maths& spring&term on&the&doorstep&...hillborough infant and nursery school...

Hillborough Infant and Nursery School Scheme of Work

Maths

2020 -‐ 2021

Autumn Term Colours of the World

Spring Term The world of Julia Donaldson

Summer Term On the doorstep

Key events Ordering numicon competition Same as competition Magic Maths visit

Nursery Curriculum links

22-36 months Selects a small number of objects from a group when asked, for example, ‘please

give me one’, ‘please give me two’

Recites some number names in sequence

Notices simple shapes and patterns in pictures.

Beginning to categorise objects according to properties such as shape or

size.

Begins to use the language of size.

Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or

‘soon’.

30-50 months Uses some number names accurately in

play Recites numbers in order to 10

30-50 months Realises not only objects, but anything

can be counted, including steps, claps or jumps

Shows an interest in numerals in the environment.

Recites numbers in order to 10 Compares two groups of objects, saying

when they have the same number. Shows curiosity about numbers by

offering comments or asking questions Sometimes matches numeral and quantity

correctly Beginning to represent numbers using fingers, marks on paper or pictures

Knows that numbers identify how many objects are in a set

Shows awareness of similarities of shapes in the environment.

30-50 months Realises not only objects, but anything

can be counted, including steps, claps or jumps

Shows an interest in representing numbers

Separates a group of three or four objects in different ways, beginning to

recognise that the total is still the same Shows an interest in number problems

Sometimes matches numeral and quantity correctly

Beginning to represent numbers using fingers, marks on paper or pictures

Knows that numbers identify how many objects are in a set

Uses positional language. Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.


Shows an interest in numerals in the environment.

Shows an interest in shape and space by playing with shapes or making arrangements with objects.

Shows interest in shape by sustained construction activity or by talking about

shapes or arrangements. Shows interest in shapes in the

environment. Uses shapes appropriately for tasks.

40-60 months Recognises numerals 1 to 5

Beginning to use mathematical names for ‘flat’ 2D shapes


Counts up to three or four objects by saying one number name for each item Counts objects to 10, and beginning to

count beyond 10 Selects the correct numeral to

represent 1 to 5, then 1 to 10 objects. Beginning to use mathematical names for ‘flat’ 2D shapes and mathematical terms

to describe shapes. Selects a particular named shape

Progression of skills I can say number names in practical activities and play.

I can say number names in order to 10. I can begin to relate a quantity to a

number name. I can count 1 or 2 objects accurately. I can find numbers in the environment. I can count 1 or 2 objects from a group. I can join in with counting rhymes such

as 5 little ducks I can notice a pattern in the

environment. I can see shapes all around me.

I can sort objects by size or colour. I can sort shapes and group shapes that

are the same. I can describe the size of an object.

I can show an understanding of the terms soon, next, later, before in the context of time.

I can say number names in order to 10 forwards and backwards.

OI can count actions such as jumps. I can jump or clap a required number of

times and stop. I can count something I can not see,

such as sounds. I can identify numbers I see in the

environment. I can explore numicon and match the

shapes with the same. I can say when a quantity is the same. I can talk about quantity whilst playing

with resources such as numicon or beads I can recognise numerals 1-5

I can sort all of the numicon pieces by shape

I can match numicon shapes 1-5 to the correct numeral

I can match a quantity to a numeral 1-5

I can say number names in order to 20. I can make marks on paper to represent

a quantity e.g scores in a game I can make the number 4 using different numicon shapes (repeats for different

numbers) I can begin to solve some number

problems in the setting e.g. how many more apples do we need?

I can talk about changes of quantity in stories

I can recognise numerals 1-5 I can recognise numerals 6-10


I can match a quantity to a numeral 1-10 I can count 1:1 correspondence

accurately to 5 and then 10 objects I can count 1:1 correspondence

accurately and label with the numeral. I can use the signs for maths signs for

positional language.


I can show the correct number of fingers for a quantity e.g. when singing

counting songs I can make marks on paper to represent

a quantity e.g scores in a game I can sort objects by similarities such as

size, shape and colour. I can use building blocks to build towers.

I can use shapes to make pictures. I can find shapes in the environment.

I can name some 2D shapes such as circle, square, rectangle and triangle.

I can use the signs for maths sign for shape properties.

I can find the shape named from a selection.


Key Vocabulary Number, 0-10, count, pattern, shapes, sort, size, big, small

Backwards, actions, numicon, match, same, different, how many?, circle,

square, triangle, rectangle, heart, star

11-20, numeral, on, in, next to, over, under, flat, curved, straight

Reception Curriculum links

30-50 months Knows that numbers identify how many

objects are in a set Separates a group of three or four

objects in different ways, beginning to recognise that the total is still the same.

Shows an interest in representing numbers.

Uses positional language. Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.


Counts up to three or four objects by saying one number name for each item. Counts actions or objects which cannot

be moved.

40- 60 months Selects the correct numeral to

represent 1 to 5, then 1 to 10 objects. Estimates how many objects they can

see and checks by counting them. Uses the language of ‘more’ and ‘fewer’

to compare two sets of objects. Finds the total number of items in two

groups by counting all of them. Says the number that is one more than a

given number. In practical activities and discussion,

beginning to use the vocabulary involved in adding and subtracting.

Records, using marks that they can interpret and explain.

40-60 months In practical activities and discussion,

beginning to use the vocabulary involved in adding and subtracting.

Records, using marks that they can interpret and explain.

Begins to identify own mathematical problems based on own interests and

fascinations. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes. Measures short periods of time in simple

ways. ELG

Count reliably with numbers from one to 20

Place numbers 1-20 in order


Counts objects to 10, and beginning to count beyond 10.

Counts out up to six objects from a larger group.

Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

Counts an irregular arrangement of up to ten objects.

Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

Finds one more or one less from a group of up to five objects, then ten objects.

Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes.

Selects a particular named shape Can describe their relative position such

as ‘behind’ or ‘next to’. Uses familiar objects and common

shapes to create and recreate patterns and build models.

Begins to identify own mathematical problems based on own interests and

fascinations. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes. Orders two or three items by length or

height. Orders two items by weight or capacity. Uses everyday language related to time.

Beginning to use everyday language related to money.

Orders and sequences familiar events.

Say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers Count on or back to find the answer.

They solve problems, including doubling, halving and sharing.

Use everyday language to talk about size, weight, capacity, position, distance, time

and money to compare quantities and objects and to solve problems.

Recognise, create and describe patterns. Explore characteristics of everyday

objects and shapes and use mathematical language to describe them.

Progression of skills I can recognise numerals 1-5 I can recognise numerals 6-10

I can order numerals 1-5 I can order numicon shapes 1-5


I can count 1:1 correspondence accurately to 5 objects

I can count 1:1 correspondence accurately to 10 objects

I can make the number 4 using different numicon shapes (repeats for different

numbers)

I can count backwards from 20. I can recognise numerals 1-10

I can order numerals 1-10 I can order numicon shapes 1-10

I can order quantities 1-10 I can identify missing numbers from a

number line. I can match numicon shapes 1-10 to the

correct numeral I can make numbers 11-20 using numicon. I can match a quantity to a numeral 1-10

I can use the signs for maths signs for add, take away, how many left, altogether, balance and equals.

I can create a story problem that involves either addition or subtraction.

I can recognise an +, - and = I can follow the instructions from the

symbols +, - and = I can use marks to represent problems that I am solving and explain what they

mean. I can read a calculation and solve it.


I can jump or clap a required number of times and stop.

I can count something I can not move such as pictures.

I can count beyond 10 by rote. I can start counting at numbers other

than 1. I can count 6 objects out from a larger

group (other quantities too). I can count objects not in a row.

I can use the signs for maths signs for more and less.

I can use the terms more or less when comparing quantities.

I can add one more object to a group and say how many in total.

I can take one object away to show one less and say how many are left in the

group. I can use the signs for maths signs for

positional language. I can use the signs for maths sign for

shape properties. I can find the shape named from a

selection. I can describe the position of something. I can describe the position of something

in relation to something else. I can copy a repeated pattern (2) and

describe it. I can create my own repeating pattern

(2) and describe it. I can build models, using appropriate

shapes or blocks.

I can make a sensible guess at how many objects I can see.

I can use the signs for maths signs for more and less.

I can use the terms more or less when comparing quantities.

I can relate combining two groups to addition.

I can relate taking away to subtraction. I can explain equals to in terms of

balance. I can use the signs for maths signs for

add, take away, how many left, altogether, balance and equals.

I can create a story problem that involves either addition or subtraction.

I can recognise an +, - and = I can follow the instructions from the

symbols +, - and = I can use marks to represent problems that I am solving and explain what they

mean. I can name more 2D shapes such as oval

and hexagon. I can name more 3D shapes such as

cylinder and pyramid. I can describe a shapes properties.

I can use language and signs to describe length.

I can use language and signs to describe height.

I can use language and signs to describe capacity.

I can record my own calculation, using the correct symbols.

I can use numicon, unifix or counting resources to show my mathematical

thinking. I can identify and solve a mathematical

problem using apparatus. I can count to 20 from any given number. I can count backwards from 20 from any

given number. I can order numerals to 20. I can order numicon to 20

I can order quantities to 20. I can say how many tens and units are in

numbers 11-20. I can say one more and one less than any

given number up to 20. I can confidently use a number line

counting each jump I make. I can use a number line to count on from

a number in relation to addition. I can use a number line to count back

from a number in relation to subtraction. I can use the term double in the correct

context. I can find the double of a quantity or a

set of objects. I can use the term half in the correct

context. I can find the half of a quantity or a set

of objects. I can use the term share in the correct

context. I can share out a set of objects equally.


I can describe a picture of model using some shape names.


I can name some 3D shapes such as sphere, cube, cone and cuboid.

I can use language and signs to describe weight.

I can order objects by length, height, capacity or weight.

I can use language associated to time such as soon, next, later, before and

days of the week. I can sort and match coins.

I can use pennies to pay for items. I can use money related vocabulary in a

role play shop. I can put everyday events in the correct order.

I can name more 2D shapes such as pentagon and octagon.

I can name more 3D shapes such as triangular prism, square-based pyramid. I can observe a minute on a clock, a stop

watch and a sand timer. I can time different events e.g. counting how long it takes a friend to run across

the playground. I can use language and signs to describe

and compare length. I can use language and signs to describe

and compare height. I can use language and signs to describe

and compare capacity. I can use language and signs to describe

and compare weight. I can solve problems involving measures. I can create my own repeating pattern and describe it.

Key Vocabulary Numeral, order, 0-30, start, more, less, fewer, more than, less than, altogether, how many left?, on, in, next to, over, above, under, between, in front, beneath, behind, flat, curved, straight, corner, pointy, side, solid, circle, square, triangle, rectangle, heart, star, pattern, repeating, describe, sphere, cube, cone, cuboid

Number line, in between, estimate, compare, add, take away, balance, equals, same, different, symbols, oval, hexagon, pyramid, cylinder, tall, short, long, full, empty, heavy, light, thick, thin, wide, soon, next, later, before, days of the week, coins, money, how much?, pay, penny, cost, change

Tens, units, ones, count on, count back, double, half, share, equally, pentagon, octagon, triangular prism, square-based pyramid, triangular-based pyramid, minute, clock, sand timer, stop watch, time, how long? tallest, taller, shorter, shortest, longer, longest, fuller, emptier, heavier, lighter, sequence

Year 1 Curriculum links

Count to and across 50, forwards and backwards, beginning with 0 or 1, or from

any given number Count, read and write numbers to 50 in

numerals

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 in

numerals

Count in multiples of twos, fives and tens Read and write numbers from 1 to 20

words. Represent and use number bonds and related subtraction facts within 20


Count in multiples of twos and tens Given a number, identify one more and

one less Identify and represent numbers using objects and pictorial representations

including the number line Use the language of: equal to, more than, less than (fewer), most, least

Read, write and interpret mathematical statements involving addition (+),

subtraction (–) and equals (=) signs Solve one-step problems that involve

addition and subtraction, using concrete objects and pictorial representations

Recognise and name common 2-D and 3-D shapes, including:

§ 2-D shapes [for example, rectangles (including squares), circles and triangles]

§ 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. Sequence events in chronological order

using language Recognise and use language relating to

dates, including days of the week, weeks, months and years

Recognise and know the value of different denominations of coins and

notes Measure and begin to record the

following: § lengths and heights (plants),

mass/weight (bread) Compare, describe and solve practical

problems for:

Count in multiples of twos, fives and tens Identify and represent numbers using objects and pictorial representations

including the number line Represent and use number bonds and related subtraction facts within 10

Add and subtract one-digit and two-digit numbers to 20

Solve missing number problems such as 7 = ? – 9.

Recognise, find and name a half as one of two equal parts of an object or shape. Recognise, find and name a quarter as one of four equal parts of an object or

shape. Recognise and name common 2-D and 3-D

shapes, including: § 2-D shapes [for example, rectangles

(including squares), circles and triangles] § 3-D shapes [for example, cuboids

(including cubes), pyramids and spheres]. Tell the time to the hour and draw the

hands on a clock face to show these times.

Recognise and know the value of different denominations of coins and

notes Measure and begin to record the

following: § lengths and heights

§ mass/weight

Add and subtract one-digit and two-digit numbers to 20, including zero

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations.

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. Recognise, find and name a half as one of

two equal parts of a quantity. Recognise, find and name a quarter as one of four equal parts of a quantity.

Describe position, direction and movement, including whole, half, quarter

and three- quarter turns. Tell the time to half past the hour and draw the hands on a clock face to show

these times. Recognise and know the value of

different denominations of coins and notes

Measure and begin to record the following:

§ lengths and heights § mass/weight

§ capacity and volume § time (hours, minutes, seconds)

Compare, describe and solve practical problems for:

§ lengths and heights, mass/weight, capacity and volume


§ lengths and heights, mass/weight, capacity and volume

Progression of skills I can count forwards to 50 from 0 I can count backwards from 50 to 0

I can count from any given number to 50 I can recognise numerals to 50

I can write numerals to 50 I count objects accurately to 50

I can make numbers to 50 using place value resources including diennes and

numicon I can say how many tens and units are in

a number to 50 I can recognise and name a 1p and a 10p I can pay for items using 10ps and 1ps,

relating this to tens and units. I can identify a missing number in a

sequence ascending or descending in 1s up to 50

I can explore a hundred square, with a focus up to 50, discovering patterns.

I can count in tens from 0 and backwards from 100.

I can identify multiples of two and ten on a hundred square.

I can count in twos from 0 and backwards from 50.

I can identify odd and even numbers, using numicon and on a hundred square. I can say one more or one less than any

given number up to 50.

I can forwards to 100 from 0 I can count backwards from 100 to 0 I can count from any given number to

100 I can recognise numerals to 100

I can write numerals to 100 I count objects accurately to 100, by

grouping in tens. I can make numbers to 100 using place value resources including diennes and

numicon I can say how many tens and units are in

a number to 100 I can represent numbers to 100 in ten frames, in a part part whole diagram,

expanded form and a tens and units grid I can identify a missing number in a

sequence ascending or descending in 1s, 2s or 10s up to 100

I can explore a hundred square, with a focus up to 100, discovering patterns.

I can say one more or one less than any given number up to 100.

I can count in fives from 0 and backwards from 100.

I can recognise and name all the different coins.

I can explore how many pennies are equivalent to each coins.

I can order non-consecutive numbers. I can use ordinal numbers. (CNY race)

I can read and write umbers 0-20 in words

I can identify number bonds to twenty, using numicon. (applying knowledge of

bonds to 10) I can explore number bond families up to 20 in the form of a+b=c, c=a+b or a-b=c,

c=a-b I can use bonds to ten to support my

calculations. e.g. 4 + 8 + 6 = 10 + 8 = 18 I can partition a number to find bonds to make mental calculations easier. e.g. 5 +

8 = 5 + 5 + 3 = 10 + 3 I can add and subtract zero.

I can interpret a mathematical problem or story and identify the operation

needed to solve it. (+ or -) (up to 20) I can use the term difference in relation

to subtraction. I can group sets of objects or numicon

and relate to repeated addition. I can relate repeated addition to

multiplication. I can share objects or numicon equally

between groups. I can recall doubles up to and including

12. I can recognise the symbols x and ÷

I can read a multiplication and division calculation.


I can confidently use a number line from 0, and from any given number to 50.

I can use the language of equal to, more than, less than, most and least when

comparing numbers and quantities. (Signs for maths)

I can recognise and name an +, - and = I can follow the instructions from the

symbols +, - and = I can use numicon and diennes represent problems that I am solving and explain

what they mean. I can read a calculation and solve it.

I can identify number bonds to ten, using numicon.

I can explore number bond families up to 5 in the form of a+b=c, c=a+b or a-b=c,

c=a-b I can read and solve a simple calculation

in the form of a+b=c, c=a+b or a-b=c, c=a-b

I can use a number line to solve a simple calculation in the form of a+b=c, c=a+b or

a-b=c, c=a-b I can record my own calculation, using

the correct symbols. I can interpret a mathematical problem

or story and identify the operation needed to solve it. (+ or -) (up to 10)

I can use the CUBES system to solve a word problem

I can name and recognise 2D and 3D shapes.

I can identify number bonds to ten, using numicon.

I can explore number bond families up to 10 in the form of a+b=c, c=a+b or a-b=c,

c=a-b I can add two one-digit numbers

together using a number line, tens frame and numicon.

I can subtract a one-digit number from another one-single using a number line,

tens frame and numicon. I can add a one-digit number and a two-

digit number using a number line, numicon, tens frame and diennes.

I can add a one-digit and a two-digit number using a tens and units grid.

I can subtract a one-digit number from a two-digit number using a number line,

numicon, tens frame and diennes. I can subtract a one-digit from a two-

digit number using a tens and units grid. I can solve missing number calculations in

the form of a+?=c ?+b=c c=?-b etc using numicon, tens frame and diennes. I can explore halves and quarters of

shapes in terms of equal parts. I can explore which 2D shapes appear on

3D shapes. I can match 3D shapes to real life

objects. I can read the time to half past the hour

on an analogue clock. I can draw the hands on the clock for

half past the hour.

I can count in 2s, 5s and 10s when calculating an array.

I can pay using 1ps, 2ps, 5ps and 10ps linking with times tables. (not mixed)

I can pay for items up to 99p using coins as tens and units.

I can share a quantity equally by 2 or 4 groups in relation to halves and quarters.

I can describe movement using whole, half, quarter and three- quarter turns.

I can use language associated with position and direction.

I can name irregular 2D and 3D shapes by describing their properties.

I can explore nets of 3D shapes. I can use comparison language for

measures I can make accurate measurements of height, length, mass, weight, capacity,

volume and time on simple scales through practical activities.


I can explore the properties of 2D shapes and describe using the correct

vocabulary. I can explore the properties of 3D

shapes and describe using the correct vocabulary.

I can read the time to o’clock on an analogue clock.

I can draw the hands on the clock for o’clock.

I can sequence events from my day. I can use language associated with time. I can sequence the days of the week and

the months of the year. I can use comparison language for

measures I can make measurements of height, length, mass and weight using non-standard units through practical

activities.

I can make measurements of height, length, mass and weight using standard units on simple scales through practical

activities.

Key Vocabulary 0-50, place value, diennes, calculation, addition, subtraction, tens, units, ones, 1p, 10p, hundred square, multiples, tens,

twos, odd, even, most, least, solve, number bonds, sphere, cube, cuboid,

cone, cylinder, square-based pyramid, triangular prism, circle, square,

rectangle, triangle, oval, hexagon, pentagon, octagon, curved, straight,

sides, edges, flat, solid, pointy, corner, vertices, faces, o’clock, analogue,

sequence, soon, next, later, before, today, tomorrow, week, month, months

of the year, tallest, taller, shorter,

0-100, grouping, hundreds, ten frames, part part whole, expanded form, fives, 2p, 5p, 20p, 50p, £1, £2, equivalent,

ordinal, fact families, digit, quarter, half past, centimetres, metres, grams,

kilograms, scales, ruler, weighing scales, meter stick, clockwise, anticlockwise

0-20 in words, partition, difference (subtraction), zero, operation, repeated addition, multiplication, multiply, division,

divide, doubles, array, times tables, whole turn, half turn, quarter turn, three

quarter turn, left, right, movement, position, direction, irregular, net,

millilitres, litres, clockwise, anticlockwise, centre


shortest, longer, longest, fuller, emptier, heavier, lighter, measure

Year 2 Curriculum links

Count in steps of 2 and 5 from 0, and in tens from any number, forward and

backward Recognise the place value of each digit in

a two-digit number Identify, represent and estimate

numbers using different representations, including the number

line Compare and order numbers from 0 up to

100; use <, > and = signs Read and write numbers to at least 100

in numerals and in words Use place value and number facts to

solve problems. Solve problems with addition and

subtraction: § using concrete objects and pictorial

representations, including those involving numbers, quantities and measures

§ applying their increasing knowledge of mental and written methods

Recall and use addition and subtraction facts to 20 fluently

Add and subtract numbers using concrete objects, pictorial

representations, and mentally, including: § a two-digit number and ones § a two-digit number and tens

§ two two-digit numbers (no regrouping) § adding three one-digit numbers (with a

bond to ten)

Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and

backward Use place value and number facts to


subtraction: § applying their increasing knowledge of

mental and written methods Recall and use addition and subtraction

facts to 20 fluently Add and subtract numbers using

concrete objects, pictorial representations, and mentally, including: § two two-digit numbers (regrouping) § adding three one-digit numbers (no

bond to ten) Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another

cannot Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and

even numbers Calculate mathematical statements for

multiplication and division within the multiplication tables and write them

using the multiplication (×), division (÷) and equals (=) signs

Show that multiplication of two numbers can be done in any order (commutative)

Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and

backward Use place value and number facts to


subtraction: § applying their increasing knowledge of

mental and written methods Recall and use addition and subtraction

facts to 20 fluently Add and subtract numbers using

concrete objects, pictorial representations, and mentally, including: § two two-digit numbers (regrouping) § adding three one-digit numbers (no

bond to ten) Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another

cannot Recognise and use the inverse

relationship between addition and subtraction and use this to check

calculations and solve missing number problems.

Calculate mathematical statements for multiplication and division within the multiplication tables and write them


Show that multiplication of two numbers can be done in any order (commutative)


Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another

cannot Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and

even numbers Calculate mathematical statements for

multiplication and division within the multiplication tables and write them


Solve problems involving multiplication and division, using materials, arrays,

repeated addition and mental methods including problems in contexts Recognise, find, name and write

fractions ½, ¼ 2/4 and ¾ of a shape Recognise the equivalence of 2/4 and ½.

Choose and use appropriate standard units to estimate and measure

length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate

unit, using rulers, scales, thermometers and measuring vessels

Solve simple problems in a practical context involving addition and

subtraction of money of the same unit. Tell and write the time to quarter past the hour and draw the hands on a clock

face to show these times Identify and describe the properties of

2-D shapes, including the number of sides and line symmetry in a vertical line

and division of one number by another cannot

Solve problems involving multiplication and division, using mental methods, and

multiplication and division facts, including problems in contexts. Recognise, find, name and write

fractions ½, ¼ 2/4 and ¾ of a length, set of objects or quantity.

Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of

2/4 and ½. Find different combinations of coins

that equal the same amounts of money Recognise and use symbols for pounds (£) and pence (p); combine amounts to

make a particular value Choose and use appropriate standard

units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate

unit, using rulers, scales, thermometers and measuring vessels

Solve simple problems in a practical context involving addition and

subtraction of money of the same unit, including giving change

Tell and write the time to quarter past/to the hour and draw the hands on

a clock face to show these times Identify 2-D shapes on the surface of 3-

D shapes [for example, a circle on a cylinder and a triangle on a pyramid]

and division of one number by another cannot

Solve problems involving multiplication and division, using mental methods, and

multiplication and division facts, including problems in contexts. Recognise, find, name and write

fractions ½, ¼ 2/4 and ¾ of a length, set of objects or quantity.

Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of

2/4 and ½. Compare and order lengths, mass,

volume/capacity and record the results using >, < and =

Recognise and use symbols for pounds (£) and pence (p); combine amounts to

make a particular value Solve simple problems in a practical

context involving addition and subtraction of money of the same unit,

including giving change Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show

these times Compare and sequence intervals of time Know the number of minutes in an hour

and the number of hours in a day. Use mathematical vocabulary to describe

position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise

and anticlockwise).


Identify and describe the properties of 3-D shapes, including the number of

edges, vertices and faces Compare and sort common 2-D and 3-D

shapes and everyday objects. Order and arrange combinations of

mathematical objects in patterns and sequences

Identify and describe the properties of 2-D shapes, including the number of

sides and line symmetry in a vertical line Identify and describe the properties of

3-D shapes, including the number of edges, vertices and faces

Interpret and construct simple pictograms, tally charts, block diagrams

and simple tables Ask and answer simple questions by

counting the number of objects in each category and sorting the categories by

quantity

Interpret and construct simple pictograms, tally charts, block diagrams

and simple tables Ask and answer simple questions by

counting the number of objects in each category and sorting the categories by

quantity Ask and answer questions about totalling

and comparing categorical data.

Progression of skills I can count in twos, fives and tens from 0 and backwards from 100 and beyond

I can identify missing numbers for sequences in steps of 2, 5 or 10

I can count forwards and backwards in 10s from any given number.

I can recognise and show the place value of numbers using a range of

representations including tens and units frame, bar model, number line, diennes

and expanded form. (hundreds, tens and units)

I can estimate where a number should be positioned on a number line.

I can order non-consecutive numbers to 100 and beyond.

I can name and use <, > and = to compare numbers to 100 and beyond.

I can read and write numbers to 100 and beyond in numerals.

I can count in threes from 0 and backwards from 30 and beyond

I can identify missing numbers for sequences in steps of 3.

I can add and subtract where zero is a place holder.

I can partition any two-digit number into different combinations in written

format.

I can compare numbers partitioned in different ways e.g. 30 + 7 > 20 + 16

I can solve mental addition and subtraction problems.

I can recall bonds to 10 in any given order.

I can recall bonds to 20 in any given order.

I can partition a number to find bonds to make mental calculations easier. e.g. 5 +

I can count in threes from 0 and backwards from 30 and beyond with

increasing fluency.

I can add and subtract where zero is a place holder including hundreds.

I can partition any two-digit number into different combinations in written format

and explain.

I can solve mental addition and subtraction problems and explain my

thinking.

I can recall any bonds within 20 and say the associated fact family.

I can partition a number to find bonds to make mental calculations easier. e.g. 5 +

8 = 5 + 5 + 3 = 10 + 3 and 5 + 8 + 6 = 5 + 5 + 5 + 3 + 1 = 15 + 4

I can add a two two-digit number using vertical addition written method and

regrouping.


I can read and write numbers to 100 in words.

I can partition a number in different ways using diennes

I can use bonds to ten to support my calculations. e.g. 4 + 8 + 6 = 10 + 8 = 18

I can recall number bonds to twenty. (applying knowledge of bonds to 10)

I can add a two-digit number and ones using tens and units.

I can subtract a one-digit number from a two-digit number.

I can add a two-digit number and tens.

I can subtract tens from a two-digit number.

I can add three one-digit numbers.

I can partition two-digit numbers to add or subtract two two-digit numbers. (no

regrouping)

I can use diennes, tens and units frames, number lines, bar models and vertical

methods for my calculations.

I can solve simple word problems (addition and subtraction) using the

CUBES method.

I can identify fact families for addition and subtraction.

I can explain the commutative law for addition and why it doesn’t work for

subtraction.

I can relate repeated addition to multiplication.

8 = 5 + 5 + 3 = 10 + 3 and 5 + 8 + 6 = 5 + 5 + 5 + 3 + 1 = 15 + 4

I can add a two two-digit number using tens and units and regrouping.

I can subtract a two-digit number from a two-digit number using tens and units

and regrouping.

I can add a two two-digit number using vertical addition written method and

regrouping.

I can subtract a two-digit number from a two-digit number using vertical addition

written method and regrouping.

I can use bonds to 10 and 20 to find other associated additive relationships.

(If I know then I know)

I can use the inverse to solve missing number calculations.

(addition/subtraction and multiplication/division)

I can recall doubles and halves up to and including 40.

I can count in 2s, 5s and 10s when calculating an array and relate it to a multiplication or division calculation.

I can recall the 2x, 3x, 5x and 10x tables in any given order.

I can solve word problems (multiplication and division 2,3,5,10) using the CUBES

method.

I can explain the commutative law for multiplication and why it doesn’t work for

division.

I can subtract a two-digit number from a two-digit number using vertical addition

written method and regrouping.

I can use the inverse to solve missing number calculations.

(addition/subtraction and multiplication/division)

I can recall doubles and halves up to and including 40, and use this to answer

problems such as ? + ? = 24 where both ? are the same number

I can count in 2s, 5s and 10s when calculating an array and relate it to a multiplication or division calculation.

I can recall the 2x, 3x, 5x and 10x tables in any given order with increasing

fluency.

I can make deductions outside known multiplication facts.

I can solve two step word problems (addition and subtraction and

multiplication and division 2,3,5,10) using the CUBES method.

I can reason about numbers and relationships to solve more complex

calculations.

I can count in ½, ¼ and 1/3 to reach 10.

I can compare fractions of quantities and say which one has more or less.

I can read the time to minute intervals on an analogue clock.

I can draw the hands on the clock for five minute intervals.


I can share objects or numicon equally between groups.

I can recall doubles up to and including 12.

I can count in 2s, 5s and 10s when calculating an array.

I can use arrays to represent a multiplication calculation.

I can recall the 2x, 5x and 10x tables in any given order.

I can solve simple word problems (multiplication and division 2,5,10) using

the CUBES method.

I can find ½, ¼ 2/4, 1/3 and ¾ of a shape.

I can prove the equivalence of 2/4 and ½ on a shape.

I can identify the lines of symmetry on a shape.

I know the value of different coins.

I can use money in simple word problems.

I can match the correct units to measuring equipment and purpose. E.g.

cm to a ruler

I can measure length and height using cm and m in practical activities.

I can measure mass using kg and g in practical activities.

I can measure temperature using °C in practical activities.

I can measure capacity using ml and l in practical activities.

I can explore fact families for multiplication and division.

I can find ½, ¼ 2/4, 1/3 and ¾ of a quantity.

I can prove the equivalence of 2/4 and ½ on a quantity.

I can write simple fractions for example, ½ of 6 = 3 and relate this division.

I can use money in simple word problems, identifying coins that can be used for

those values.

I can calculate change in relation to subtraction.

I can read scales in divisions of 1s, 2s, 5s and 10s.

I can read scales where not all numbers on the scales are given.

I can read the time to quarter to the hour on an analogue clock.

I can draw the hands on the clock for quarter to the hour.

I can find different combinations of coins to make an amount.

I can recognise and use symbols for pounds (£) and pence (p).

I can name and describe 2D and 3D shapes and describe their properties,

using the correct vocabulary.

I can explore nets of 3D shapes, describing the 2D shapes that appear as

faces.

I can use money in more complex word problems, identifying coins that can be

used for those values.

I can calculate change in relation to subtraction.

I can compare and sequence intervals of time e.g. 65 minutes is longer than 1

hour.

I know the number of minutes in an hour and the number of hours in a day.

I can describe the similarities and differences between 2D and 3D shapes including their properties and lines of

symmetry.

I can use my knowledge of 3D shapes to explain which 3D shape a net would make.

I can draw my own shapes using a ruler for straight sides with increasing

accuracy.

I can use the concept and language of angles to describe a turn.

I can make turns and instruct others to do so using the correctly terminology.

(programming)

I can create tallys to record data and make links with the five times table

when totalling.

I can create more complex charts to present data collected with scales of 2,5

or 10.

I can answer questions about the difference between totals in a chart.


I can read the time to quarter past the hour on an analogue clock.

I can draw the hands on the clock for quarter past the hour.

I can name and describe common 2D and 3D shapes and explore their properties,

using the correct vocabulary.

I can match 3D shapes to real everyday objects.

I can sort shapes by their properties.

I can create and describe a repeating pattern.

I can explain the similarities and differences between a square and

rectangle.

I can use my knowledge of 2D and 3D shapes to name irregular shapes.

I can group all four sided shapes as quadrilaterals.

I can spell the names of shapes correctly.

I can begin to draw my own shapes using a ruler for straight sides.

I can solve problems including repeating patterns and ordinal numbers.

I can create tallys to record data.

I can create simple charts to present data collected.

I can answer simple questions about the data in a chart.

I can answer questions about the totals of data in a chart.

Key Vocabulary Steps, bar model, non-consecutive,

greater than, less than, equal to, blank number line, jumps, total, plus, minus,

sum, fraction, quarter past

Threes, record, interpret, collate, pictogram, bar chart, tally, scale, data,

commutative law, numerator, denominator, quadrilaterals, accurate, tally, bar chart, pictograph, vertical

addition, vertical subtraction, regrouping, bridging 10

Difference, compare, place holder, recall, inverse, two step, 5 minutes past,

angles, right angle

maths& spring&term on&the&doorstep&...hillborough infant and nursery school...

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