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Maths

Early Years Maths

By the end of their Reception Year the majority of children will have achieved their Early Learning Goals. Some children will be working towards the expectations and some beyond.

Early Learning Goal for Number

Count reliably with numbers from 1 to 20, place them in order and say which number is 1 more or 1 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.

Early Learning Goal for Shape, Space and Measure

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Early Years Maths Workshops

We were delighted that so many Reception parents were able to attend our Maths Workshops. Parents found the information informative and enjoyed the opportunity to work with their child.

Click on the links below to access the presentations from the workshops.
 

Numicon Maths Workshop Presentation Session 1 (Please click)

Numicon Maths Workshop Presentation Session 2 (Please click)

Numicon Maths Workshop Presentation Session 3 (Please click)

 

For your information, we have provided an overview of the Year One and Two Maths curriculum document. It is divided into year groups and terms.

 

 Year One Maths Curriculum Overview Term 1 and 2

Oral and Mental calculation

  • Recite numbers to  100 forwards and backwards from 0 or 1
  • Recite numbers to 10  as first, second , third
  • Read and write numbers to at least 20
  • Spell numbers to 10
  • Order numbers to at least 20
  • Compare numbers within 20
  • Find 1 more/ 1 less of any number to 1- 20
  • Find numbers between 2 given numbers
  • Count on or back in ones  from a given number within  at least 0- 20  
  • Identify 2-D shapes in different orientations and begin to describe them
  • Identify 3-D shapes in different orientations and begin to describe them
  • Compare and sort common 2-D and 3-D shapes and everyday objects
  • Describe position, direction and movement

Week

Main focus of teaching

 

1

Number and place value to solve problems

  • Count up to  at least 20 objects accurately
  • Order numbers to at least 20
  • · Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
  • Read and write numbers from 1 to 20 in numerals and be to write them in words.
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
  • Model  1 more /1 less (before /after) given number to at least 20
  • Given a number, identify one more and one less.
  • Solve practical problems involving all of the above

2

Addition within 10 to solve problems

  • Partition numbers  3-10  into two sets and  re-combine
  • Model +  and = signs
  • Model  reading , writing  and interpreting  addition sentences
  • Add 1, 2, 3 ,4 or 5  to number less than 6  by counting on
  • Add 1 or 2 to numbers 6-8 by counting on
  • Add zero  to numbers
  • Use inverse to check answers to calculations
    • Solve simple one-step problems that involve addition and subtraction, using concrete objects and pictorial representations

3

Measures -Money to solve problems

  • ·Recognise coinage 1 p and 2 p
  • ·Pay for items using 1 p and 2 p coins
  • ·Add combinations of 1 p and 2 p coins to make 10p.
  • ·Solve simple one-step problems that involve addition and subtraction, using coins, objects  and pictorial representations
  • ·Use inverse to check answers to calculations

4

Measures-length and height   to solve problems

  • ·Estimate and measure lengths and heights  using non-standard but uniform unit
  • ·Compare and order lengths and heights
  • ·Compare and describe lengths and heights (for example, long/short, longer/shorter, tall/short, double/half).
  • ·Measure and begin to record lengths and heights, using non-standard measures within the range of numbers the children understand
  • ·Solve practical problems for lengths and heights

5

Addition and subtraction within 10 to solve problems

  • ·Model +, – and = signs   
  • ·Model reading , writing and interpreting subtraction sentences  (take away )
  • ·Subtract 1, 2, 3 ,4 or 5  from a number up to 10   by counting back on a number track
  • ·Subtract zero  
  • ·Represent and use number bonds and related subtraction facts within 10
  • · Use inverse to check answers to calculations
  • ·Solve simple one-step problems that involve addition and subtraction within 10, using concrete objects and pictorial representations,
  • ·Solve missing number problems, such as 7 = □ – 5.

6

Number and place value 0-20 to solve problems

  • ·Order numbers 1-20 on track and bead string
  • ·Make teen numbers with apparatus
  • ·Partition teen numbers in 10 and rest
  • ·Compare 2 numbers-which is more or less?
  • ·Explore reading ,writing and ordering  “teen “  numbers
  •  Begin to recognise the place value of numbers beyond 20 (tens and ones).
  • Solve problems involving ordering and comparing numbers

7

Addition and subtractions bonds to 10 to solve problems

  • Partition 3 into two groups and model recording the  resulting addition and related subtraction number sentences  3+0=3,2+1=3,1+2=3 and 3-0=3, 3-1=2,3-2=1
  • Repeat with other numbers to 10
  •  Use inverse to check answers to calculations
    • Solve missing number problems   such as 3 = □ – 2.

8

Shape, Position and direction  to solve problems

  • Recognise ,visualise, name and describe squares, circles, rectangles and triangles
  • Vary size and orientation of shapes
  • Make pictures with shapes
  • Follow and then devise  repeating patterns with shapes

Practical activities linked to position  

9

Addition and subtraction within 20 to solve problems

  • Order numbers to 20
  • Find 1 more /1 less for numbers to 20
  • Find 2 more /2 less for numbers to 20
  • Use inverse to check answers to calculations
  • Solve problems  practically using addition and subtraction bonds and facts up  to 10 including missing number problems 

10

Multiplication and division and fractions to solve problems

  • Practical grouping and sharing of quantities to 20
  • Practical doubling 1-5
  • Practical sharing (halving) numbers to 10.

11

Assess and review

 

 Year One Maths Curriculum Overview Term 3 and 4

Oral and Mental calculation

  • Recite numbers to  100 forwards and backwards from 0 or 1
  • Recite numbers to 10  as first, second , third
  • Read and write numbers to 100 in numerals
  • Read and write numbers 20 in words
  • Recite multiples of 10 to 100
  • Order  random numbers to 100
  • Compare numbers within 100
  • Find 1 more/ 1 less of any number to 1- 99
  • Find numbers between 2 given numbers
  • Count on or back from a given number with 100
  • Recite days of the week
  • Recall addition and subtraction facts for each number up to 10.
  • Recall doubles of numbers to 10 + 10
  • Recall halves of even numbers to 20.
  • Name 2-D shapes and describe them

 

Week

Main focus of teaching

 

1

Number and place value  to solve problems

  • Count up to 100 objects accurately  
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
  • Order numbers to 100 on a track /number line
  • Model  1 more /1 less (before /after) and 10 more /10 less given number to 100
  • Place other numbers onto washing line marked with multiples of 5 and 10  
  • Identify missing numbers on washing line/number line
  • Reinforce reading ,writing and ordering  “teen “  numbers
  • Read and write numbers from 1 to 20 in numerals and words.
  • Begin to recognise the place value of numbers beyond 20 (tens and ones).
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
  • Solve problems and practical problems involving all of the above

 

 

2

Addition within 20

  • Model +  and = signs
  • Model  reading , writing  and interpreting  addition sentences
  • Add by counting on from the larger number within 20
  • Add 2 or more 1 digit numbers within 20  
    • Represent –with concrete apparatus- and use number bonds within 20.
    • Add   one-digit and two-digit numbers to 20  including zero (using concrete objects and/or  pictorial representations)
    • Use inverse to check answers to calculations
    • Solve problems involving addition and subtraction

 

 

3

Measures -Money  to solve problems

  • Recognise coinage 1 p, 2 p, 5 p and 10 p
  • Count in multiples of, twos, fives and tens.
  • Pay for items using 1 p, 2 p,  5 p and 10 p coins
  • Add combinations of  known coins  to make 20 p
  • Model giving change from 20p using coins and a number line
  • Solve problems involving money

 

 

4

Measures-mass or weight  and time  to solve problems

MASS/WEIGHT   

  • ·Estimate and measure mass  and weight  using non-standard but uniform units  within children’s range of known  numbers
  • ·Compare and order  mass and weight
  • ·Describe mass/weight for example, heavy/light, heavier than, lighter than.
  • ·Solve practical problems for masses/weights.

TIME

  • ·Tell the time to the hour and half past the hour
  • ·Draw the hands on a given clock face to show these times.
  • ·Compare, describe and solve practical problems for time (quicker, slower, earlier, and later).
  • ·Sequence events
  • ·Solve problems involving time

 

 

5

Addition and subtraction within 20  to solve problems

  • Model – and = signs   
  • Model reading , writing and interpreting subtraction sentences  (difference )
    • Find the difference practically  by comparing  two towers or lengths  
    • Add  and subtract  one-digit and two-digit numbers to 20  including zero (using concrete objects and/or  pictorial representations)
    • Use inverse to check answers to calculations
    • Solve problems involving  addition and subtraction within 20

 

 

6

Number and place value  to solve problems

  • Order numbers 1-100 on track and bead string
  • Partition teen numbers in 10 and rest
  • Partition other two –digit numbers into tens and ones
    • Compare 2 numbers between 0 and 100 -which is more or less?
    • Solve problem involving ordering numbers or   more/less

 

 

7

Addition and subtractions bonds to 10 and to 20   to solve problems

  • Link bonds for 20 to bonds for 10
  • Partition 13 to find all the addition pairs  that total 13  0+13 , 1+12 etc 
  • Partition 13 into two groups and model recording the  resulting addition and related subtraction number sentences 6+5=13, 5+6=13 , 13-6=5, 13-5=6  
  • Solve missing number problems  13+?= 5
  • Repeat with other numbers to 20
  •  Add  and subtract  one-digit and two-digit numbers to 20  including zero (using concrete objects and/or  pictorial representations)
  • Use inverse to check answers to calculations
  • Solve problems involving  addition and subtraction within 20 including missing number problems

 

 

 

8

Shape, Position and direction   to solve problems

  • Recognise ,visualise, name and describe 3D shapes cuboids , cubes , pyramids and spheres
  • Vary size and orientation of shapes
  • Make models with shapes
  • Follow and then devise  repeating patterns with shapes
  • Practical activities linked to position
  • Practical activities linked to whole and half turns
  • Solve problems involving shape
  • Slove problems involving position and /or direction.  
  •  

 

9

Fractions to solve problems

  • Recognise , find and name a half of an object , number , shape or quantity practically  
  • Recall and use doubles of all numbers to 10 and corresponding halves
  • Solve one-step problems involving fractions by calculating the answer using concrete objects and pictorial representations

 

 

10

Multiplication and division to solve problems

  • Count in 2s, 5s and 10 s from zero
  • Use practical apparatus   to show  groups of  2,  5, and 10
  • Share and group quantities practically
  • Solve one-step problems involving multiplication by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
    • Solve one-step problems involving division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Understand that a fraction can describe part of a whole
    • Use inverse to check the answers to calculations .

 

 

11

Assess and review

 

 

 

 

 Year One Maths Curriculum Overview Term 5 and 6

Oral and Mental calculation

  • Recite numbers to  100 forwards and backwards from any number
  • Read and write numbers to 100 in numerals
  • Read and write numbers  to 20 in words
  • Order numbers to 100
  • Compare numbers within 100
  • Count on and back in 1s from any one or two-digit number including across 100
  • Count in  multiples of  2, 5 and 10
  • Begin to recall multiplication facts for the 2, 5 and 10 times tables
  • Find 1 more/ 1 less or 10 more / 10 less of any number to 1- 100
  • Find numbers between 2 given numbers
  • Recall addition and subtraction facts for each number up to 20.
  • Recall doubles of numbers to 10 + 10
  • find doubles +1
  • Recall halves of even numbers to 20.
  • Add a single digit number to any number up to 20.
  • Take away a single digit number from any number up to 20.
  • Recite days of the week and months of the year
  • Tell the time on an analogue clock to the hour and half past the hour.
  • Revise the names and  properties of 2D  and 3D shapes

Week

Main focus of teaching

 

1

Number and place value to solve problems

  • Continue to count up to 100 objects accurately
  • Place two digit  numbers onto washing line marked with multiples of 5 and 10  to and across 100
  • Identify missing numbers to and across 100  on washing line/number line  
    • Partition two –digit numbers into tens and ones and begin to recognise place value (tens and ones).
    • Reinforce reading, writing and ordering “teen “numbers
    • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
    • Solve practical problems involving all of the above.

 

2

Addition within 20 to solve problems

  • Model  reading , writing  and interpreting  addition sentences
  • Add 2 or more  one  numbers to 20  
  • Add by counting on from the larger number
  • Solve missing number problems using number bonds within 20. such as  8 = □ + 2
  • Add one-digit and two-digit numbers to 20, including zero using concrete objects and pictorial representations
  • Use inverse to check the answers to calculations
  • Solve simple one-step problems that involve addition  using concrete objects and pictorial representations

 

3

Measures -Money to solve problems

  • Recognise all coinage
  • Pay for items using  a mixture of coinage
  • Add combinations of  known silver coins  to make 100 p /£1
  • Model giving change from 50p
  • Solve problems involving money  

 

4

Measures-capacity  and time  to solve problems 

CAPACITY

  • Estimate and measure capacity using non-standard but uniform unit using number within the children experince
  • Compare and order capacity).
  • Compare, describe and solve practical problems with capacity/volume (full/empty, more than, less than, quarter)

TIME

  • Tell the time to the hour and half past the hour
  • Draw hands on a given  clock face to show known times
  • Compare, describe and solve practical problems for time (quicker, slower, earlier, later).
  • Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.
  • use language relating to dates, including days of the week, weeks, months and years
  • Solve problems involving time.

 

5

Subtraction within 20 to solve problems

  • Model reading , writing and interpreting subtraction sentences  ( take away and difference )
  • Solve missing number problems using number bonds and related subtraction facts such as  13 = □ – 2
  • Subtract one-digit and two-digit numbers to 20, including  zero using” take away “ to find out how many are left (using concrete objects and pictorial representations).
  • Subtract one-digit and two-digit numbers to 20 using ‘difference’ as finding how many more to make (using concrete objects and pictorial representations).
  • Use inverse to check the answers to calculations
  • Solve simple one-step problems that involve subtraction, using concrete objects and pictorial representations.

 

6

Multiplication and Division to solve problems

  • Count in 2s, 5s and 10s
  • Link counting in twos to doubling
  • Link dividing by two to halving
  • Make arrays or patterns to show “groups  of “such as  2 lots of 3  and count in groups (multiples) not ones
  • Group and share small quantities
  • Use inverse to check the answers to calculations  
  • Solve one-step problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

 

7

Addition and subtractions bonds to  10 and to 20  to solve problems

  • Explore inverse practically
  • Link addition and subtraction bonds for 10 to  those for 20 
  • Re visit the  four related  addition and subtraction  facts for every number 2-20  
  • Solve problems  practically using addition and subtraction bonds and facts up to 10 and then 20
  • Use inverse to check the answers to calculations
  • Solve problems involving multiplication and division including  finding missing numbers

 

 

8

  Fractions to solve problems

  • recognise , find and name a half  as one of two equal parts of an object , number , shape or quantity 
  • Recognise , find and name a quarter as one of four equal parts of an object , number , shape or quantity 
    • Understand that a fraction can describe part of a whole.
    • Understand that a unit fraction ½ or ¼ represents one equal part of a whole.
    • Solve practical problems involving halves and quarters using concrete objects and pictorial representations.

 

 

9

 Properties of Shape and  position and direction to solve problems

  • Recognise and name common 2-D shapes, including rectangles (including squares), circles and triangles.
  • Recognise and name common 3-D shapes, including cuboids (including cubes), pyramids and spheres.
  • Solve practical problems involving shapes  using concrete objects and/or pictorial representations
  • Describe position, directions and movements, including half, quarter and three-quarter turns.
  • Solve practical problems involving position or direction, by following or giving instructions  

 

10

Assess and review

 

 

 

YEAR TWO MATHS CURRICULUM OVERVIEW - TERMS 1 AND 2

Oral and Mental calculation

  • Count to and beyond 100 starting from any number
  • Read and write numbers to at least 50 in numerals
  • Read and write numbers to 30 in words
  • Order a set of random numbers to at least 50
  • Find 1 more/1 less of any number to at least 50
  • Find 10 more / 10 less of any number to at least within 50 
  • Count on and back in 1s from any one or two-digit number.
  • Count on and back in multiples of 2, 5 and 10.
  • Count in multiples of 2,5 and 10 from 0  , forwards and backwards
  • Recall addition and subtraction facts for each number up to at least 10.
  • Add a single digit number to any 2-digit number.
  • Take away a single digit number from 2-digit number.
  • Tell the time using o’clock, half past, quarter past and quarter to.
  • Recognise and count amounts of money.
  • Revise names and properties of 2D and 3D shapes

 

Week

Main focus of teaching

 

Counting,

partitioning

and

calculating (2 weeks)

  • Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using  mathematical language and number sentence
  • Read and write two-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
  • Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
  • Order two-digit numbers and position them on a number line; use the greater than (>) and less than (
  • Estimate a number of objects; round two-digit numbers to the nearest 10
  • Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
  • Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences

Securing

number facts,

understanding

shape(3 weeks)

  • Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples
  • Solve problems involving addition, subtraction, in contexts of numbers, measures or money
  • Derive and recall all addition and subtraction facts for each number to at least 10, begin to recognise all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
  • Use knowledge of number facts and operations to estimate and check answers to calculations
  • Visualise common 2-D shapes; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties

 

Handling

data and

measures (2 weeks)

  • Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams
  • Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
  • Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not'
  • Estimate, compare and measure lengths, choosing and using standard units (m, cm) and suitable measuring instruments
  • Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre

Calculating,

measuring and

understanding

shape (2 weeks)

  • Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
  • Add or subtract mentally a one digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two digit numbers
  • Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals
  • Follow and give instructions involving position, direction and movement.

Securing

number facts,

relationships

and calculating (3 weeks)

  • Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem
  • Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division,
  • Use the symbols +, -, x, and ÷ to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. 2 □ 6 = 12, 30 - □ = 24)
  • Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves.
  • Begin to derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10
  • Find one half and one quarter of shapes and sets of objects.