AS1. Pupils should be taught to: read, write & interpret mathematical statements involving addition (+), subtraction (-) & equals (=) signs AS2. Represent and use number bonds and related subtraction facts within 20 AS3. Add and subtract one-digit & two-digit numbers to 20, including zero. AS4. Solve one-step problems that involve addition and subtraction, using concrete objects & pictorial representations, and missing number problems such as 7 = [ ] - 9.

Addition & subtraction AS5. Solve problems with addition & subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods. AS6. Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. AS7. Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones a two-digit number and tens two two-digit numbers adding three one-digit numbers AS8. Show that addition of two numbers can be done in any order and subtraction of one number from another cannot. AS9. Recognise and use the inverse relationship between addition & subtraction and use this to check calculations and missing number problems.

Addition & subtraction AS10. Add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds AS11. Add & subtract numbers with up to three digits, using formal written methods of columnar + and – AS12. Estimate answers to calculations; use inverses to check AS13. Solve problems, including missing number problems, using number facts, place value & more complex + & - .

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Calculation: Multiplication and Division

Year 1 Year 2 Year 3 Multiplication & division MD1. Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations

Multiplication & division MD2. Recall & use multiplication & division facts for 2, 5 & 10 tables, including recognising odd and even numbers MD3. Calculate mathematical statements for multiplication and division within the multiplication tables; write them using multiplication (x), division (÷) & equals (=) signs. MD4. Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. MD5. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Multiplication & division MD6. Recall & use x and ÷ facts for the 3, 4 and 8 tables. MD7. Write and calculate statements for x and ÷ using tables they know, including for TU x U using mental and progressing to formal written methods. MD8. Solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects.

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Calculation: Fractions

Year 1 Year 2 Year 3 Fractions F1. Recognise, find and name a half as one of two equal parts of an object, shape or quantity. F2. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity,

Fractions F3. Recognise, find, name and write fractions 1/3, 1/4,

2/4 & 3/4

of a length, shape, set of objects or quantity F4. Write simple fractions e.g. 1/2

of 6 = 3 and recognise the equivalence of 2/4

and 1/2

Fractions F5. Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. F6. Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. F7. Recognise and use fractions as numbers: unit fractions & non-unit fractions with small denominators. F8. Recognise and show, using diagrams, equivalent fractions with small denominators. F9. Add and subtract fractions with the same denominator within one whole [ e.g. 5/7

+ 1/7 = 6/7 ]

F10. Compare and order unit fractions, and fractions with the same denominators. F11. Solve problems that involve all of the above.

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Shape and Space

Year 1 Year 2 Year 3 Geometry: Properties of shapes SS1. Recognise and name common 2-D and 3-D shapes, including: 2-D shapes (e.g. rectangles (including squares), circles and triangles) 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres). Position and direction SS2. Describe position, directions and movements, including half, quarter and three-quarter turns.

Geometry: Properties of shapes SS3. Identify & describe the properties of 2-D shapes, including the number of sides & line symmetry in a vertical line SS4. Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces SS5. Identify 2-D shapes on the surface of 3-D shapes, [e.g. a circle on a cylinder & a triangle on a pyramid.] SS6. Compare and sort common 2-D and 3-D shapes and everyday objects. Position and direction SS7. Order and arrange combinations of mathematical objects in patterns and sequences. SS8. Use mathematical vocabulary to describe position, direction and movement including movement in a straight line, distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Geometry: Properties of shapes SS9. Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them. SS10. Recognise that angles are a property of shape or a description of a turn SS11. Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle SS12. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

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Measures

Year 1 Year 2 Year 3 M1. Compare, describe and solve practical problems for: - lengths and heights [ e.g. long/short, longer/shorter, tall/short, double/half ] - mass or weight [ e.g. heavy/light, heavier than, lighter than ] - capacity/volume [ full/ empty, more than, less than, half, half full, quarter ] - time [ e.g. quicker, slower, earlier, later ] M2. Measure and begin to record the following: lengths and heights; mass/weight; capacity & volume; time (hours, minutes, seconds) M3. Recognise and know the value of different denominations of coins and notes. M4. Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. M5. Recognise and use language relating to dates, including days of the week, weeks, months and years. M6. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

M7. Choose and use appropriate standard units to estimate and measure: - length/height in any direction (m/cm); - mass (kg/g); - temperature (°C); - capacity (litres/ml) to the nearest appropriate unit… using rulers, scales, thermometers and measuring vessels M8. Compare and order lengths, mass, volume / capacity and record the results using >, < and = M9. Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. M10. Find different combinations of coins that equal the same amounts of money M11. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. M12. Compare and sequence intervals of time. M13. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. M14. Know the number of minutes in an hour and the number of hours in a day.

M15. Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) M16. Measure the perimeter of simple 2-D shapes M17. Add and subtract amounts of money to give change, using both £ and p in practical contexts M18. Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks M19. Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight M20. Know the number of seconds in a minute and the number of days in each month, year and leap year M21. Compare durations of events, [for example to calculate the time taken by particular events or tasks.]

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Statistics

Year 1 Year 2 Year 3

Pupils should be taught to: S1. Interpret and construct simple pictograms, tally charts, block diagrams and simple tables S2. Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity S3. Ask and answer questions about totaling and comparing categorical data.

Pupils should be taught to: S4. Interpret and present data using bar charts, pictograms and tables S5. Solve one and two step questions [For example: “How many more?” and “How many fewer?”] … using information presented in scaled bar charts and pictograms and tables.

Support

Number

P4 • Show an awareness of number activities and counting.

P5 • Respond to and join in with familiar number rhymes, stories, songs and games. • Indicate 1 or 2. • Demonstrate an awareness of contrasting quantities.

P6 • Demonstrate an understanding of one-to-one correspondence in a range of contexts. • Join in rote counting up to 5. • Count reliably to 3, make sets of up to 3 objects and use numbers to 3 in familiar activities and games. • Demonstrate an understanding of the idea of ‘more’. • Join in with new number rhymes, songs, stories and games.

P7 • Join in rote counting to 10. • Count at least 5 objects reliably. • Recognise numerals from 1 to 5 and understand that each represents a constant number or amount. • Demonstrate an understanding of ‘less’. • In practical situations respond to ‘add 1’ to a number of objects.

P8 • Join in with rote counting to beyond 10. • Rote count onwards from a given small number. • Recognise differences in quantity. • Recognise numerals from 1 to 9 and relate them to sets of objects. • In practical situations respond to ‘add 1’ to or ‘take 1 away’ from a number of objects. • Use ordinal number when describing the position of objects, people or events. • Estimate a small number (up to 10) and check by counting.

Early Years

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.

Properties of shapes and measures

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P4 • Search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object permanence. • Match big objects and small objects. • Demonstrate an interest in position and the relationship between objects.

P5 • Search intentiona●●lly for objects in their usual place. • Find big and small objects on request. • Compare the overall size of one object with that of another where there is a marked difference. • Explore the position of objects.

P6 • Search for objects not found in their usual place, demonstrating understanding of object permanence. • Compare the overall size of one object with that of another where the difference is not great. • Manipulate 3D shapes. • Show an understanding of words, signs and symbols that describe positions.

P7 • Respond to ‘forwards’ and ‘backwards”. • Pick out described shapes from a collection. • Use familiar words in practical situations to compare sizes and quantities.

P8 • Compare objects directly, focusing on one dimension such as length or height where the difference is marked, and indicate ‘the long one’ or ‘the tall one’. • Show awareness of time, through some familiarity with names of the days of the week and significant times in the day (such as meal times, bed times). • Respond to mathematical vocabulary (such as ‘straight’, ‘circle’, ‘larger’) to describe the shape and size of solids and flat shapes. • Describe shapes in simple models, pictures and patterns.

Early Years 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.

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ICT OPPORTUNITIES IN MATHEMATICS FOR RECEPTION CD ROM’s:

All About Number Level 1 Counting, ordering, number recognition, patterns, addition, mathematical language.

All About Shape and Space 3D shape recognition, 2D shape recognition, pattern, positional language, symmetry. Number Box Data handling, pictograms and block graphs. OTHER SOFTWARE Numeracy Activity Builder Program to create games and activities for particular objectives. Dazzle Patterns and symmetry My World Screens Basic Comparing length and sorting objects according to size,

Chart Topic related graphs

Ted Sorting size.

Blocks Shape.

PROGRAMMABLE TOY Roamer Counting and position. Beebots Programmable ‘bee’ with simpler input for instructions than Roamer.

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ICT OPPORTUNITIES IN MATHEMATICS FOR YEAR 1 CD ROM’s: All About Number Level 2 Counting, ordering, number recognition, number patterns, addition, subtraction, mathematical language. All About Shape and Space Recognition of 3D and 2D shapes, properties of 3D and 2D shapes, reflective symmetry, positional language. Number Box Data Handling – making lists and tables, making block graphs, bar charts and pie charts, reading information from graphs.

Number Train Ordering numbers, odd and even numbers, counting in twos, addition as combining two or three sets, addition as counting on, subtraction, place value. Connections Developing skills in the use of ordering, place value, addition, subtraction, multiplication and division. OTHER SOFTWARE My World Screens Basic Screen Sequencing numbers, making sums,

Goldilocks Position.

Chart Making pictograms and block graphs.

Blocks Counting activities,

Tiles Tessellation,

100 Square Number patterns, counting in two’s, five’s, ten’s and three’s, finding one more/less and 10 more/less, place value of two digit numbers, odd and even numbers. Teaching Money Teaching Time Teaching Shape

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Numeracy Activity Builder Resource for staff to create games and activities related to specific learning objective. Tizzy’s First Tools Levelled activities for position and movement and data handling.

DFE Maths Programs Money Box: Coin recognition and making totals.

Textease Developing knowledge of mathematical vocabulary through creating matching games and activities using split screens.

Dazzle Reflective symmetry.

Teaching Money Games to give practise in coin recognition and making totals

Teaching Time Games to give practise in reading analogue clocks to the hour and half-hour

PROGRAMMABLE TOY Roamer Position, estimating number and length, direction. Beebots Programmable ‘bee’ with simpler input for instructions than Roamer.

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ICT OPPORTUNITIES IN MATHEMATICS FOR YEAR 2 CD ROM’s

All About Shape and Space Recognition of 3D and 2D shapes and their properties, pattern, positional language, reflective symmetry, recognising a line of symmetry, position and direction, angles.

Number Plane Recognising / reading numerals and number names. Division as sharing equally and repeated subtraction. Addition ands subtraction facts for all numbers to 10. Number pairs for 20. Multiplication as repeated addition. Place Value in two digit numbers. Fractions: halves and quarters.

Connections Developing skills in the use of ordering, place value, addition, subtraction, multiplication and division.

Information Workshop & Textease Studio Binary Trees Number Box Data handling – making lists, tables and spreadsheets and graphs. OTHER SOFTWARE My World Screens Basic Addition, subtraction, multiplication and division.

100 Square Counting in two’s, five’s and ten’s and related multiplication tables, counting on and back, odd and even numbers. Place Value and ordering of two digit numbers.

Textease Developing mathematical vocabulary e.g. number names.

Dazzle Symmetry

Teaching Money Problem solving activities and games to practise making totals up to and beyond £1 and finding change.

Teaching Time Games to give practise in reading time on digital and analogue clocks. PROGRAMMABLE TOY Roamer

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Position, direction, angle. The activities on the CD ROM’s can be played at different levels to allow for differentiation to meet the needs of all the children. When they are playing without supervision there are record keeping screens that can be used to assess their progress on Number Plane and Number Train.

RESOURCES Resources are distributed appropriately to each classroom, with some available centrally.

Abacus Materials Teacher’s Book R Yr1 Yr2 Teaching Activity Cards R Yr1 Yr2 Mental Warm Up Activities R Yr1 Yr2 Simmering Activities R Yr1 Yr2 Resource Box R Yr1 Yr2

Resource Books Lesson Plan Booklets R Yr1 Yr2 Platform One - A Maths Programme For Reception R The following books are kept centrally in the Staffroom: 100 Maths Lessons for R, Yr1 and Yr2 Spectrum Maths - Starting Investigations Spectrum Maths - Starting Data Handling Spectrum Maths - Starting Games Miss Polly Investigates Ginn Using And Applying Maths – Textbook 1 and 2 Ginn Maths Teaching Resource Books for Levels 1-3 Folens First Steps To: ‘Telling The Time’ books 1, 2, 3. ‘Using Money’ books 1, 2, 3. ‘Measurement’ books 1, 2, 3. Folens Basic Rules of Number R, 1, 2. Further Curriculum Bank Activities Multilink For The Maths Curriculum 1, 2, 3. Multilink First Photo-copy Masters ‘Do and Sort Set 1 and 2 ’ Early Number Experiences With Multilink Number-rods Heinemann Maths 1 - Reinforcement sheets for Addition and Subtraction An Early Start To Mathematics Using Stories As A Starting Point For Numeracy Creative Maths Collins Mental Maths 1 and 2 Key Stage 1 Maths ‘Question’ and ‘Study’ books Calculated To Please Ginn Calculator Book Maths Through Play Mathematics From Many Cultures x 3 plus posters Scholastic books for each year group: ‘Numbers and The Number System’

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‘Calculations’ ‘Problem Solving’ ‘Shape And Space’

Basic Number Equipment Selection of unifix apparatus including cubes and number tracks up to 100. R Yr1 Yr2 Selection of multilink apparatus including cubes, number trays and inset pattern boards. R Yr1 Yr2 Multilink work cards R Yr1 Yr2 Multilink playmats R Yr1 Multilink panoramas Yr1 Yr2 Base 10 apparatus Yr1 Yr2 100 Square number boards R Yr1 Yr2 Classroom number lines R Yr1 Yr2 Table top number lines 0 – 20 R Yr1 Giant foam dice with numbers R Yr1 Yr2 Giant foam dice with numbers and symbols Yr2 1-6 spot dice R Yr1 Yr2 1-6 number dice R Yr1 Yr2 7-12 number dice R Yr1 Yr2 Blank dice R Yr1 Yr2 Colour spot dice R Spinners R Yr1 Yr2 0 -100 floor numbers R Yr1 Large foam jigsaws (numbers and symbols) R Yr1 Number fans R Yr1 Yr2 Dominoes Yr2 Floor dominoes R Yr1 Compare Bear dominoes R Ready Teddy Go number cards R Playing cards R Yr1 Yr2 Blank playing cards R Yr1 Yr2 Counters R Yr1 Yr2 Magnetic numbers R Yr1 Polydron numbers Yr2 Calculators Store Room

Sorting and Sequencing Super Duper sorting sets R Compare Bears R Sorting Trays, Logic people and shapes R Beads, cotton reels, pegboards and pegs R Yr1 Yr2

Non-Standard Measuring Equipment A variety of materials including cubes, beads, shells, cotton reels, marbles, bottle tops, bowls, basins, cups, bottles, jugs, buckets, funnels, straws, canes, ribbons and ropes R Yr1 Yr2 Balance scales R Yr1 Yr2

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Metric Measuring Equipment Weights up to 1kg Yr1 Yr2 Centimetre rulers and tape measures Yr1 Yr2 Measuring jugs up to 1 litre R Yr1 Yr2 Measuring jug 2 litres Yr2 Trundle wheels Yr2 Bathroom scales Yr2 Large thermometers Yr1 Yr2 Kitchen Scales Yr2

Money Coins of all amounts up to £2 R Yr1 Yr2 Mega Money Coins R Yr1 Yr2 Magnetic coins Yr1 Yr2 Coin stamps Store Room Cash registers Home corner Equipment

Shape Variety of regular 2D shapes R Yr1 Yr2 Irregular 2D polygons Yr2 Solid 3D shapes assortment of wooden and plastic R Yr1 Yr2

Time Timers 1 min, 3 min, 5 min. R Yr1 Yr2 Basic analogue teaching clock R Yr1 Yr2 Analogue / Digital teaching clock Yr2 Clock face tracer cards Yr2 Pupil clock cards Yr2 Pupil geared clocks Yr1 Yr2

Fractions Fraction apparatus Yr2 Photocopiable Resources (on shelves in staffroom) Stanley Thornes – platform one BBC Numbertime – More or less Time Learning Targets – number Abacus – photocopy 1 Telling the Time – Book 1 Scholastic Cross curricular maths lessons

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Cambridge Mental Maths 5-7 Ginn Maths – Topic Other books (staffroom) Enriching Early Mathematical Learning Problem Solving Developing Numeracy R, 1, 2 Handling Data 3 Scholastic Developing mental maths Calculated to please 1 and 2 Shape, Space and Measure Developing Numeracy – Measures, shape and space - R BBC Numbertime – Shapes side by side Daphne Leech – Tessellate, Symmetry, Grids, Directions Shape, Space and Measures - KS1 Multilink and miscellaneous – Little book of mathematics, little book of songs and games. Fun with patterns BBC television numbertime Numicon Each Year 1 and 2 class – set of shapes and 6 base boards. 2 x Closing the gap kits Kit 1 Teaching guide Kit 2 Teaching guide