Maths

In this unit pupils will review their knowledge from the EYFS with counting to and from 10. They will compare and order numbers to 10 practically and will consider the role of zero to represent nothing. In the future unit pupils will  consolidate counting to 20 and back. They will secure their understanding of the teens numbers and their understanding of these numbers in an ordinal context

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will review their knowledge from the EYFS with counting to and from 10, comparing and ordering numbers to 10 and considering the role of zero.

Counting, recognising and comparing numbers 0 - 10

In this unit pupils will consolidate counting to 20 and back They will secure their understanding of the teens numbers in a cardinal and an ordinal context In the future unit pupils will extend their counting to counting the decade numbers and making representations using a variety of different manipulatives

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will consolidate counting to 20 and back and will secure their understanding of the teens numbers in a cardinal and an ordinal context.

Counting to and from 20

In this unit pupils will extend their counting to counting the decade numbers and making representations using a variety of different manipulatives. In the future unit pupils will extend their learning by counting to 100. They will explore the pattern in counting and focus on the end of the decade and the start of the new decade numbers.

In prior learning, pupils will have verbally counted beyond 20, recognising the pattern of the counting system. In this unit pupils will extend their counting o the decade numbers and represent them in different ways.

Counting in tens - decade numbers

In this unit pupils will extend their learning by counting to 100. They will explore the pattern in counting and focus on the end of the decade and the start of the new decade numbers.  In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line.

In prior learning, pupils will have verbally counted beyond 20, recognising the pattern of the counting system. In this unit pupils will extend their learning by counting to 100 and exploring the pattern in counting.

Pattern in counting from 20 to 100

In this unit pupils will explain that items can be compared using length and height, weight/mass and volume/capacity. They will compare sets of objects using equality/inequality symbols. In the future unit pupils will combine 2 or more parts to make a whole. They will learn that addends can be represented in any order and that the = sign is used to show the whole and sum of the parts are equal.

In prior learning, pupils will have had opportunities to use manipulatives to organise counting including using everyday manipulatives, tens frames and through measures. In this unit pupils will explain that items can be compared using length, mass and capacity and use the inequality symbols.

Comparing quantities - part whole relationships

In this unit pupils will revisit how numbers are represented cardinally and ordinally. They will partition 1 - 5 in different ways and find a missing part. In the future unit pupils will represent numbers 6 - 10 by partitioning in different ways. They will learn what odd and even numbers are and how they can be partitioned. They will identify a missing part when a whole is partitioned into 2 parts

In prior learning, pupils will have explored the composition of numbers to 10 and be able to subitise up to 5. In this unit pupils will partition 1 to 5 in different ways and find a missing part.

Composition of numbers 0 to 5

In this unit pupils will compose, copy, extend and develop repeating and radiating patterns. They will explore, discuss and compare 3D and 2D shapes. In the future unit pupils will  learn that polygons can be described, sorted, compared and named according to the number of sides and vertices. They will describe 3D shapes finding different ways to sort and compare them.

In prior learning, pupils will have developed their spatial reasoning skills in the area of shape, space and measures. In this unit pupils will compose, copy, extend and develop radiating patterns and discuss and compare 2D and 3D shapes.

Recognise, compose, decompose and manipulate 2D and 3D shapes

In this unit pupils will represent numbers 6 - 10 by partitioning in different ways. They will learn what odd and even numbers are and how they can be partitioned. They will identify a missing part when a whole is partitioned into 2 parts. In the future unit pupils will explain 11-19 cardinally and ordinally. They will double and halve numbers 6-9. They will add and subtract within 20.

In prior learning, pupils will have explored the composition of numbers to 10 and be able to subitise up to 5. In this unit pupils will represent numbers 6 to 10 by partitioning in different ways and learn what odd and even numbers are and how they can be partitioned.

Composition of numbers 6 to 10

In this unit pupils will combine 2 or more parts to make a whole. They will learn addends are represented in any order and the = sign shows the whole and sum of the parts are equal. In the future unit pupils will find missing addends. They will partition a whole into 2 parts representing first, then, now stories with subtraction equations. They will learn + and - are inverse operations.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will combine two parts to make a whole, learn that addends are represented in any order and learn that the equals sign shows that the whole and the sum of the parts are equal.

Additive structures: addition

In this unit pupils will find missing addends in equations. They will partition a whole into 2 parts representing first, then, now stories with subtraction equations. They will learn + and - are inverse operations. In the future unit pupils will explain that addition is commutative. They will find pairs of numbers to 10 and add or subtract 1 from any number.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will find missing addends. They will partition a whole into two parts and represent it with subtraction equations learning that addition and subtraction are inverse operations.

Additive structures: addition and subtraction

In this unit pupils will explain that addition is commutative. They will find pairs of numbers to 10 and add or subtract 1 from any number.  In the future unit pupils will demonstrate their fluency of addition and subtraction within ten. They will practise addition and subtraction strategies.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will explain that addition is commutative. They will find pairs of numbers that total 10 and add or subtract 1 to and from any number to 10.

Addition and subtraction facts within 10

In this unit pupils will explain 11-19 as cardinal and ordinal numbers. They will double and halve numbers 6-9 and use addition and subtraction facts to add and subtract within 20. In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line. 

In prior learning, pupils will have looked for patterns and relationships in number, spotting connections and talking about what they notice. In this unit pupils will explain 11 to 19 as cardinal and ordinal numbers. They will double and halve the numbers 6 to 9 and use known facts to add and subtract within 20.

Composition of numbers 11 to 19

In this unit pupils will consolidate their counting to 20. They will measure objects using non-standard and standard measures and record outcomes. In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line.

In prior learning, pupils will have had opportunities to use manipulatives to organise counting including using everyday manipulatives, tens frames and through shape, space and measures. In this unit pupils will consolidate their counting to 20. They will measure objects using non-standard and standard measures and record outcomes.

Numbers 0 to 20 in different contexts

In this unit pupils will count efficiently in groups of 2 5 10. They will recognise and explain the value of 1p 2p 5p 10p coins and how a single coin can be worth several pennies. In the future unit pupils will learn to represent equal groups as repeated addition and multiplication. They will use this knowledge to calculate the product and represent the 2x 5x10x tables in different ways.

In prior learning, pupils will have had opportunities to use manipulatives to organise counting including using everyday manipulatives, tens frames and through measures. In this unit pupils will count efficiently in groups of 2 and 5 and 10. They will recognise and explain the value of coins up to 10p and how a single coin can be worth several pennies.

Unitising and coin recognition - counting in 2s, 5s and 10s

In this unit pupils will use knowledge of the value of coins and calculate the total value of the coins in a set of 2p 5p 10p coins. In the future unit pupils will consolidate their recognition and knowledge about the value of different denominations of coins. They will solve simple problems in a practical context involving addition and subtraction of money of the same unit.

In prior learning, pupils will have had opportunities to use manipulatives to organise counting including using everyday manipulatives, tens frames and through measures. In this unit pupils will use knowledge of the value of coins to calculate the total value of the coins in a set of 2p 5p and 10p coins.

Unitising and coin recognition - value of a set of coins

In this unit pupils will consolidate their knowledge of the value of different denominations of coins. They will solve simple problems practically involving addition and subtraction of money of the same unit. In the future unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will consolidate their knowledge of the value of different coins. They will solve simple problems practically involving addition and subtraction of money in the same unit.

Solving problems in a range of contexts

In this unit pupils will describe position direction and movement including whole half quarter and three-quarter turns. In the future unit pupils will order and arrange combinations of objects in patterns and sequences. They will consolidate understanding of whole half quarter and three-quarter turns in terms of right angles using mathematical vocabulary to describe position direction and movement

In prior learning, pupils will have developed their spatial reasoning skills in the area of shape, space and measures. In this unit pupils will describe position direction and movement including whole half quarter and three-quarter turns.

Position and direction including fractions of turns

In this unit pupils will sequence events in chronological order and recognise and use language relating to dates. They will tell the time to the hour and half past the hour linking to fractions. In the future unit pupils will consolidate their understanding of time by comparing and sequencing intervals of time. They will learn to write the time to 5 minutes, including quarter past/quarter to.

In prior learning, pupils will have developed their spatial reasoning skills in the area of measures. In this unit pupils will sequence events in chronological order and recognise and use language relating to dates. They will tell the time to the hour and half hour linking to fractions.

Maths

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