Subtraction. Fractions


 Dylan West
 1 years ago
 Views:
Transcription
1 Year 1 and across 100, forwards and backwards, beginning with 0 or 1, or from any given number write numbers to 100 in numerals; count in multiples of twos, fives and tens Children continue to combine groups of real objects. They learn and use number bonds within 20, including adding 0. They begin to learn the strategy of counting on from the larger number. They begin to interpret and write addition number sentences, using + and =. They begin to use a marked number line to add a small number. Children continue to take away objects from a group, then count how many are left. They learn and use number bonds within 20, including subtracting 0. They begin to interpret and write subtraction number sentences, using  and =. They begin to use a marked number line to count back. They learn to solve missing number problems such as: 7 =  2 Children put objects into groups of equal size, and count the number of groups and the total number of objects. Children share objects out fairly and investigate practically which numbers can/cannot be shared into groups of different sizes. They use concrete objects, pictorial representations and arrays to solve 1step problems. E.g. Tom has 4 bags of marbles. Each bag has 3 marbles in it. How many marbles does he have altogether? identify one more and one less sent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least They learn to solve missing number problems such as: 9 = + 2 Number range: 020 More able children: 050 They learn to count up and find the difference between numbers, using objects or visual models to support their understanding. Number range: 020 More able children: 050 Fractions They make connections between arrays, number patterns and counting in 2s, 5s and 10s Number range: 020 More able children: 050 Recognise and find 1/2 of an object, shape or quantity. numbers from 1 to 20 in numerals and words. Recognise and find 1/4 of an object, shape or quantity.
2 Year 2 count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward place value of each digit in a twodigit number (tens, ones) sent and estimate numbers using different representations, including the number line der numbers from 0 up to 100; use <, > and = signs Children learn and use number bonds within 20, and use these to derive bonds to 100 Children add: TU + U TU + T0 TU + TU U + U + U using concrete objects (numicon, beadstrings, base 10), pictorial representations (including empty number lines ) and mentally. They begin to partition numbers to add efficiently using hundred squares and mental methods. They understand that addition is commutative. They understand how to use the inverse to check calculations. Children learn and use number bonds within 20, and use these to derive bonds to 100 Children subtract: TU U TU T0 TU TU U U U using concrete objects (numicon, beadstrings, base 10), pictorial representations (including empty number lines) and mentally. They begin to partition numbers to add efficiently using hundred squares and mental methods. They learn to count up to find the difference between numbers when this is a more efficient subtraction strategy. They understand how to use the inverse to check calculations. Children learn their 2,5 and 10 times tables. They write and solve multiplication number sentences and know that multiplication is commutative. They solve multiplication problems using concrete objects, arrays, repeated addition, mental methods and known number facts. They solve multiplication problems working with a variety of materials and contexts. Bananas cost 7p each. How much will 4 bananas cost? They understand that multiplication and division are inverses of each other and can derive related number facts. Children learn the division facts for the 2,5 and 10 times tables. They write and solve division number sentences, and understand that division can be modelled using grouping or sharing. They solve division problems using concrete objects, arrays, repeated addition, mental methods and known number facts. Eggs are packed in boxes of 6. How many boxes will be needed for 26 eggs? They understand that multiplication and division are inverses of each other and can derive related number facts. numbers to at least 100 in numerals and in words and number facts to solve problems. Fractions Children recognise and find 1/3, 1/4, 2/4 and 3/4 of objects, shapes or quantities. They count in fraction steps up to 10. They begin to understand equivalence by learning that 2/4 = 1/2.
3 Year 3 multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number place value of each Children learn to mentally add: HTU + U HTU + T HTU + H Informal methods, such as empty number lines, are valued and encouraged alongside formal methods. Children learn to mentally subtract: HTU  U HTU  T HTU  H Informal methods, such as empty number lines, are valued and encouraged alongside formal methods. Children learn the 3,4 and 8 times tables. They develop efficient mental methods using commutativity and associativity E.g = = = 240 Children learn the division facts for the 3,4 and 8 times tables. They develop efficient mental methods, supported by jottings. They use empty number lines to count forward or back to solve divisions (including remainders), so: 15 3 is understood as How many 3s in 15? digit in a threedigit number (hundreds, tens, ones) numbers up to 1000 and estimate numbers using different representations numbers up to 1000 in numerals and in words They add and subtract 2 and 3digit numbers using the expanded column method first: Then moving onto the compact method, learning to start with the least significant digit. Children learn to estimate their answers and use the inverse to check calculations. They use counting up to find the difference between 2 numbers where this is more efficient. They learn the expanded column method first, then the compact method, including decomposition. This is supported by the use of base 10 materials Children learn to estimate their answers and use the inverse to check calculations. They solve TU x U calculations using known facts and progressing towards formal written methods. They learn to use the grid method to multiply. They solve problems involving scaling (4 times as high, 8 times as long etc) and correspondence. ( I have 3 hats and 4 coats. How many different outfits can I make?) They use multiplication and division facts to derive related facts. They progress to using multiples (or chunks) of the divisor to divide bigger numbers. This could be on an empty number line or by subtracting chunks of the divisor = 54 (10x3) = 24 (10x3) = 0 (8x3) 84 3 = 28. They use multiplication and division facts to derive related facts. lems and practical problems involving these ideas. Count up and down in tenths and link this with dividing by 10. Fractions Recognise, find and write unit and nonunit fractions of a set of objects. Add and subtract fractions with the same denominator within 1. Recognise and show equivalent fractions using diagrams. Compare and order fractions with the same denominator. Solve problems involving all these fraction concepts.
4 Year 4 7, 9, 25 and 1000 than a given number through zero to include negative numbers value of each digit in a Children learn to add numbers up to 4digits using formal column method where appropriate. Children learn to subtract numbers up to 4digits using formal column method where appropriate. Children learn all multiplication facts up to 12 x 12. They multiply mentally using known and derived facts. They use their knowledge of the rules of multiplication to solve multiplications efficiently e.g. 2 x 6 x 5 = 10 x 6 = 60 Children learn all division facts up to 12 x 12. They divide mentally using known and derived facts. They continue to develop efficient mental methods, supported by jottings. They continue to use multiples (or chunks) of the divisor to divide bigger numbers. fourdigit number (thousands, hundreds, tens, and ones) numbers beyond 1000 estimate numbers using different representations the nearest 10, 100 or 1000 They continue to practise mental methods with increasingly larger numbers and use these where more efficient. They estimate and use inverse operations to check calculations. They solve 2step problems in a variety of contexts, deciding which operation to use. They apply their addition strategies to decimals, up to 2 decimal places. They continue to practise mental methods with increasingly larger numbers and use these where more efficient. (Eg counting up to find the difference between numbers for calculations like ) They estimate and use inverse operations to check calculations. They solve 2step problems in a variety of contexts, deciding which operation to use. They apply their subtraction strategies to decimals, up to 2 decimal places. They know that, for example, = 200 can be derived from 2 x 3 = 6 They multiply HTU x U and TU x U using the formal written method where this is appropriate. They solve problems involving scaling (4 times as high, 8 times as long etc) and correspondence. ( I have 3 hats and 4 coats. How many different outfits can I make?) This could be on an empty number line or by subtracting chunks of the divisor = 54 (10x3) = 24 (10x3) = 0 (8x3) 84 3 = 28. They learn short division, dividing 2 and 3 digit numbers by a single digit. tical problems that involve all of the above and with increasingly large positive numbers Children learn to: Fractions and Decimals 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Know decimal equivalents of any number of tenths or hundredths, and of 1/2, 1/4 and 3/4. Round decimals with 1 d.p. to the nearest whole number. Compare numbers with the same number of decimal places up to 2 d.p. Understand the effect of dividing a number by 10 or 100 and link with tenths and hundredths. Recognise families of common equivalent fractions (using diagrams). Add and subtract fractions with the same denominator. Count up and down in hundredths, and link this with dividing by a hundred. Solve problems involving fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number. Solve simple measure and money problems involving fractions and decimals to 2 d.p.
5 Year 5 and compare numbers to at least and determine the value of each digit backwards in steps of powers of 10 for any given number up to numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero Children add numbers with more than 4 digits, using a formal written method where necessary. They add increasingly large numbers mentally: Eg They use estimating and rounding to check calculations. They use addition to solve multistep problems in a variety of contexts. Children subtract numbers with more than 4digits using formal column method where appropriate. They continue to practise mental methods with increasingly larger numbers and use these where more efficient. Eg = They estimate and use inverse operations to check calculations. They solve multistep problems in a variety of contexts, deciding which operation to use. They apply their subtraction strategies to decimals, up to 2 decimal places. Children learn to multiply whole numbers and decimals by 10, 100 and They multiply numbers up to 4 digits by a 1 or 2digit number using the grid method and progressing to the formal written method where necessary. They continue to multiply numbers mentally drawing on known facts. They use square and cube numbers and their notation. Children learn to divide whole numbers and decimals by 10, 100 and They identify the multiples and all the factors of a number, and the common factors of two numbers. They understand prime numbers, and composite (nonprime) numbers and they recall primes up to 19; they can establish whether a number up to 100 is prime. They can find the prime factors of a number. They can divide numbers up to 4 digits by a 1digit number, using short division, and interpret remainders appropriately for the context. They may express noninteger answers as a fraction, as a decimal or by rounding. to to the nearest 10, 100, 1000, Fractions, Decimals and Percentages and Children learn to: lems and practical problems that involve all of the above to 1000 (M) and recognise years written in Roman numerals. Read and write decimal numbers as fractions. Round decimals with 2 d.p. to the nearest whole number and to 1d.p. Recognise and use thousandths. Read, write, order and compare numbers with up to 3 d.p. and solve problems involving these numbers. Compare and order fractions whose denominators are multiples of the same number eg 2/6 and 10/12. Name equivalent fractions of a given fraction presented visually. Recognise mixed numbers and improper fractions and convert from one to the other. Add and subtract fractions with the same denominator or denominators that are multiples of the same number. Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Recognise and understand the % symbol, and write percentages as a fraction with the denominator 100, and as a decimal. Solve problems which involve knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 3/5 and those fractions with a denominator which is a multiple of 10 or 25.
6 Year 6, and Children learn to : and compare numbers up to and determine the value of each digit number to a required degree of accuracy bers in context, and calculate intervals across zero Solve multistep problems in contexts, deciding which operation to use and why. Use their knowledge of the order of operations to carry out calculations involving the 4 operations. Perform mental calculations, including with large numbers and mixed operations. Multiply up to 4 digits by 2 digits using the formal written method of long multiplication, where necessary. Divide up to 4 digits by 2 digits using the formal written method of long division (where necessary), and interpret remainders as whole numbers, fractions, or by rounding depending on the context. Divide up to 4 digits by 2 digits using the written method of short division where appropriate. Identify common factors, common multiples and prime numbers. Solve problems where the answer has to be rounded to specified degrees of accuracy. practical problems that involve all of the above. Fractions, Decimals and Percentages solve simple measure and money problems involving fractions and decimals to two decimal places. Children learn to: Use common factors to simplify fractions and common multiples to express fractions in the same denomination. Compare and order fractions including fractions > 1. Add and subtract fractions with different denominators and mixed numbers by using the concept of equivalence. Multiply pairs of proper fractions, writing the answer in its simplest form. Divide proper fractions by whole numbers eg 1/3 2 = 1/6. Understand a fraction as a division and calculate the decimal equivalent of a fraction. Identify the value of each digit in numbers up to 3 d.p. Multiply and divide numbers by 10, 100 and 1000, giving answers up to 3d.p. Multiply 1digit numbers with up to 2 d.p. by whole numbers. Use written division methods where the answer has up to 2 d.p. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS
CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS 1 This policy outlines both the mental and written methods that should be taught from Year 1 to Year 6. The policy has been written
More informationAddition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on.
Year 1 add with numbers up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,
More informationYear 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.
Year 1 Add with numbers up to 20 Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. +1 +1 +1 Children should: Have access to a wide
More informationSubtraction Year 1 6 2 = 4
Subtraction Year 1 Key Vocabulary Key skills for subtraction at Y1: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts
More informationSubtraction. Year 1 subtract from numbers up to 20
Year 1 subtract from up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,
More informationCount back in ones on a numbered number line to take away, with numbers up to 20
SUBTRACTION Stage 1 Subtract from numbers up to 20 Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes etc. and in familiar contexts, and are
More informationMultiplication. Year 1 multiply with concrete objects, arrays and pictorial representations
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
More informationSummary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
More informationSUBTRACTION CALCULATION GUIDANCE
SUBTRACTION CALCULATION GUIDANCE Year 1 read, write and interpret mathematical statements involving, subtraction () and equals (=) signs represent and use number bonds and related subtraction facts within
More informationPROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION
PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children should
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationCalculation Policy Version 1 January 2015
2015 Calculation Policy Version 1 January 2015 NATIONAL CURRICULUM 2014 ABBOTSMEDE PRIMARY SCHOOL CASTOR C OF E PRIMARY SCHOOL DISCOVERY PRIMARY SCHOOL DOGSTHORPE INFANTS EYE C OF E PRIMARY SCHOOOL NENE
More informationPROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION THE FOLLOWING ARE STANDARDS THAT WE EXPECT THE MAJORITY OF CHILDREN TO ACHIEVE BY THE END OF THE YEAR. YR Related objectives: Count repeated groups of
More informationAddition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
More informationMaths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.
Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100
More informationAddition and subtraction
Addition and subtraction numbers using concrete objects, pictorial representations. All number facts 10 are secure by the end of Year 1 in order to progress and consolidate decimal numbers in KS2. From
More informationCalculation strategies for subtraction
Calculation strategies for subtraction 1 Year 1 Subtract numbers up to 20. Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways
More informationNumber: Multiplication and Division
MULTIPLICATION & DIVISION FACTS count in steps of 2, 3, and 5 count from 0 in multiples of 4, 8, 50 count in multiples of 6, count forwards or backwards from 0, and in tens from any and 100 7, 9, 25 and
More informationSwavesey Primary School Calculation Policy. Addition and Subtraction
Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday
More informationPROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children
More informationMULTIPLICATION. Present practical problem solving activities involving counting equal sets or groups, as above.
MULTIPLICATION Stage 1 Multiply with concrete objects, arrays and pictorial representations How many legs will 3 teddies have? 2 + 2 + 2 = 6 There are 3 sweets in one bag. How many sweets are in 5 bags
More informationPUTTERIDGE PRIMARY SCHOOL
Calculations policy Version 3 PUTTERIDGE PRIMARY SCHOOL Autumn 2015 Authored by: Rob Weightman Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence
More informationNational Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more
More informationNumber: Multiplication and Division with Reasoning
count in multiples of twos, fives and tens (copied from Number and Number: Multiplication and Division with Reasoning MULTIPLICATION & DIVISION FACTS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count in
More informationStep 1 Representations Recordings Number count reliably with numbers from 1 to 20. Bead strings to 20 and 100 5+3=8 15+3=18. What else do you know?
Progression in calculation: Abbey Park Middle School NH 2013/2014 amended for APMS by IT June 2014, Addition and Subtraction Step 1 Representations Recordings count reliably with from 1 to 20 What number
More informationSubtraction. Subtraction September 2015. Learning Intention Strategy Resources End of year expectation. Year Group
Subtraction Group Learning Intention Strategy Resources End of year expectation Early s 1:1 correspondence with objects Recognising correct Counting backwards Taking away from a set of objects Counting
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationOur Lady of the Visitation Catholic Primary School. CalculationDivision Policy Years 16
Our Lady of the Visitation Catholic Primary School CalculationDivision Policy Years 16 Date of Ratification: Signed: Miss K. Coll (HEAD TEACHER) Review date: Mrs H.McKenzie (CHAIR OF GOVERNORS) Signed:
More informationAddition. Addition September 2015. Learning Intention Strategy Resources End of year expectation. Year Group. Early Years
Addition Group Learning Intention Strategy Resources End of year expectation Early s 1:1 correspondence with objects Recognising correct numbers Matching numbers to sets Counting Adding 2 sets together
More information1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions
Numeracy assessment guidelines: 1 Name 1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions 1 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from
More informationMy Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
More informationAddition and subtraction. Key Stage 1:
Key Stage 1: 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
More informationPROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6
PROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6 Begin to understand multiplication by using concrete objects, pictorial
More informationNational Curriculum for England 2014 Abacus Year 4 Medium Term Plan
National Curriculum for England 2014 Year 4 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first
More informationSimonside Primary School Progression in Multiplication
Simonside Primary School Progression in Multiplication Year Objective Method Pictorial/ EYFS Chanting of counting in 2s Repeated ing Counting in pairs Doubling / recorded using ICT (eg digital photos /
More informationEYFS. Learning Objectives Success criteria Method. Mickleover Primary School Calculation Policy Division. Solve problems involving halving and sharing
Mickleover Primary School Calculation Policy Division Learning Objectives Success criteria Method Solve problems involving halving and sharing Using concrete apparatus, children will be able to find a
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationOral and Mental calculation
Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare
More informationCalculation Policy Fractions
Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised
More informationNumber: Fractions (including Decimals and Percentages) Reasoning
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 COUNTING IN FRACTIONAL STEPS Pupils should count in fractions up to 10, starting from any number and using the1/2 and 2/4 equivalence on the number line (Non Statutory
More informationProgression towards a standard written method of Calculation
Progression towards a standard written method of Calculation Introduction Children are introduced to the process of Calculation through practical, oral and mental activities. Through these activities they
More informationMATHEMATICS LOWER KS2
MATHEMATICS LOWER KS2 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
More informationHow we teach calculations in Maths A Parent s Guide
How we teach calculations in Maths A Parent s Guide Belmont Maths Department 2011 1 Contents Introduction...Page 3 Maths at Belmont...Page 4 Addition...Page 5 Subtraction...Page 7 Multiplication...Page
More informationI know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10
Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when
More informationMaths Calculation Booklet for parents
Maths Calculation Booklet for parents INTRODUCTION This booklet is intended to explain the ways in which your children are taught to write down their calculations. We have revised the school calculation
More informationKnowing and Using Number Facts
Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of twodigit multiplication facts to 10 10 to numbers to derive sums and derive
More informationYear 1 maths expectations (New Curriculum)
Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of
More informationThe National Curriculum 2014 Programmes of Study for Mathematics
The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have
More informationMaths Calculation Policy September 2014
Maths Calculation Policy September 2014 Addition and Subtraction Progression Policy Adapted March 2014 to incorporate Years 12 and 7+ Visual Images??? Children should be selecting one of these three visual
More informationMaths Level Targets. This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5.
Maths Level Targets This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year
More informationNumber Families By the end of Year 1 children should be able to recall and use facts within and to 20
Subtract from numbers up to 20 Immerse children in practical opportunities to develop understanding of addition and subtraction. Link practical representations to a number track and on a beadstring, to
More information23 33 43 To bridge through a multiple of 10 eg 36 + 8 = 44 +4 +4
ADDITION Foundation Stage Year 1 Year 2 Year 3 Begin to represent numbers using fingers, marks on paper or pictures. Begin to relate addition to combining 2 groups of objects. Eg. Practical activities,
More informationStandards Correlation: Symphony Math and the National Curriculum in England
Standards Correlation: and the National Curriculum in England National Curriculum Key and Year Key stage 1year 1: Numbernumber and place value count to and across 100, forwards and backwards, beginning
More informationMultiplication & Division. Years 3 & 4
Multiplication & Division Years 3 & 4 A booklet for parents Help your child with mathematics Multiplication & Division Year 3 Current Objectives Pupils should be taught to: Derive and recall multiplication
More informationCALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Counting Number  number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write
More information+ Addition + Tips for mental / oral session 1 Early addition. Combining groups of objects to find the total. Then adding on to a set, one by one
+ Addition + We encourage children to use mental methods whenever possible Children may not need to be taught every step STEP Tips for mental / oral session Counting Concept & images Comments Early addition
More informationAddition and Subtraction
Year 2 Addition and Subtraction Recall and use addition and subtraction facts up to 20 fluently, and derive and use related facts up to 100. Add and subtract with concrete objects, representations and
More informationFractions to decimals
Worksheet.4 Fractions and Decimals Section Fractions to decimals The most common method of converting fractions to decimals is to use a calculator. A fraction represents a division so is another way of
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationMaths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems
Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationADDITION. Children should extend the carrying method to numbers with at least four digits.
Y5 AND Y6 ADDITION Children should extend the carrying method to numbers with at least four digits. 587 3587 + 475 + 675 1062 4262 1 1 1 1 1 Using similar methods, children will: add several numbers with
More information2. Perform the division as if the numbers were whole numbers. You may need to add zeros to the back of the dividend to complete the division
Math Section 5. Dividing Decimals 5. Dividing Decimals Review from Section.: Quotients, Dividends, and Divisors. In the expression,, the number is called the dividend, is called the divisor, and is called
More informationSIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3
Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed
More informationPROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION
PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION Knowing and using number facts Foundation Find one more or one less than a number from 1 to 10 Stage Year 1 Derive and recall all pairs of numbers with
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationCALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order As outcomes, Year 1 pupils should, for example:
More informationCalculations at Holy Cross. Addition and Subtraction
Calculations at Holy Cross Addition and Subtraction Addition Mental strategies: Mental recall of number bonds 6 + 4 = 10 25 + 75 = 100 19 + = 20 Use near doubles 6 + 7 = double 6 + 1 = 13 Addition using
More informationArithmetic 1 Progress Ladder
Arithmetic 1 Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationIn a range of practical and play contexts the child explores and solves problems involving doubling, utilising his or her own methods.
FOLTE Multiplication Policy Reception Children to count by rote in 2s to 20, 5s to 50 and 10s to 100. Doubling Children to solve problems using doubling. In a range of practical and play contexts the child
More informationParamedic Program PreAdmission Mathematics Test Study Guide
Paramedic Program PreAdmission Mathematics Test Study Guide 05/13 1 Table of Contents Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page
More informationWritten methods for addition of whole numbers
Stage 1: The empty number line Mathematics written methods at the Spinney Written methods for addition of whole numbers The mental methods that lead to column addition generally involve partitioning, e.g.
More informationTYPES OF NUMBERS. Example 2. Example 1. Problems. Answers
TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime
More informationMATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationTeaching Pupils to calculate
Teaching Pupils to calculate It is vital that all schools have a calculation policy that is followed throughout the school. The calculation policy should allow the methods to build upon prior learning
More informationVocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
More informationExcel Math Fourth Grade Standards for Mathematical Practice
Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these
More informationMedium term Plans for Spring Year 5
Medium term Plans for Spring Year 5 Help these children be in a better position to achieve good results in the Y6 Sats in 2015. Although these tests will officially be based on the old curriculum, it is
More informationMaths methods Key Stage 2: Year 3 and Year 4
Maths methods Key Stage 2: Year 3 and Year 4 Maths methods and strategies taught in school now are very different from those that many parents learned at school. This can often cause confusion when parents
More informationUnit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
More informationTeaching Guidance. For. Multiplication and Division
Teaching Guidance For Multiplication and Division (Overcoming Barriers Moving Levels 1 to 2, 2 to 3, 3 to 4, 4 to 5) 1 of 2 The National Strategies Primary Overcoming barriers in mathematics helping children
More informationMaths Progressions Number and algebra
This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationFractions. Cavendish Community Primary School
Fractions Children in the Foundation Stage should be introduced to the concept of halves and quarters through play and practical activities in preparation for calculation at Key Stage One. Y Understand
More informationMathematics. Steps to Success. and. Top Tips. Year 5
Pownall Green Primary School Mathematics and Year 5 1 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to
More informationMathematics K 6 continuum of key ideas
Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any twodigit number, forward or
More informationYear 3 Year 4 Year 5 Year 6. Strand 1 Number
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
More informationSt Luke s Primary School. Calculations Policy. Multiplication. Autumn 2007
St Luke s Primary School Calculations Policy Multiplication Autumn 2007 PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION MENTAL CALCULATIONS (ongoing) These are a selection of mental calculation strategies:
More informationTeaching programme: Reception
Teaching programme: Reception Counting and recognising numbers 2 8 2 2, 3 4, 5 5 6 7 7 8 Counting Say and use the number names in order In familiar contexts such as number rhymes, songs, stories, counting
More informationNational curriculum tests. Key stage 2. Mathematics test framework. National curriculum tests from 2016. For test developers
National curriculum tests Key stage 2 Mathematics test framework National curriculum tests from 2016 For test developers Crown copyright 2015 2016 key stage 2 mathematics test framework: national curriculum
More informationMoorlands Primary School
How to help your child succeed in Year 5 In this booklet we have included information about what your child will be learning, Phonics, tricky words and how to help with spellings and handwriting. We have
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.AT.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationMath syllabus Kindergarten 1
Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with
More informationNumber and Place Value. September 2014 1. Year 3 Year 4 Year 5 Year 6
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
More informationUnit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 MediumTerm Plans. Number  Geometry  Position & direction
Busy Ant Maths Year MediumTerm Plans Unit 9 Geometry  Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year MediumTerm Plans Introduction Unit Geometry
More informationThe student will be able to... The teacher will... SKILLS/CONCEPTS K
MATHEMATCS Subject Area: Component V: MATHEMATCS WHOLE NUMBER SENSE ndiana Academic Standard 1: Number Sense and Computation Understanding the number system is the basis of mathematics. Students develop
More information