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Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and

measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

**ELGs (September 2021)**

ELG: Number

Children at the expected level of development will:

– Have a deep understanding of number to 10, including the composition of each number;

– Subitise (recognise quantities without counting) up to 5;

– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to

10, including double facts.

ELG: Numerical Patterns

Children at the expected level of development will:

– Verbally count beyond 20, recognising the pattern of the counting system;

– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

This is achieved through the use of Power Maths and focusing on a Key Instant Recall Fact (KIRF) per half term. Mastering Number resources are also being used from January 2022

Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B | |

EYFS | NumberNumbers to 5 Comparing groups within 5
3D and 2D shapes* | NumberOne more, one less Number bonds within 5
Spatial awareness | NumberNumbers to 10 Comparing numbers within 10 Combining two groups to find the whole
Length, height and distance. Weight | NumberNumber bonds to 10 Subtraction*
Making simple patterns | NumberCounting on and counting back Numbers to 20 Doubling Halving and sharing odds and evens | ShapeComposing and decomposing shapes*
Volume and Capacity |

KIRF | Say number names in order to 5 | Say the numbers in order to 10. | Partition numbers to 5 into two groups. | Count in tens. | Know the days of the week. | Count in 2s |

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The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. *National Curriculum*

This is achieved through the use of Power Maths and focusing on a Key Instant Recall Fact (KIRF) per half term. Mastering Number resources are also being used from January 2022. Key Stage one pupils also access Numbots/Times Table Rockstars to support their fluency development.

Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B | |

Year 1 | Place ValueRecap numbers to 10 Recap one more, one less Comparison of number Number bonds within 10
Addition and subtraction within 10 | Addition and SubtractionAddition and subtraction within 10 (2)
Recognising and naming 2D and 3D shapes Making patterns with shapes
Numbers to 20 Comparison of number | Addition and SubtractionAddition and subtraction within 20
Recognising and counting numbers to 50 | MeasurementComparing lengths and heights Non-standard units of measure Measuring length using a ruler Comparing and measuring weight Comparing and measuring capacity | Multiplication and DivisionCounting in 10s, 5s and 2s. Making equal groups and simple arrays. Making doubles
Finding halves and quarters | Position and DirectionDescribing turns and positions
Recognsing and counting to 100. Partitioning numbers.
Telling time to the hour and to the half hour Recognising and counting money |

KIRF | Recite number names in order to 50 and beyond. | Know number bonds for each number to 6. | Know doubles and halves of numbers to 10. | Know number bonds to 10. | Know seasons and months of the year. | Know number bonds for each number to 10. |

Year 2 | Place ValueCounting and representing numbers to 100. Comparison of numbers. Counting in 2s, 5s, 10s and 3s.
Related facts Making number bonds to 100. Finding 10 more, 10 less Adding and subtracting 2-digits to 1-digit numbers. Adding and subtracting two 2-digit numbers. | MoneyComparing and making amounts of money. Using coins and notes. Solving two-step word problems involving money.
Making equal groups and using arrays. 2, 5 and 10 times-tables | Multiplication and DivisionDividing by 2, 5 and 10. Grouping and sharing.
Making and interpreting tally charts, pictograms and block diagrams.
Length in cm and m. Comparing lengths. | ShapeProperties of 2D and 3D shapes. Finding lines of symmetry.
Finding halves, quarters, three-quarters and thirds. Counting in halves and quarters. | Position and DirectionDescribing movement and turns.
Solving problems using mental addition and subtraction. Solving problems using the four operations.
| MeasurementTelling time to the hour, half hour, quarter hour and to 5 minutes. Comparing and finding durations.
Comparing and measuring mass in kg. Comparing and measuring volume and capacity in ml and l. Reading and measuring temperature. |

KIRF | Know number bonds to 20. | Know multiplication and division facts for the 2 times table. | Know halves and doubles of numbers to 20. | Know multiplication and division facts for the 10 times table. | Tell the time to five minutes and draw the hands on the clock to show these times. | Know multiplication and division facts for the 5 times table. |

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The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. *National Curriculum.*

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This is achieved through the use of Power Maths, focusing on a Key Instant Recall Fact (KIRF) per half term and using Times Table Rockstars to support fluency development.

Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B | |

Year 3 | Place ValueCounting, comparing and representing numbers to 1000.
Adding and subtracting a 3-digit number and 1s. Adding and subtracting a 3-digit number and 2-digit number. | Addition and SubtractionAdding and subtracting two 3-digit numbers. Problem solving.
Multiplying and dividing by 3, 4 and 8. | Multiplication and DivisionRelated x and ÷ calculations. Multiplying a 2-digit number by a 1-digit number. Dividing a 2-digit number by a 1-digit number.
Converting, adding and subtracting amounts of money.
Pictograms, bar charts and tables. | MeasurementMeasuring and comparing lengths using mm, cm and m. Measuring perimeter.
Tenths, fractions as numbers and fractions of a set of numbers. | FractionsEquivalent fractions*. Adding and subtracting fractions with the same denominator.
Units of time and telling time to 5 minutes and the minute. Introducing the 24-hour clock. | ShapeRight angles, perpendicular and parallel lines. Recognising and describing properties of 2D and 3D shapes.
Measuring and comparing capacity and mass. Adding and subtracting masses and capacities. |

KIRF | Know number bonds for all numbers to 20. | Add and subtract using place value. | Recall facts about the duration of time. | Know x and ÷ facts for the 3, 4 and 8 x tables. | Convert between mm/cm, cm/m, kg/g. | Read and draw the time, to the nearest minute. |

Year 4 | Place ValueRepresenting numbers to a 1000. Ordering and, comparing numbers to 10,000. Rounding to the nearest 10, 100 and 1000. Roman numerals. Introducing negative numbers.
Adding and subtracting 4-digit numbers with and without exchanging. | MeasurementRecapping km. Perimeter of a rectangle and rectilinear shapes.
Multiplying and dividing by 10 and 100. Multiplying by 0 and 1. Multiplying and dividing by 6, 9, 7, 11 and 12. | Multiplication and DivisionUsing formal written methods. Multiplying and dividing 2-digit by 1-digit and 3-digit by 1-digit.
Counting squares to identify area.
Tenths and hundredths. Equivalent fractions. Fractions greater than 1. | FractionsAdding and subtracting fractions. Solving problems with fractions of a quantity.
Tenths and Hundredths. Dividing by 10 and 100. | DecimalsOrder, compare and round decimals.
Ordering and rounding amounts of money. Problem solving with money
Converting units of time. Problem solving with time. | StatisticsCharts, tables and line graphs.
Identifying, comparing and ordering angles. Regular and irregular shapes. Classifying triangles and quadrilaterals. Lines of symmetry.
Describing a movement on a grid. |

KIRF | Add and subtract using place value. | Know number bonds to 100. | Recognise decimal equivalents of fractions. | Know x and ÷ facts for the 6, 7, 9 & 11 x tables | Know x and ÷ facts for all times tables to 12×12 | Know number bonds to 100. |

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The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly. *National Curriculum*

This is achieved through the use of Power Maths, focusing on a Key Instant Recall Fact (KIRF) per half term and using Times Table Rockstars to support fluency development.

Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |

Year 5 | Place ValueRepresenting numbers to 10,000. Comparing, order and rounding numbers to 1,000,000.
Adding and subtracting two 4-digit numbers with more than one exchange and without, using formal methods.
Line graphs | Multiplication and DivisionMultiples, factors, square and cube numbers. Multiplying and dividing whole numbers by 10, 100 and 1000.
Measuring and calculating perimeter. Calculating and comparing area. | Multiplication and DivisionMultiplying a 3-digit number by a 2-digit number and 4-digit number by a 2-digit number. Dividing 4-digit numbers by a 1-digit number.
Recognise and convert mixed number and improper fractions. Comparing and ordering fractions. | FractionsAdding and subtracting fractions with the same and different denominators. Adding and subtracting mixed numbers. Multiplying fractions.
Writing decimals. Decimals as fractions Thousandths Percentages as fractions and decimals and their equivalents. | DecimalsAdding and subtracting decimals. Multiplying and dividing decimals by 10, 100 and 1000.
Measuring angles using a protractor. Calculating angles on a straight line and around a point. Calculating lengths and angles in shapes. | ShapeRecognising and drawing parallel and perpendicular lines. Regular and irregular polygons.
Reflection and translation, with coordinates.
Converting metric units. Imperial units and units of time. Comparing and estimating volume and capacity. |

KIRF | Add and subtract using place value. | Recall prime numbers up to 20 and find factor pairs. | Recall square numbers and their square roots, to 144. | Recall metric conversions. | x and ÷ numbers/decimals by 10, 100 and 1000. | Recall decimal number bonds to 1 and 10. |

Year 6 | Place ValueRepresenting, ordering and comparing numbers to 10,000,000. Negative numbers.
Recap formal written methods for addition and subtraction. Formal written methods for long multiplication and long division. Common factors and multiples. Prime numbers up to 100, square and cube numbers. | FractionsSimplifying, comparing and ordering fractions. Adding and subtracting fractions, including mixed numbers. Solving problems with fractions. Multiplying and dividing a fraction by a whole number and multiplying a fraction by another fraction.
Plotting coordinates, translations and reflections. | DecimalsMultiplying and dividing by 10, 100 and 1000. Multiplying and dividing decimals.
Solve problems involving the calculation of percentages. Converting decimal fractions to percentages.
Finding and using a rule, understanding formulae. Solving equations. | MeasurementProblem solving with metric units. Converting miles and km. Area and perimeter, including calculating the area of a parallelogram and triangle. Volume of a cuboid.
Solving problems using ratio and proportion. Scale drawings and factors. | ShapeAngles in triangles and polygons. Calculate missing angles. Names of parts of a circle. Nets of 3D shapes.
All four operations. Solving problems involving fractions, decimals and percentages; ratio and proportion; time. | StatisticsThe mean. Introducing, reading and interpreting pie charts. Interpreting and constructing line graphs. |

KIRF | Revise all KIRFs. | Find common factors of pairs of numbers. | Recall prime numbers up to 50. | Convert between decimals, fractions and percentages. | Revise all KIRFs. | Revise all KIRFs. |

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