Mathematics Blocking FS2 - Castle Bromwich · Mathematics Blocking – FS2 Autumn 1 Week Learning...

Mathematics Blocking – FS2 Autumn 1

Week Learning Focus Development Matters Objectives

Child Led/Independent activities Vocabulary

1-2 Baseline Assessments

2 - 4 Number Counting , recognition, ordering and writing

30-50 months • Uses some number names and number language Spontaneously. • Uses some number names accurately in play. • Recites numbers in order to 10. • Knows that numbers identify how many objects are in a set. • Beginning to represent numbers using fingers, marks on paper or pictures. • Sometimes matches numeral and quantity correctly. • Shows curiosity about numbers by offering comments or asking questions. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Realises not only objects, but anything can be counted, including steps, claps or jumps. 40-60+months •Recognise some numerals of

Continuous Provision and Activity Ideas

Explore worth of each number using numicon.

Group work – rolling a dice and finding that amount of compare bears. Each child has 3 rolls, count total to decide who is the winner

Using ladybird halves count how many spots are on one half and find the same number to match up – count how many spots there are in total

Number songs on CDs/listening station

Go fishing - look at the number and use the net/rod to catch that amount for the tank

Rolling large die and doing the number of claps/jumps that is lands on - outside

Washing line – order the clothes to put the numbers in order

Using salt dough/plough and number mats to make a given number of items and counting to check

Using chalk, water and paint brushes to form numbers on walls/large paper/floor

Construction: making long/short/tall/low towers and counting how many bricks are used

Thread beads/pasta onto strings, counting each bead as it is threaded – make necklaces/bracelets

Have sets of four objects buried in sand and ask children to find sets of each, counting to check – picture/number cards to match and check

Counting and recognising number number, zero, one, two, three…to twenty and beyond, zero, ten, twenty…one hundred, none, how many? Count, count (up) to, count on (from, to), count back (from, to), count in ones, tens… more, less, many, few, every other, how many times?, pattern, pair, guess how many, estimate, nearly, close to, about the same as, just over, just under, too many, too few, enough, not enough. Ordering number order, size, first, second, third…tenth, last, last but one, before, after, next, between, above, below.

personal significance. • Recognises numerals 1 to 5. • Counts up to three or four objects by saying one number name for each item. • Counts actions or objects which cannot be moved. • 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

Boxes with different numerals on them, encourage children to put the correct amount of objects in each box

Draw some buttons on laminated card in different sizes and colours – encourage children to count and sort the buttons

Numbered flags in sand tray, children to find numbers and say number name.

Number cards on floor as pit stops for playing with the cars, children must visit the pit stops in order.

Ordering number cards

Calculators, telephones etc. to explore and use – saying number names

Finger painting numbers

Given a number, paint/draw that amount or given an amount of objects write/paint number (numeral).

Play hopscotch

5 Shape Sorting objects. Colour sorting matching

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • Shows


matching socks on a washing line

sorting animals in a zoo

sorting buttons

grouping and sorting play foods in a shop

sorting clothes suitable for different types of weather

matching lids which have been removed from different

2D shapes circle, triangle, square, rectangle, star. Exploring patterns, shape and space shape, pattern, flat, curved, straight, round, hallow, solid, corner, face,

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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

containers building a zoo/farm with different cages for all the animals

side, edge, end, sort, make, build, draw. Reasoning about shape Sort, group, set, match, same, different

6 Shape Naming 2d shapes and properties

30-50 months Shows an interest in shape and space by playing with shapes or


Use mats with premade shapes on choose the correct 2D

Assessment Week making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

shapes to fill it

Make a shape picture and count how many different shapes have been used

Using salt dough, mats and cutters to create different shapes

Create shape pictures using gummed paper shapes

2D shape patterns with 2D shape stampers/potatoes

compare bear repeating patterns

collection of zips for children to explore and see how they fit together perfectly

cogs construction

large shape patterns on floor to copy using 2D shapes

wet sand to make 2D shapes

bubbles with different shaped bubble blowers

shape hunting with bee-bot

Using cameras to photograph 2D shapes around the classroom.

Using 2D shapes to make different things; house, people, cars etc.

7 Shape Naming 2d shapes, properties, models, pictures, patterns.

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday

language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

Autumn 2

Week Learning Focus Vocabulary

1 Addition Quantity – comparing sets of objects.

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.


Explore worth of each number using numicon.

Count the dots to combine numbers.

Counting and grouping joining elephants to count totals

Making a zoo with animals in different pens, how many in each pen? How many altogether?

Making birthday cakes and candles, 5 currant buns, 10 fat sausages using playdough

Spotty dog game/ ladybird game

Decorating pizza templates and finding totals

Build a tower and count how many blocks have been used, match to a number card – how many will you have if you add one/two more?

Thread beads onto a string and count how many there are, work out how many there will be if you add one/two more

Using salt dough and mats create given amount of petals for flower – add one more, how many are there now? Find the corresponding card

Make two groups of items and count them all to find how many there are in total

Comparing numbers the same number as, as many as, of two objects/amounts: greater, more, larger, bigger, less, fewer, smaller. Of three objects/amounts: greatest, most, biggest, largest. Least, fewest, smallest, one more, ten more, ones less, ten less, compare. Addition add, more, and, make, sum, total. Altogether, score, double, one more, two more, ten more…, how many more to make…? How many more is…than…?

2 Addition 1 more

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+ months • Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects,then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

3 Addition Combining sets. Introduce part, part holes 2= 3= 4= 5=

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+ months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Finds the total number of items in two groups by counting all of them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

4 Number Problem Solving with number. Missing numbers, ordering numbers

30-50 months • Shows an interest in number problems. 40-60+ months • Records, using marks that they can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations. • Estimates how many objects they can see and checks by counting them.


Use numicon to solve problems

Finding hidden coins in the sand tray before sand timer runs out

Duplo and water trays to make bridges over them

Shallow trays with wet sand and objects such as vehicles to make different patterns in the sand. Match the tracks to the imprints.

Give children 20 pieces of train track and challenge them to work as a team and build a track. Photograph and make a new track using the same pieces.

Compare the different combinations children come up with over the week

Making cakes using different numbers combinations of cherries and chocolate drops from playdough and beads

Reasoning about numbers pattern, puzzle, answer, right, wrong, what could we try next? How did you work that out? Count, sort, group, set, match, same, different, list. Problems involving ‘real life’ or money compare, double, half, halve, pair, count out, share out, left, left over. Money, coin, penny, pence, pound, price, cost, buy, sell, spend, spent, pay, change, dear, cost more, cheap, costs less, cheaper, costs the same as, how much…? How many…? Total

Bee Bot and maze

5 Measure Size height and length – bigger and smaller

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday


Water tray – using different sized containers to pour water between large and small – which works? Which does not?

Cut out and stick large, medium sized and small pictures in the correct order and colour

Arrange and group compare bears by size

making different sized sand castles in sand pit Construction: making long/short/tall/low towers and counting how many bricks are used

Measure (General) measure, size, compare, guess, estimate, enough, not enough, too much, too little, too many, too few, nearly, close to, about the same as, just over, just under, big, small, biggest/smallest, bigger, smaller. Longer shorter Tallest smallest shortest Mass Weigh, weighs, balances, heavy/light, heavier/lighter, heaviest/lightest, balance, scales, weight.

language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

6 Measure Mass – Heavier and lighter.

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two


Decide which objects are the heaviest by balancing the weighing scales

Sort pictures into heavy and light groups – decide which objects we could pick up and which would be too heavy for us to lift

weighing items in a shop using balance scales

items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

Spring 1


1 - 2 Number Counting , recognition, ordering and writing – Focus on larger numbers. Formation (two digit) Recap part, part wholes, up to 5

30-50 months • Uses some number names and number language spontaneously. • Uses some number names accurately in play. • Recites numbers in order to 10. • Knows that numbers identify how many objects are in a set. • Beginning to represent numbers using fingers, marks on paper or pictures. • Sometimes matches numeral and quantity correctly. • Shows curiosity about numbers by offering comments or asking questions. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Realises not only objects, but anything can be counted, including steps, claps or jumps. 40-60+months • Recognise some numerals of personal significance. • Recognises numerals 1 to 5. • Counts up to three or four objects by saying one number name for each item. • Counts actions or objects which cannot be moved. • 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. • Estimates how many objects they can see and checks by counting them Early Learning Goal Children count reliably with numbers from one to 20,place them in order and say which


Using Numicon

Examine part, part wholes

Make a model with 10 pieces of Lego, different to your neighbours, count the pieces to show you have made different models with the same amount of bricks

Matching up ladybirds to make double pairs

Decorate two halves of a pizza mat and count how many toppings are on it in total

Making a given number of sand pies or sand castles in sand pit

Catching numbered ducks

Cars and garage with parking bays

Making number books

Bead and button threading

Different amounts of items in numbered tubs for sorting and counting

Coat hangers with keyrings on

numbered contains and objects to sort and count

number cards to order on a washing line

buried numbers in the sand tray

making sand castles with numbered flags in outdoor sand pit

hopscotch and counting mat in outdoor area Squirting numbered water bottles

Sorting objects into numbered containers

Making groups of objects, e.g. 5 apples in 3 baskets and using counting in 5s knowledge to find total

Rolling two large die and counting out that many items

Counting and recognising number number, zero, one, two, three…to twenty and beyond, zero, ten, twenty…one hundred, none, how many? Count, count (up) to, count on (from, to), count back (from, to), count in ones, tens… more, less, many, few, every other, how many times?, pattern, pair, guess how many, estimate, nearly, close to, about the same as, just over, just under, too many, too few, enough, not enough. Ordering number order, size, first, second, third…tenth, last, last but one, before, after, next, between, above, below.

3 Subtraction Quantities when comparing sets of objects. Less and more.

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


Making own subtraction stories using playdoughHide and seek using play people, one child hides a given amount, other children must count how many left and work out how many are missing

Calculators to use and explore

Gluing sand paper to make small caves on a bigger sheet of sand paper, add 10 shells to hide and explore subtraction

Wire coat hanger with keyrings and a flap of card to explore hiding keyrings and counting new amount

5 little men in a flying saucer glover puppet, 10 in a bed toys, 5 little ducks and little monkeys puppets for free play

Comparing numbers the same number as, as many as, of two objects/amounts: greater, more, larger, bigger, less, fewer, smaller. Of three objects/amounts: greatest, most, biggest, largest. Least, fewest, smallest, one more, ten more, ones less, ten less, compare. Subtracting take (away), leave, how many are left/left over? How many have gone? One less, two less…ten less…, how many fewer is…than…? Difference between, is the same as.

4 Subtraction 1 Less

30-50 months 40-60+months •Finds one more or one less from a group of up to five objects, then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and

subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

5 Subtraction Relates subtraction to take away. (practical)

30-50 months • Compares two groups of objects, saying when they have the same number 40-60+months •Finds one more or one less from a group of up to five objects, then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with

numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

6 Subtraction Relates subtraction to take away.

30-50 months • Compares two groups of objects, saying when they have the same number. 40-60+months •Finds one more or one less from a group of up to five objects, then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Spring 2


1 Shape 3d shapes – naming and properties.

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses


Make a ramp and explore which shapes can roll and which can not

Making 3D shapes using play dough

Stacking 3D shapes, can they stack on top of each other?

Construction to make houses using different 3D shapes

Junk modelling using 3D junk; boxes, wrapping paper tubes etc. Make a rocket etc.

Making 3D shapes with straws

Cutting 3D shapes to open them up to reveal the net

Make 3D shapes out of stand paper/fur and children to explore and count flat sides etc.

Exploring patterns, shape and space shape, pattern, flat, curved, straight, round, hallow, solid, corner, face, side, edge, end, sort, make, build, draw. 3D shapes cube, pyramid, sphere, cone

familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

2 Shape 3d shapes – naming and properties.

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. • Shows awareness of similarities of shapes in the environment. • Uses positional language. • 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. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. 40-60+months 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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways

3 Addition Part, part hole, to 10

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Finds the total number of items in two groups by counting all of them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets


Large dominos outside, match and recognize doubles, count total

Matching spots on ladybirds

bead threading

number playdough mats and salt dough

Addition add, more, and, make, sum, total. Altogether, score, double, one more, two more, ten more…, how many more to make…? How many more is…than…?

of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

4 Addition Relates addition to combining 2 groups. Number bonds to 10.

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Finds the total number of items in two groups by counting all of them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal

Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

5 Addition Relates addition to combining groups. Doubling

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Finds the total number of items in two groups by counting all of them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and say which

continuous provision and Activity Ideas

number is one more or one 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.

Summer 1


1 Measure Length – longer and shorter. Intro counting in 2’s 5’s and 10’s

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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk about size, weight, capacity, position,


making different sized worms from playdough

compare different lengths of ribbon

Order ribbon/string/objects in order of length from longest to shortest

Which ribbon is long enough to wrap around the cake?

Measure (General) measure, size, compare, guess, estimate, enough, not enough, too much, too little, too many, too few, nearly, close to, about the same as, just over, just under. Length length, width, height, depth, long, short, tall, high, low, wide, narrow, deep, swallow, thick, thin, longer, shorter, taller, higher, longest, shortest, tallest, highest, far, near, close.

distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

2 Measure Practical problem solving using measure.

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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects


different sized spoons and bowls with porridge oats

different sized containers in water tray

sorting pictures of containers filled at different levels

making the water over flow by dropping pebbles in it

counting how many scoops of sand will fill the container

measuring in water tray using plastic ducks to float and see how its position changes when the container is filled/emptied

and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

3 Subtraction Practical subtraction using larger numbers.

30-50 months 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Continuous Provision and Activity Ideas Play skittles and take away the knocked over skittles

Comparing numbers the same number as, as many as, of two objects/amounts: greater, more, larger, bigger, less, fewer, smaller. Of three objects/amounts: greatest, most, biggest, largest. Least, fewest, smallest, one more, ten more, ones less, ten less, compare. Subtracting take (away), leave, how many are left/left over? How many have gone? One less, two less…ten less…, how many fewer is…than…? Difference between, is the same as.

4 Subtraction Practical subtraction using larger numbers. Halving

30-50 months 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and

subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

5 Subtraction Practical subtraction using larger numbers. Halving

30-50 months 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20 place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

6 Number Part, part holes Problem solving within number. Including Doubling and halving

30-50 months • Shows an interest in number problems. • Uses some number names and number language spontaneously. • Uses some number names accurately in play. • Recites numbers in order to 10. • Knows that numbers identify how many objects are in a set. • Beginning to represent numbers using fingers, marks on paper or pictures. • Sometimes matches numeral and quantity correctly. • Shows curiosity about numbers by offering comments or asking questions. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Realises not only objects, but anything can be counted, including steps, claps or jumps. 40-60+ months • Records, using marks that they

http://www.topmarks.co.uk/Flash.aspx?f=order Reasoning about numbers pattern, puzzle, answer, right, wrong, what could we try next? How did you work that out? Count, sort, group, set, match, same, different, list. Problems involving ‘real life’ or money compare, double, half, halve, pair, count out, share out, left, left over. Money, coin, penny, pence, pound, price, cost, buy, sell, spend, spent, pay, change, dear, cost more, cheap, costs less, cheaper, costs the same as, how much…? How many…? Total

http://www.topmarks.co.uk/Flash.aspx?f=order

can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations. Recognise some numerals of personal significance. • Recognises numerals 1 to 5. • Counts up to three or four objects by saying one number name for each item. • Counts actions or objects which cannot be moved. • 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. • Estimates how many objects they can see and checks by counting them. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to

find the answer. They solve problems, including doubling, halving and sharing.

Summer 2

Week Learning Focus continuous provision and Activity Ideas

Vocabulary

1 - 2 Addition Simple addition problem solving and record. Part, part holes

30-50 months • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. 40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Finds the total number of items in two groups by counting all of them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit

Addition add, more, and, make, sum, total. Altogether, score, double, one more, two more, ten more…, how many more to make…? How many more is…than…? Reasoning about numbers pattern, puzzle, answer, right, wrong, what could we try next? How did you work that out? Count, sort, group, set, match, same, different, list. Problems involving ‘real life’ or money compare, double, half, halve, pair, count out, share out, left, left over. Money, coin, penny, pence, pound, price, cost, buy, sell, spend, spent, pay, change, dear, cost more, cheap, costs less, cheaper, costs the same as, how much…? How many…? Total

numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

3 Subtraction Simple subtraction problem solving and record.

40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and say which number is one more or one less than a given number. Using


Subtracting take (away), leave, how many are left/left over? How many have gone? One less, two less…ten less…, how many fewer is…than…? Difference between, is the same as. Reasoning about numbers pattern, puzzle, answer, right, wrong, what could we try next? How did you work that out? Count, sort, group, set, match, same, different, list. Problems involving ‘real life’ or money

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.

compare, double, half, halve, pair, count out, share out, left, left over. Money, coin, penny, pence, pound, price, cost, buy, sell, spend, spent, pay, change, dear, cost more, cheap, costs less, cheaper, costs the same as, how much…? How many…? Total 4 Subtraction

Simple subtraction problem solving and record.

40-60+months • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Early Learning Goal Children count reliably with numbers from one to 20,place them in order and 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 and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


5 Shape Positional activities and vocabulary

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

Continuous provisions and activity ideas

- giant snakes and ladders to encourage use of directional words (up ladders/down snakes)

- Beebot

Position, direction and movement position, over, under, above, below, top, bottom, side, on, in, outside, inside, around, in front, behind, front, back, before, after, beside, next to,

Data Handling

shapes. • Selects a particular named shape. • Can describe their relative position such as ‘behind’ or ‘next to’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

- Jigsaws

- Rolling different balls

- Snakes and ladders and other track board games

- Building and sorting dolls house

- Making a tent

- Treasure maps in writing corner/chalk in outdoor area

opposite, apart, between, middle, edge, corner, direction, left, right, up, down, forwards, backwards, sideways, across, close, near, far, along, through, to, from, towards, away from, movement, slide, roll, turn, stretch, bend.

6 Shape Pattern problem

Beginning to use mathematical names for ‘solid’ 3D shapes and

Continuous provision and Activity Ideas

matching 2D shapes to every day object picture cards

2D shapes Circle, triangle, square, rectangle,

solving using 2D/3D shape.

‘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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Using flat shapes, make patterns and draw around them – if appropriate, talk about symmetry and look at some examples

star. 3D shapes cube, pyramid, sphere, cone Exploring patterns, shape and space shape, pattern, flat, curved, straight, round, hallow, solid, corner, face, side, edge, end, sort, make, build, draw. Patterns and symmetry size, bigger, larger, smaller, symmetrical, pattern, repeating pattern, match.

7 Shape Pattern problem solving

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’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Continuous provision and Activity Ideas

Other Vocabulary General same number/s, different number/s, missing number/s, number facts, number line, number track, number square, number cards, counters, cubes, blocks, rods, die, dice, dominoes, pegs, peg board, same way, different way, best way, another way, in order, in a different order, not, all, every, each.

Instructions Listen, join in, say, think, imagine, remember, start from, start with, start at, look at, point to, show me, put, place, fit, arrange, rearrange, change, change over, split, separate, carry on, continue, repeat, what comes next? Find, choose, collect, use, make, build, tell me, describe, pick out, talk about, explain, show me, read, write, trace, copy, complete, finish, end, fill in, shade, colour.

EYFS Routes Through Calculation

This document contains the key strategies, resources and visual representations staff should be using when teaching maths in the EYFS. Key statements from the

Development Matters document have been matched to the models and images that provide the basis for maths learning at CBINS. It is crucial that children are exposed to a

range of different concrete resources and ways of representing numbers.

Concrete resources

Tens frames

Numicon Shapes

MMS cups

Coins

Unifix or multilink

Clothes hanger and pegs

Counters and double sided counters

Classroom counting equipment linked to topic

Beadstrings

Tens and ones (Rec)

Bundles of tens (Rec)

Abstract / Visual Representation

Tens frames

Spots on dice

Part part wholes

Number lines (with 0)

Number squares (starting at 0)

Simple number sentences (Rec)

2 1

Development Matters Statement 22-36 months

Key Strategies and resources Suggested Concrete / Abstract Representations

Selects a small number of objects from a group when asked, for example, ‘please give

me one’, ‘please give me two’.

Introduce counting frames as the basis for subitising

Build up to tens frames –

Cups

Numicon shapes

Counters and other counting equipment

topic related counting resources

Can you put one more in here? Can you give me one?

Recites some number names in sequence.

Listen to and sing number rhymes

Look at the numicon shapes in sequence order

Counting orders when lining up,

registers, buttons on coats

Counting on fingers

Beginning to show an awareness of numberline Modelling counting along a number line for number in sequence

Creates and experiments with symbols and marks representing ideas of number.

Recognising the number of spots on dice

Encouraging mark marking using different resources (inside and outside the classroom)

Begins to make comparisons between quantities.

Compre small quantities of numbers in different practical contexts

Fruit, toys

Outdoor equipment

Objects in tens frames

Which has more?

Uses some language of quantities, such as ‘more’ and ‘a lot’.

Introduce key vocabulary – more less Use of these words in everyday language Introduce pans balance to compre

Ellis has more toys than Eva, let’s have a look! There are a lots of things to play with we have…. I have less buttons on my coat.

Knows that a group of things changes in quantity when something is added or taken away.

Cups Get ready to get some more Get ready to take away

Taking away or adding objects in the tens frame

Classroom counting resources

What happens when cars drive away? Which car park has more cars?

Can you put one more ih the frame? Have you got more now?

Development Matters Statements 30-50 months


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

Numbers up to at least 5

Numicon – “show me 3”

Tens frame – subitising

Cups – count out 3 cups

Range of different objects

Coat hangers and pegs

Counting on fingers

Spots on dice

How much is there here?

Compares two groups of objects, saying when they have the same number.

Numbers up to at least 5 Touch counting and discuss strategies to check Cubes

Numicon

Cups in tens frames

Tens frames

Part part whole


Can we match them to something familiar we know? Same value different appearance

Are these the same?

Are there the same amount of pink and yellow counters?

Use of pans balance to check numicon shapes

Do they look the same? What’s different about them?

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

the total is still the same.

Numbers up to at least 5 Overlaying Numicon shapes to match - “Same value different appearance”

4 cups into lots of different piles e.g. 4 cups split into a pile of 3 and pile of 1 or 4 cups split into a pile of 1, pile of 1 and pile of 2.

Cubes – towers

Use of part, part whole diagrams

Tens frames


Sorting obje cts into part part whole diagrams How many ways can you split 4 cups up?

How many ways can you show me three? Are these the same?

Shows an interest in representing numbers.

Numbers up to at least 5 “Go and find me five” – more independently

- Numicon - Fingers - Marks on paper / chalk - Coat hangers and pegs

Use of objects that lend themselves to counting

Development Matters Statement 40 – 60 + months


Counts an irregular arrangement of up to ten objects.

Assorted arrangements of objects in different sizes, orientations and patterns. Link with subitising – what visual representation is familiar to them. Can children arrange them in a regular way to aid with the counting?

Cubes of different colours, sizes

Representations in tens frames

Ingredients

Different sized / colour cups

Irregular arrangements of objects e.g. 1p coins and then use the Numicon to count them regularly

Irregular lines to arrange in tallies

Irregular dots

Can you find the numicon shape that matches these dots? How may cups match these 1p coins?

How much is there here? How could you move these counters to help you find out how many you have?

Estimates how many objects they can see and checks by counting them.

From above ask ch to estimate how many – what can we deduce from what we can see? Link with subitising – what visual representation is familiar to them.

Using the tens frame to check how many

Arranging them into a line to prepare for counting on a number line

Using the numicon to reliably count and check – representing the numbers both vertically or horizontally

Coat hangers and pegs – 5 red and 4 yellow

Link with part part whole -

I know it’s less than 10 and more than 1

Which one can you see five more clearly? Children use the tens frame to help them arrange objects into representations they are familiar with – subitising

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

Children recognise when a group has ‘more’ or ‘fewer’ Children to compare

Numicon

Tens frames

Coins

Cups

Beads on bead strings

How do you know there are more green cubes? I know this has more because

Which side has more? Are there fewer coins on this side?

Finds the total number of items in two groups by counting all of them.

1. Bring all the objects together and count – the concept of addition

2. Count how many is in each set and find the total where usually the children will start the count from 1 – use language of part part whole e.g. part add part equals whole

3. Start the count from one of the groups (using part part whole on right) Start counting from 6 - six, seven, eight

4. Use numicon to find pairs to 10 and begin to learn

5. Recording these as number sentences

*Reinforce that counting from any of the parts will still give the same total. Start the count at three, four, five, six etc… is it the same when we start counting from 7?

Cups

Numicon

Tens frames

Cubes and counters

Part Part whole diagrams Number sentences Coat hangers and pegs How many counters in total? Children subitise that there are 5 red counters and count three more? They may subitise the 5 and 3 and count on to find the total

Says the number that is one more than a given number.

Children to have range of resources and images to support the idea that we are making the number 1 greater.

number lines or number square


Towers of cubes How big will my tower be if I add another cubes?

Money context Why are the scales not balanced?

Number line showing 1 more Why are the scales not balanced?

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

Continuation of above methods Important to have something individual and physical to take away – towers of cubes, ones, coins

Compare numicon shapes e.g.6 and 7 by looking at them side by side or overlaying.

Taking away counters from tens frames

If I eat one part of the numicon shape, how many parts would be left?

How many finger do I add to make 7? How many pom poms will be left if a take away 2 green pomp oms?

Find a numicon shape that is one more/less than a given number or shape.

Use of cups, counters, cubes to explore adding one more/ taking one away.


Dienes – taking away a one

Counting fingers

Number line

In practical activities and discussion, beginning to use the vocabulary involved in

adding and subtracting.

+ add, more, count on Get ready to get some more - take away, less than, fewer, subtract, count back Get ready to take away = equal, the same as, look at the maths table and count, balance

Link the part, part whole with addition and subtraction

Tens frames


Combining the numicon shapes

Measures context – making something longer, shorter, heavier, lighter, more full, empty

Counting on and back with a number line

I had five parts and I took away two parts, I now have three parts.

Get ready to get some more!

Sliding the beads to show subtractions, making less beads

Records, using marks that they can interpret and explain.

Dots in numicon holes

Numicon in playdough

Drawing the cups

Number stories (4 + 2 = ) – consider 5 = 2 + 3 and interpreting these – 5 is the same as 2 and 3 ( link with part, part whole)

Own pictures linked to topic to represent stories.


How many more candles do you need to draw on for your birthday cake?

There are 6 counters all together 4 are blue and 2 are red 6 = 4 + 2 This image is also useful for showing 2 less than 6 is 4

EARLY LEARNING GOAL Key Strategies and resources Suggested Concrete / Abstract Representations

Children count reliably with numbers from one

to 20,place them in order and say which number is

one more or one less than a given number

Numicon

Coins

Bead strings

Part part whole Opportunity to introduce base 10 (dienes) to visualise 10

Bundles of straws

Packs of 10 balloons Encourage the children to start the count from 10

pack of 10

10 straws, 11, 12, 13, 14

Start counting from 10

Using quantities and objects, they add and

subtract two single-digit numbers and count on or back to find the answer

Addition

Use number lines / number square to count on

Numicon – count on from one shape

Cups – get ready to get some more

Dice – count spots

Different classroom objects

Subtraction

Use number lines / number square to count back

Take objects away from tens frame

Cups –take away from one set

Cubes and pegs to take away

Show me 7 + 5

7 + 2

They solve problems, including doubling, halving and sharing.

Doubling

We’re getting the same amount twice or two times.

Tens frame

Part part wholes

Use of numicon – get the same shape and count the dots

Cups – get the same amount and tell me how many

Harry has 5 sweets, John has the same number of sweets, how many sweets do they have in total?

Halving

Bead strings

Numicon – overlay 2 shapes onto the total to see if they are fair

Part part wholes

Cutting objects, sandwiches in half, folding objects.

Using mirrors to explore symmetry in relation to halves

Find half of 6 – ch may choose 1 and 5, are these the same colour or shape? Find me 2 of the same numicon shapes that cover the 6

Sharing

One for you, one for you (between two children)

Concentrate on checking they are fair (equal amount)

Introduce idea of array 6 sweets shared between 2 children X x X x link to arrays X x Use numicon pegs and board to share objects between 2 Explore the link between doubling and halving – halving undoes doubling and the opposite

nature. Ch learn doubles and halves facts to 10.

10 4

14

CBINS Year 1 Long Term Planning

1

CBINS Year 1 Block Planning

This document contains key objectives from the Primary National Curriculum for Year 1. The learning across the year has been mapped out to ensure progression and

challenge for each strand of the curriculum. Each week will focus on a specific area of maths with some weeks combining different disciplines. Each lesson should have

some elements of Fluency, Reasoning and Problem Solving. Key resources for each week are included and staff should refer to the school’s Routes Through Calculation

document for more guidance where necessary

Autumn 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Introduction to RUCSAC Number formation Expectations for presentation

Place Value – within 30 count to and across 20, forwards and backwards, beginning with 0 or 1, count, read and write numbers to 20 in numerals Count, read and write numbers from 1 to 20 in numerals and words.

Place Value – compare within 30 ordering (for example, first, second, third…) - 20 given a number, identify one more and one less - 20 Problem solving Identify and represent numbers using objects and pictorial representations – continual

Addition facts represent and use number bonds within 20 20 = __ + 18

Subtraction facts represent and use and related subtraction facts within 20 20 - __ = 14

Measures – length and height Link with previous place value and addition work compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short measure and begin to record the following: lengths and heights

Measures – Mass and weight Link with previous place value and addition work compare, describe and solve practical problems for: mass/weight [for example, heavy/light, heavier than, lighter than] measure and begin to record the following: mass/weight

Key resources

Rucsac Prompts

MMS number formations

Number lines

Number squares

Counting equipment

Dienes

Numicon shapes

Place value cards

Number lines

Number squares

Counting equipment

Dienes

Numicon shapes

Place value cards

Tens frame

Numicon shapes

Dienes

Pan balance

Part part wholes

Tens frame

Numicon shapes

Dienes

Bead strings

Pan balance

Part part wholes

Rulers

Meter rules

Tape measures

Pan balance

Weights

Scales


2

Autumn 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Addition – counting on Add two, one digit numbers – Counting on e.g. 5 + 8 = 13 and the link with 6+8 = 14 Add one digit number to 10 e.g. = 4 + 10 Extend to add to 20 Reordering numbers to make calculations as efficient as possible.

Addition – through partitioning and reordering Add two, one digit numbers – Partitioning 7 + 5 7 + 3 + 2 = Add a one digit number to a two digit number within 30 (answers no greater than 30) Counting on, not bridging tens and bridging tens Reordering numbers to make calculations as efficient as possible.

Subtraction – counting back Subtract two, one digit numbers Counting back e.g. 8 - 4 = 4 and the link with 8 – 3 = 5 Subtract a one digit number from a 10 or 20 using bonds subtract a one digit number from a two digit number within 30 Counting back

Subtraction – partitioning and finding the difference partitioning 12 – 5 12 – 2 22 – 3 Find the difference Explore when we can find the difference or subtract 12 – 9 8 - 5

Shape – 2D recognise and name common 2-D and including: 2-D shapes [for example, rectangles (including squares), circles and triangles] - related everyday objects fluently

Shape – 3D recognise and name common 3-D shapes, including: 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] - related everyday objects fluently

Money - recognise and know the value of different denominations of coins and notes e.g a 10p coin is worth 10p “that’s a 10p coin”

Key Resources

See Routes Through Calculation




2D and 3D shapes

Everyday objects

Coins and notes


3

Spring 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Measures - Time compare, describe and solve practical problems for: time [for example, quicker, slower, earlier, later] measure and begin to record the following: time (hours, minutes, seconds) sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years

Measures - Time tell the time to the hour and draw the hands on a clock face to show these times measure and begin to record the following: time (hours, minutes, seconds)

Place Value – within 50 count to and across 50, forwards and backwards, beginning with 0 or 1, count, read and write numbers to 50 in numerals; Count, read and write numbers from 1 to 50 in numerals and words.

Place Value – compare within 50 ordering (for example, first, second, third…) - 50 given a number, identify one more and one less - 50 Problem solving Identify and represent numbers using objects and pictorial representations – continual

Addition and Doubling Explore addition further Add ten to a teen number e.g. 10 + 15 = Add two teen numbers no bridging e.g. 12 + 14 Partition the subtrahend Partition minuend and subtrahend read, write and interpret mathematical statements involving addition (+) and equals (=) signs (link to place value already secure with) doubling numbers and quantities to double 10

Multiplication Counting within 50 count in multiples of twos, fives and tens – count with coins and develop equivalence e.g. 10p = 2p 2p 2p 2p 2p repeated addition and using number lines Introduce arrays patterns in the number system (for example, odd and even numbers

Key Resources

Sand timers

Stopwatches

Calendars

Diaries

MMS Clocks

Sand timers

Stopwatches

Number lines

Number squares

Counting equipment

Numicon shapes

Part part wholes

Place value cards

Number lines

Number squares

Counting equipment

Numicon shapes

Part part wholes

Place value cards




4

Spring 2 Week 1 Week 2 Week 3 Week 4 Week 5

Subtraction Explore subtraction further Subtract a ten from a teen number e.g. 17 – 10 = Subtract two teen numbers no bridging e.g. 19 - 13 = Find the difference and partition subtrahend read, write and interpret mathematical statements involving subtraction (-) and equals (=) signs (link to place value already secure with)

Division by grouping solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Grouping and using arrays to represent grouping

Fractions Half recognise, find and name a half as one of two equal parts of an object, shape or quantity Find half on the number line

Fractions Quarter recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Position and Direction describe position, direction and language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside movement, including whole, half, quarter and three quarter turns Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face. 3/4 – turn a quarter 3 times

Division by sharing solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations. Using sharing

Key Resources



See Routes Through Calculation Beebots

Maps

Spinners

Clocks


5

Summer 1

Week 1 Week 2 Week 3 Week 4 Week 5

Time – half past and o clock tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Place Value – across 100 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 Count, read and write numbers from 1 to 100 in numerals and words.

Place Value – across 100 ordering (for example, first, second, third…) - 100 given a number, identify one more and one less - 100 Problem solving Identify and represent numbers using objects and pictorial representations – continual

Place value 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 e.g.34 has 3 tens and 4 ones The pupil can begin to partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).

Capacity compare, describe and solve practical problems for: capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] measure and begin to record the following: capacity and volume

Key Resources

MMS Clocks

Sand timers

Stopwatches

Number lines

Number squares

Counting equipment

Place value cards

Number lines

Number squares

Counting equipment

Place value cards

Part part wholes

Number lines

Number squares

Counting equipment

Place value cards

Tens frames

Numicon

Measuring vessels


6

Summer 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 5 Week 6 Week 7

Addition 3 days Add two teen numbers – bridging, reordering and partitioning e.g. 15 + 19 =

Multiplication – 2 days Recap and challenge solve one-step problems involving multiplication by calculating the answer using concrete objects, and arrays with the support of the teacher.

The four operations Mix of the four operations using taught strategies across different strands

- Money - Measure

Money - recognise and know the value of different denominations of coins and notes e.g a 10p coin is worth 10p “that’s a 10p coin”

Measures solve practical problems for: Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] Mass/weight [for example, heavy/light, heavier than, lighter than] Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

Fractions Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

Statistics Collecting data – how can we find out which ____ is the most popular Discuss vocabulary of most popular, same, least popular. Construct tables to show data Plot simple pictograms.

Recap and challenge Shape

Subtraction – 2 days Using taught subtraction strategies – recap and challenge

Division Recap and challenge – grouping and sharing solve one-step problems involving division by calculating the answer using concrete objects, and arrays with the support of the teacher.

Recap and challenge Time

Key Resources




Coins Measuring

equipment

Measuring equipment


Measuring worms / strips

Pictogram charts

2D and 3D shapes

Everyday objects

CBINS Routes Through Calculation – Year 1

1

Year 1 Routes Through Calculation

This document contains the key strategies, resources and visual representations staff should be using when teaching maths in Year 1. Statutory requirements from the

National Curriculum have been matched to the models and images that provide the basis for maths learning at CBINS. Children move from manipulating concrete

resources, to pictorial jottings and representations leading to the abstract representation using mathematical notation. It is crucial that children are exposed to a range of

different concrete resources and ways of representing numbers.

Concrete resources

Tens frames

Numicon Shapes

MMS cups

Coins

Unifix or multilink




Beadstrings

Tens and ones

Bundles of tens

Peg boards

Place value cards

Frames to 20 / 30

Numicon number line

Fraction images

Addition and subtraction board


2


Tens frames

Spots on dice

Part part wholes



Simple number sentences

Numicon number line

Missing number sentences

Arrays

2 1


3

Addition and Subtraction

Curriculum statement

Breakdown Key Strategies Concrete Pictorial Abstract

add and subtract one-digit and two-digit numbers to 20 including zero

Add two one digit numbers

Counting on from a group (5 + 3 : 5, 6, 7, 8), encourage starting with greater number

Numicon, cups, cubes etc..

Count on with the cups – get ready to get some more

Tens frame

Count on using the resources and number line

Draw the jumps and steps they take 5 ___ ___ ___

Drawing out a number line

Number square Solving the number sentence 5 + 3 =

Partitioning e.g 7 + 5, using the knowledge of part part whole, 7 + 3 + 2 Use of number lines to show 7 + 3 + 2 Progress to solve 7 + 5 by partitioning the 5 mentally and doing 7 + 3 = 10 and 2 more

Numicon – spltting up the addend to make 10 sing 10s number line and numicon shapes – choose 7 + 5 – when at 7, 3 more to 10, 2 more is 12.

Tens frame – 6 + 5 – fill the tens frame first and then 1 more - 6 + 4 then 1 more using their knowledge that 5 is made up of 4 and 1

Children should count on from the from the largest addend to become efficient

Draw out the tens frame

Draw the mini jumps they take in different colours 7 + 4 7 8 9 10 11

Can they re-write number sentences to help them 8 + 4 8 + 2 + 2 = 12 Apply to missing number problems 6 + ___ = 11 7 + 4 = 6 + ___ Drawing out tens frames into their books to help them

5 3


4

Subtract two, one digit numbers

Counting back using a number line or number square Taking away: Take away items from a set

Physically take away objects

Get ready to take away with the cups

numicon pegs / classroom objects

Use of tens frame to count back and remove counters.

Beadstring to show 7 - 6

Drawing out the subtraction

Drawing out the tens frame to cross out what we are taking away.

Solving number stories 4 – 3 = Use of the part part whole to investigate subtraction

Count back on the number line / number square

Finding the difference: When two numbers are close together, easier to find the difference

Use of cups – how many more?

Use cubes to find the difference

I’m finding the difference between 6 and 4

Numicon

Money context

Children to draw the cubes /other concrete objects which they have used XXXXXXXX XXXXXXXX The difference between 8 and 6 is 2

Find the difference between 8 and 3.

Children to also explore why 9 - 7 = 8 – 6 (the difference, of each digit, has changed by 1 do the difference is the same- this will help when solving 10000-9987)


5

Add a one digit number to ten

Extend to adding a one digit number to 20

Explore patterns. What stays the same? What changes? E.g. 10 + 6. “ The tens number is always one and the ones number stays the same.” Explore with 7 + 10 using the same resources

Arrow cards/place value cards

Dienes

Numicon/ Numicon 10s number line

Bundles of straws

Towers of 10 cubes

Drawing out the part part whole for teen numbers with one part being 10 What must the missing number be? How could you show me using your tens and ones? 10

Solving 10 + 7 Applying the concept to missing number sentences 10 + ___ = 19

Subtract a one digit number from ten

Taking away: Take away items from a set of 10.

Use a range of concrete objects to explore subtracting from 10

Cups

Counters CHILDREN SHOULD BEGIN TO SPOT THE LINK BETWEEN NUMBER FACTS BELOW

Tens frame

Link to number bond facts. 10 – 6 = ? “ I know that 6 + 4 =10 so 10 – 6 = 4” Use the idea of the difference between

Link the previous learning of the difference between. The difference between 10 and 6 is 4. 10 – 4 = 6

Bead strings

Other counting items

Drawing out what is happening in the tens frame

Solving subtraction stories from 10 and solving missing number problems 10 - ___ = 9 4 = 10 - ___


6

Curriculum Statement



Add a one digit number to a two digit number within 30

Counting on: Work with numbers so that the answer does not exceed 30 (initially). Count on from larger number

Bead strings

Bundles of straws 12 + 2

Numicon number line

Tens frame in a row laid out to show 19 + 6

Draw out the dienes that we are adding

Drawing out groups of 10 10 + 10 + 4 + 3

Number line

Number square Recording as a number sentence 18 + 7 = ___ = 15 + 5

Not bridging tens: 13 + 5 Look at the tens and ones 3 + 5 = 8, use knowledge of adding a single digit number to a tens 10+8=18 24 + 3. “I know 4 add 3 is 7…I have 27”

13 + 5

Use their number facts to add the ones Children use their knowledge of place value to partition the ones and add these first.

Arrow cards

+

Numicon shapes to reinforce facts

10 3 Children use the part part whole to help partition before adding

Children use this strategy but may not be explicitly recorded – use sentence frames to reinforce and encourage 23 + 5 First I knew _ + _ = _ Then I knew _ _ + _ = _ _

Bridging tens: Partition one digit number e.g 17 + 5, using the knowledge of part part whole, 17 + 3 +2

17 + 5 I know 5 is made up of 2 and 3 The 17 and 3 are a pair to 20 20 + 2 = 22

Same value different appearance

Exchange the 7 and 3 for a 10

Dienes for exchanging

17 + 5 3 2 17 + 3 makes 20 so 2 more is 22

Use of number lines to show 17 + 3 + 2 17 + 5 =


7

Subtract a one digit number from a two digit number within 30

Counting back in ones: e.g. 28 – 5, count back on a number line/ square or bead string

Dienes – take the ones away 15 - 3

Bead strings 24 – 3

Drawing out the dienes to show the

subtraction

Number line

Number square

What is 7 less than 19? 16 - __ = 12

Children may use their subtraction fact knowledge to help them calculate 18 – 4 I know that 8 – 4 is 2 so 18 – 4 = 12

Counting back and partitioning: E.g. 24 – 6, count back steps of 6 and 2 using part part whole knowledge 6 = 4 + 2 Can the children jump backwards to the ten before?

Use of the bead string to show the partition 24 – 6 Take away the four first then take away the 2

Part part wholes 4 2

Showing the jumps on the number line

___ = 16 – 9

Add ten to a teen number

Represent a teen number using dienes and +10. What changes? What stays the same? E.g. 17 + 10 = 27. “The ones number stays the same and the tens number has increased / gone up by 1.”

Bundles of straws

Explore with dienes – What happens when we add a 10?

Numicon

Recording the number sentences 14 + 10 = 24


8




Subtract a ten from a teen number

Represent a teen number using base 10 equipment and add a ten. What changes? What stays the same? E.g. 17 - 10 = 7.

As above but subtraction As above but subtraction As above but subtraction

Add two teen numbers no bridging

Partition the subtrahend (mental method): E.g. 14 + 12. Use a number line or number square or bead string. Find 14, partition the 12 into 10 and 2, add 10 to 14 and then add 2. Children often use the method below and forms the basis for column addition

Using a numicon on a number line

I started with 14 Then I added 10 Then added the 2 10 2

15 + 12 = Jumps could be shown on both a number line and number square

Partition minuend and subtrahend (leading to written method): E.g. 14 + 12. Use base 10 equipment to represent both numbers. Add the ones and then add the tens.


Show their working

14 + 13 = I know that 4 + 3 = 7 10 + 10 = 20 20 + 7 = 27

Additional guidance on use of the addition and subtraction board can be found in Bright Pi Written Calculation Y2 Addition and Y2 Subtraction for more guidance


9

Subtract two teen numbers no bridging

Find the difference: E.g. 16 - 12. Use a number line, number square or bead string to count on from the lower number. Compare a tower of 16 and a tower of 12. Count on to see how many more cubes are in the tower of 16 than the tower of 12.

Numicon

Tens frames

Towers of cubes Find the difference between 19 and 14

Find the difference between 14 and 12

How many more do you need?

The difference between 14 and 12 is 2

Partition subtrahend (leading to written method): E.g. 19 - 12. Use base 10 equipment to represent 14. Partition 12 into 10 and 2. Take away 2 ones and take away 1 ten.

Dienes 15 - 12

Bundles of straws

Jotting on the addition and subtraction boards

Number square – Explore what happens when we take the tens away first or the ones away first? 17 - 12

Double numbers to double 10

Represent a quantity. Represent it again in order to double. Use above strategies to find total.

Numicon

Tens frames

Cups

Part part wholes

Double 4 is 8 9 + 9 = 18 16 = ___ + 8

4 4


10

Add two teen numbers bridging (18 + 13)

Partition the second number (mental method): E.g. 18 + 14. Use a number line or number square or bead string. Find 18, partition the 14 into 10 and 4, add 4 to make 21 then add the 10 (either count in ones or partition the 4 and add 2 and then 2. Add the 10 to 22 to make 32.

Model with tens frames

Adding the ones and then the tens When working with odd and even numbers children may find it easier adding the ten first

Can use part part wholes to investigate ways to partition addends to help with calculation 18 + 14 2 12 18 + 2 = 20 20 + 2 = 22 22+10 = 32

Show the jumps on a number line, partitioning one of the addends and adding either the tens or the ones first

16 + 15

Partition both numbers (leading to written method): E.g. 18 + 13. Use base 10 equipment to represent both numbers. Add the ones, exchanging ten ones for a ten and then add the tens.

Addition and subtraction frame

model exchanging 10 ones for 1 ten Same value different appearance - Work towards making 10 ones then swap for a new ten – ‘That’s a fair swap’

Drawing out the objects 17 + 18 7 + 8 = Could partition the 8 into 3 and 5 to make a pair to 10 15 + 10 + 10


11

Multiplication and Division



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. Ref: Route Through Mental Calculation : Multiplication and Division

Exploring multiplication as repeated addition

Build upon children’s ability to count in 2s, 5s and 10s and present repeated amounts e.g. 5 pairs of socks. How many socks altogether? ‘2,4,6,8,10’ 2+2+2+2+2 = 10 Match pictures to related repeated addition number sentences.

Coins

Cups

Items in multiplies of 2,5 and 10

Numicon

Giving them a structure to draw their repeated addition 2 + 2 + 2

X X X X X X

2 + 2 + 2 = 6 10 + 10 = 20 Can you arrange these socks into groups of two? *At this early stage children do not need to be writing multiplication number stories (2 x 3 = 6)

Using a number line to show repeated addition

Showing these repeated groups on a structured number line allows children to see them in relation to the number system

Arranging the groups of objects onto number lines Counting in 2s – Numicon shapes

0 2 4 6 Counting in 5s – chocolate bars??? 0 5 10 Counting in 10s - dienes

0 10 20

Showing the groups of 5 5 + 5

0 5 10 Giving children frames to draw the groups in

X X X X X X

0 2 4 6

Showing the groups as jumps on a number line – Having the shapes to have on top of the number line may help children to see the groups and jumps


12

Using arrays to represent multiplication

Introduce children to arrays Children to build arrays from repeated addition sentences and problems. There are 5 stickers in a pack. Sam bought 3 packs. How many stickers are there? Initially children to build arrays down from left column to right, but they should also recognise the commutativity of multiplication.

X X X X X X X X X X X X X X X

Ch to have frames to build their arrays in 5 + 5

1 , 2 that’s a group of two Children to then count the

groups of 2 to find the total

Bun baking trays, Egg boxes, Ice cube trays, Chocolate box trays

Numicon pegs

Peg boards

Squared paper and counters

Cups *Use of a frame / numicon can allow easy manipulation to explore the commutativity

Encourage children to draw the objects in arrays

2 + 2 + 2 = 6 3 + 3 = 6

For an array – children to write the different repeated addition stories

2 + 2 + 2 + 2 + 2 = 10 5 + 5 = 10 *At this stage it is more important children understand multiplication as repeated addition. The x sign can be introduced but is taught explicitly in year 2


13



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. Ref: Route Through Mental Calculation : Multiplication and Division

Using grouping (repeated subtraction) to solve division problems

Introduce the concept of grouping through practical problems. Mum has 15 sweets. She puts 5 sweets into a bag . How many bags of sweets can she make?

Counting items

Coins and Cups Exploring grouping with the numicon

How many bicycles can you build with 8 wheels?

Children drawing out the problem and show the grouping Leading to jottings

Put 10 cups into groups of 5

Giving children a frame to work in will help here. * At this early stage children do not need to be writing division number stories (5 ÷ 1 = 5)

5 5

Using the number line to show repeated subtraction can be very confusing for children. This does need to be modelled to the children but not explicitly taught as when you come to solve division stories later on children do not normally count back and repeatedly subtract the divisor. Look, when we are grouping we can put them on our number line, I had six cups, I looked at wondered about groups of 2 cups. 1, 2, that’s a group of 2 cups, and we’re working back until we can make no more groups of 2 and have used all of our six cups!

Using arrays to represent grouping problems

Mum has 20 sweets. She puts 5 sweets into a bag. How many bags of sweets can she make?

X X X X X X X X X X X X X X X X X X X X

Start by giving children a frame to make the arrays.

Arranging the groups into a more structured representation How many pairs of socks can you make from this pile of 6 socks? Grouping downwards.

Cups

Squared paper and counters

Cubes

Numicon peg, Peg boards

Move to using jotting in arrays

If 2 people can sit around a table how many tables do I need for 8 children?

*At this stage it is more important children understand division as both grouping (and overleaf) sharing. The ÷ sign can be introduced but is taught explicitly in year 2


14

Using sharing to solve division problems

Introduce children to division by sharing through practical problems - dividing a quantity equally between a number of ‘sets’. Separate cubes, counters, or other individual items. E.g. 20 sweets are shared equally between 5 people - physically share you, one for you, one for you…. . Giving children in the first instance a frame to help guide the sharing is useful.

Counting items

Coins and Cups Getting the children to check – Is it a fair share?

Drawing the objects to be shared

Share these 6 bears between you and your friend. How many do you get each?

Share 10 sweets between 5 children

X X X X X X X X X X

They get 2 sweets each! Was it a fair share?


15

Fractions


Breakdown Key Strategies Model and Images

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

Recognise, find and name ½ of a shape or object

Understand that a half is one of two equal parts. The fraction ½ means 1 whole divided into 2 equal parts. Explore halves of a variety of objects e.g. apples, lumps of playdoh, pieces of string, half a cup of water….how do we really know we have half?

Children fold shapes to find halves and compare both parts.

Use numicon to show e.g. 4 one pieces are the same as half the 8 piece. How many different ways can the one pieces be arranged on top of the 8 piece. Same value different appearance? How could we check we still have half?

Recognise if half of a shape has been coloured where the shape has been divided into 2 parts. Which shapes do not show half coloured? Recognise if half of a shape has been coloured where the shape has been divided into more than 2 equal parts.

If this half of a shape, what does the complete shape look like?


16

Concrete Pictorial Abstract

Recognise, find and name ½ of a quantity

Use division by sharing to find half of a quantity.

See division through sharing resources Use Numicon to explore finding halves of odd numbers…

Is it hard to find half of an odd number? Why?

Knowing where half is on a number line

Practice counting in halves on a number line to show the relation

Can we count along this number line?

What might in this gap on our number line?

Ask children to place numbers such as ½ , 1 ½,

5 ½ on a number line

Continuing patterns of a half

Children to make pattern with shapes and half shapes.

Range of shapes

Fruit images

Children to complete pattern using the squares in their books


17

Recognise, find and name a

quarter as one of four equal parts of an object, shape

or quantity.

Recognise, find and name a ¼ of a shape or object

Understand that a quarter is one of four equal parts. The fraction ¼ means 1 whole divided into 4 equal parts.

Recognise if a quarter of a shape has been coloured where the shape has been divided into 4 parts. Which shapes do not show a quarter coloured? Recognise if a quarter

of a shape has been coloured where the shape has been divided into more than 4 equal parts. Use numicon to show e.g. 2 one pieces are the same as quarter of the 8 piece. How many different ways can the one pieces be arranged on top of the 8 piece? Recognise if a quarter of a shape has been coloured where the parts are not the same shape.

Recognise, find and name a ¼ of a quantity

Use division by sharing into 4 sets to find quarter of a quantity.

See division through sharing resources Find ¼ of these cubes.

Children use jottings to show sharing


CBINS Year 2 Block Planning

This document contains key objectives from the Primary National Curriculum for Year 2. The learning across the year has been mapped out to ensure progression and

challenge for each strand of the curriculum. Each week will focus on a specific area of maths with some weeks combining different disciplines. Each lesson should have

some elements of Fluency, Reasoning and Problem Solving. Key resources for each week are included and staff should refer to the school’s Routes Through Calculation

document for more guidance where necessary. In addition, the Interim Framework Statements for the End Of Key Stage 1 (see overleaf) are referenced.

Working Towards the Expected Standard IF WB __ Working at the Expected Standard IF WA __ Working at Greater Depth within the Expected Standard IF GD __

1

The pupil can demonstrate an understanding of place value, though may still need to use apparatus to support them (e.g. by stating the difference in the tens and ones between 2 numbers i.e. 77 and 33 has a difference of 40 for the tens and a difference of 4 for the ones; by writing number statements such as 35 < 53 and 42 > 36).

1

The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).

1

The pupil can reason about addition (e.g. pupil can reason that the sum of 3 odd numbers will always be odd).

2

The pupil can count in twos, fives and tens from 0 and use counting strategies to solve problems (e.g. count the number of chairs in a diagram when the chairs are organised in 7 rows of 5 by counting in fives).

2

The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations. 2

The pupil can use multiplication facts to make deductions outside known multiplication facts (e.g. a pupil knows that multiples of 5 have one digit of 0 or 5 and uses this to reason that 18 × 5 cannot be 92 as it is not a multiple of 5).

3

The pupil can read and write numbers correctly in numerals up to 100 (e.g. can write the numbers 14 and 41 correctly).

3

The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).

3

The pupil can work out mental calculations where regrouping is required (e.g. 52 − 27; 91 – 73).

4

The pupil can use number bonds and related subtraction facts within 20 (e.g. 18 = 9 + ?; 15 = 6 + ?).

4

The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33).

4

The pupil can solve more complex missing number problems (e.g. 14 + – 3 = 17; 14 + Δ = 15 + 27).

5

The pupil can add and subtract a two-digit number and ones and a two-digit number and tens where no regrouping is required (e.g. 23 + 5; 46 + 20), they can demonstrate their method using concrete apparatus or pictorial representations.

5

The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28).

5

The pupil can determine remainders given known facts (e.g. given 15 ÷ 5 = 3 and has a remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 1; knowing that 2 × 7 = 14 and 2 × 8 = 16, pupil explains that making pairs of socks from 15 identical socks will give 7 pairs and one sock will be left).

6

The pupil can recall doubles and halves to 20 (e.g. pupil knows that double 2 is 4, double 5 is 10 and half of 18 is 9).

6

The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins).

6

The pupil can solve word problems that involve more than one step (e.g. which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?).

&

The pupil can recognise and name triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres from a group of shapes or from pictures of the shapes.

7

The pupil can identify 13 , 14 , 12 , 24 , 34 and knows that all parts must be equal parts of the whole.

7

The pupil can recognise the relationships between addition and subtraction and can rewrite addition statements as simplified multiplication statements (e.g. 10 + 10 + 10 + 5 + 5 = 3 × 10 + 2 × 5 = 4 × 10).

Please note Working Towards Statement 6 is not explicitly reference and should be worked on throughout the year and in year 1

8

The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).

8

The pupil can find and compare fractions of amounts (e.g. 14 of £20 = £5 and 12 of £8 = £4 so 14 of £20 is greater than 12 of £8).

9

The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).

9

The pupil can read the time on the clock to the nearest 5 minutes.


10 The pupil can read the time on the clock to the nearest 15 minutes. 10 The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where not all numbers on the scale are given.

11

The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).

11

The pupil can describe similarities and differences of shape properties (e.g. finds 2 different 2-D shapes that only have one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices but can describe what is different about them).


Autumn 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 RUCSAC Number formation Expectations for presentation

Place value recognise the place value of each digit in a two-digit number (tens, ones) identify, represent and estimate numbers using different representations, including the number line Count in tens from any number, forward and backwards IF WT 2 IF WA 9 read and write numbers to at least 100 in numerals and in words IF WT 3

Place value - comparison compare and order numbers from 0 up to 100 Introduce < > and = signs use place value and number facts (to 20) to solve problems.

IF WT 1 IF WA 1

Addition – 1 day Recap bonds to 20 Recap facts and apply to 100

recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 IF WT 4

Subtraction – 1 day Recap subtraction facts to 20 Recap facts and apply to 100 recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 IF WT 4

Shape – 2D identify and describe the properties of 2-D shapes, including the number of sides and vertices Identify and describe a line symmetry in a vertical line Shape 3D identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] compare and sort common 2-D and 3-D shapes and everyday objects. IF WT 7 IF WA 11 IF GD 11

Addition – 2 days Apply bonds to 20 to bonds to 100 recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 IF WT 4

Subtraction – 2 days Apply subtraction facts to 20 to subtraction facts to 100 recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 IF WT 4

Addition – 2 days Recap Y1 strategies Add one-digit numbers to 20, including zero Add two-digit numbers to 20, including zero e.g. (18+14 =)

Subtraction – 2 days Recap Y1 strategies Subtract one-digit numbers to 20, including zero Subtract two-digit numbers to 20, including zero e.g. (19 - 14 =)

Key Resources

Rucsac Prompts

MMS number formations

Number lines

Number squares

Counting equipment

Dienes

Numicon shapes

Place value cards

Number lines

Number squares

Counting equipment

Dienes

Numicon shapes

Place value cards

Tens frames

Dienes

Numicon Shapes


Tens frames

Dienes

Numicon Shapes

Bead string


2D and 3D shapes

Everyday objects

MMS Clocks

Sand timers

Stopwatches

2 days – Time compare and sequence intervals of time know the number of minutes in an hour and the number of hours in a day.


Autumn 2 Weeks 1 and 2 Weeks 3 and 4 Week 5 Week 6 Week 7 Addition add numbers using concrete objects, pictorial representations, and mentally, including: adding three one-digit numbers Reordering Partitioning Number bonds A two-digit number and ones IF WT 5 Counting on Partitioning to bridging A two-digit number and tens IF WT 5 Counting on in tens Two two-digit numbers no bridging IF WA 2 Partition the smallest number Partition both numbers Throughout calculation: show that addition of two numbers can be done in any order (commutative) using concrete objects and pictorial representations, including those involving numbers, quantities and measures IF GD 1

Subtraction subtract numbers using concrete objects, pictorial representations, and mentally, including: A two-digit number and ones IF WT 5 Counting back Number bonds Bridging a two-digit number and tens IF WT 5 Counting back in tens Finding the difference e.g. 62-50 two two-digit numbers no regrouping IF WA 4 Partition the subtrahend Partitioning both numbers Finding the difference Throughout calculation: show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot using concrete objects and pictorial representations, including those involving numbers, quantities and measures

Weight and temperature Choose and use appropriate standard units to estimate and measure mass (kg/g) and temperature °C compare and order mass and temperature and record the results using >, < and = IF WT 1 IF WA 9 IF GD 10

Length Choose and use appropriate standard units to estimate and measure length and height in any direction (cm/m) compare and order lengths mass and temperature and record the results using >, < and = IF WT 1 IF WA 9 IF GD 10

Position Order and arrange combinations of mathematical objects in patterns and sequences 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).

Key Resources

See Routes Through Calculation See Routes Through Calculation Pan balance

Weights

Scales

Rulers

Meter rules

Tape measures

Beebots

Maps

Spinners

Clocks


Spring 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Counting count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers IF WT 2 IF WA 9

Multiplication calculate mathematical statements for multiplication within the multiplication tables and write them using the multiplication (×) and equals (=) signs Repeated addition, arrays and mental methods show that multiplication of two numbers can be done in any order (commutative) Solve problems involving multiplication, using materials, arrays(draw in columns from left to right), repeated addition, mental methods, and multiplication and division facts, including problems in contexts. IF WA 6 IF GD 2 IF GD 7

Division calculate mathematical statements for division within the multiplication tables and write them using the division (÷) and equals (=) signs Repeated subtraction – grouping Arrays as grouping Grouping and Sharing show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot Solve problems involving division, using materials, arrays (draw in columns from left to right), repeated addition, mental methods, and multiplication and division facts, including problems in contexts IF WA 6 IF GD 5

Fractions recognise, find, name and write fractions 1/2 and 1/4 2/4 and 3/4 1/3 shape, set of objects IF WA 7

Fractions recognise, find, name and write fractions 1/2 and 1/4 2/4 and 3/4 1/3 length and quantity 1/3 of 6 x x x x x x Write simple fractions for example, 2 1 of 6 = 3 and recognise the equivalence of 4 2 and 2 1 . IF WA 7 IF GD 8

Capacity and Volume choose and use appropriate standard units to estimate and measure capacity (litres/ml) to the nearest appropriate unit using measuring vessels compare and order volume/capacity and record the results using >, < and = IF WT 1 IF WA 9 IF GD 10

Statistics 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.

Key Resources

Number line

Number square

Coins

Other counting equipment

See Routes Through Calculation See Routes Through Calculation See Routes Through Calculation


Measuring vessels

Tables

Bar chart, tally chart


Spring 2 Week 1 Week 2 Week 3 Week 4 Week 5 Addition T judgement if move onto column method Add two 2 digit numbers regrouping Partition both numbers Add numbers using concrete objects, pictorial representations, and mentally, including two two-digit numbers recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems IF WA 3 IF WA 5 IF GD 3 IF GD 4

Subtraction T judgement if move onto column method Subtract two 2 digit numbers regrouping Partition subtrahend Partitioning both numbers Find the difference Subtract numbers using concrete objects, pictorial representations, and mentally, including two two-digit numbers recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems IF WA 3 IF WA 5 IF GD 3 IF GD 4

Money recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value find different combinations of coins that equal the same amounts of money IF WA 8

Money solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change IF WA 8

Time tell and write the time to the four quarter intervals minutes, including quarter past/to the hour and draw the hands on a clock face to show these times IF WA 10 IF GD 9

Teachers may decide to start the teaching of time earlier if money objectives have been met

Key Resources

See Routes Through Calculation See Routes Through Calculation Coins

Notes

Coins

Notes

MMS Clocks

Sand timers

Stopwatches


Summer 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

AfL revision (Statistics and Shape if needed)



Assessment

Assessment

Assessment

Key Resources

Summer 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Time tell and write the

time to five minute intervals

Revision Addition and Subtraction

Revision Multiplication / division

Revision Fractions Revision Shape and Money

Revision Measures and Statistics

Key Resources MMS Clocks

Sand timers

Stopwatches


1

Year 2 Routes Through Calculation

This document contains the key strategies, resources and visual representations staff should be using when teaching maths in Year 2. Statutory requirements from the

National Curriculum have been matched to the models and images that provide the basis for maths learning at CBINS. Children move from manipulating concrete

resources, to pictorial jottings and representations leading to the abstract representation using mathematical notation. It is crucial that children are exposed to a range of

different concrete resources and ways of representing numbers.

Concrete resources

Tens frames

Numicon Shapes

MMS cups

Coins

Unifix or multilink




Beadstrings

Tens and ones

Bundles of tens

Peg boards

Place value cards

Frames to 20 / 30

Numicon number line

Fraction images



2


Tens frames

Spots on dice

Part part wholes



Simple number sentences

Numicon number line

Missing number sentences

Arrays

Blank number line jumps

Formal written methods for addition and subtraction

2 1


3

Addition and Subtraction



Add numbers using concrete objects, pictorial representations, and mentally, including:

Adding three one-digit numbers begin by counting on but move to a more efficient way

Reordering the number sentence e.g. 2 + 9 + 4 Which number would it be easier to start with?

Cups

Numicon Same value different appearance with cups / numicon

Counting on from the largest number, commutative law to change a number sentence

Jottings to show Drawing of the cups / numicon

Children to re-write 2 + 4 + 8 = 8 + 2 + 4 =

Show on a number line Solve ___ = 7 + 4 + 9

Model as column method but not explicitly taught yet

Partitioning e.g. 9 + 2 + 9 9+1 9+1 Partition numbers to make pairs to 10

Using numicon and number lines to model this and record

Overlay the numicon to help with partitioning

Tens frames

Drawing out the tens frames 9 + 7 + 9 Part part wholes 2 1

Solving 7 + 6 + 6 Children could rewrite the story 7 + 3 + 6 + 3

Can they draw the jumps?


4

Combining re-ordering and number bonds 8 + 4 + 2 = 8+2 then 4 more

Combine methods above 8 + 4 + 2

Use the 8 + 2 number fact then 4 more

Children to show their method on the number line What stories could this show? Can you explain why you chose to solve 8 + 4 + 2 this way?

Add a two-digit number and ones

See Bright Pi Mental Calculation Y2 Addition & Subtraction and Written Calculation Y2 Addition for more guidance

Courting on and using addition facts 5 + 63 = count on from largest addend with the goal of using known facts (I know 3 and 5 makes 8 so it’s 68)

Addition and subtraction board 35 + 3 =

Bundles of straws

Place value counters

Drawing out the equipment into their books and or jotting.

Could use colours to show the addend

Children could draw out the addition and subtraction board to support

Can you solve 7 + 71 Children can draw part of a number line to show reasoning

(71+7)

Model commutative way to discuss efficiency (7+71) Building up to mentally solving using know number facts

Partitioning to bridge over the tens 45 + 8 = I know 8 is made up of 5 and 3 45 + 5 + 3

EXCHANGING – See Bright Pi Mental Calculation Y2 Addition & Subtraction and Written Calculation Y2 Addition for more guidance

Work towards making 10 ones then swap for a new ten – ‘That’s a fair swap’ Slide down to count answer (This done in conjunction with

number line will help children see the bridge over the tens)

Show the regrouping Can you solve 67 + 6? Children could show the jump of 6 then show the 2

jumps of three to bridge to the next multiple of 10

Using number squares (children may need additional practice when bridging over multiples of 10)

Building up to mentally solving


5

Subtract a two-digit number and ones


Counting back – Start from the count and count back the jumps

Dienes

Bead string 35 - 3

Draw the jumps on a number line

Draw a blank number line for mental support

Subtraction facts – 38 – 8 – use of bead strings to show

Build the number using numicon and subtract to reveal only the tens

Showing the jumps on the number line or number square

Mentally recognising when the subtrahend matches the ones in the minuend

Bridging – 34 – 7 – I know that 7 is made up of 4 and 3 34 – 4, slide the bead strings.

Bead strings to subtract – 33-7 by partitioning the 7 into 3 and 4 1. Build the minuend 2. subtract to the nearest 10 3. subtract the 4 Exchanging dienes – fair swap – exchanging 1 ten for 10 ones (for greater depth)

Showing on a number line

Reasoning question opportunity

Mentally subtracting the minuend by partitioning


6




Add a two-digit number and tens


Counting on in tens – 56 + 20

Numicon tens number line

Number squares

Dienes, bundles of 10 straws, packs of ten objects

Money – 10p coins

Model as column method but not

explicitly taught

Draw coins, dienes in the tables Move the coins down to the answer section at the bottom

Drawing on a filled number line

Counting on in tens mentally Rearranging number stories 35 + 30 = 65 20 + 78 = 98 Can you show me how you solved?

Subtract a two-digit number and tens


Counting back in tens – 77 - 30

Numicon tens number line

The ones stay the same Number squares

Dienes, bundles of 10 straws, packs of ten objects

Money – 10p coins

Model as column method but not explicitly taught

Drawing out the number story

Can you show me 77-40 on a number square?

Counting back in tens mentally 56 – 30 88 - 20 Can you show me how you solved?


7

Subtract a two-digit number and tens


Finding the difference – 52 – 4 0 find the difference between these two numbers finding the difference is introduced in year 1 as counting on to find the difference

Build the number 50 using numicon or dienes– how many more to 62, that’s the difference between the two numbers.

Use 10s number line and numicon

Dienes

Bead strings

43-20 – The difference between 20 and 43

Show the jumps on a number line

Add two two-digit numbers no bridging


Partitioning one number – 23 + 34 34 + 3 and then count the tens – only partitioning one number

Drawing the jumps on their number line (teen numbers)

For larger number – number square

Showing their jumps, adding the ones first then the tens 23 + 62

Partition both numbers into tens and ones Add the ones first Add the tens Recombine

Build both numbers using the board Slide the ones and then the tens to make the total

Draw the objects used

Column method to show addition


8

Subtract two two-digit numbers no regrouping

See Bright PI Mental Calculation Y2 Addition & Subtraction for more guidance Children need to be able to move between finding the difference and subtracting confidently

Partitioning one number – 45 - 23 Partition the subtrahend (45 – 23) and subtract 45 – 3 then 42 – 20 or 45 – 20 then 25 - 3

Finding the minuend and then subtracting the ones and then the tens

Model drawing out a subtraction number line as children often find drawing the number line in reverse difficult

Partitioning both into tens and ones, subtract the ones and then the tens

Dienes in addition and subtraction board

Draw out the method used Column method for subtraction Remember to subtract the ones first and then the tens,

Finding the difference – 47 – 34 when the tens are close! On number line – identify the next multiple of 10 – work out jump then how many more to the target

Numicon

What’s the difference between these two numbers?

Dienes and Coins Can they use their pairs to 10 knowledge to help them?

Number square – show the difference

10, 11, 12 – the difference is 12!

The difference between 38 and 42 is 4.

Children may use partitioning knowledge to support the


9




Add two two-digit numbers regrouping

See Bright PI Written Calculation Y2 Addition for more detailed guidance

Partition both numbers – 26 + 45 Use of the dienes frame to support this Fair swaps for 10 ones.

Using the dienes and board *move all the ones down to the answer line and then look to make a 10 – hang the ten onto the bottom of the board in the tens column waiting to join the rest of the tens

Drawing out the objects used

Lead on to formal written method Cheeky ten under the maths table

Subtract two two-digit numbers regrouping

See Bright PI Written Calculation Y2 Subtraction for more detailed guidance Children need to be able to move between finding the difference

Partitioning one number – 75 – 37 Number lines 75 – 30 – 5 - 2 Use of the dienes frame to support this Unpack one of the tens for more ones.

Finding the minuend and partitioning the subtrahend into parts that make it easier to subtract

Model drawing out a subtraction number line as children often find drawing the number line in reverse difficult

Partitioning both into tens and ones, subtract the ones and then the tens

Dienes using the board 54 – 26 See Bright PI Written Calculation Y2 Subtraction for more detailed guidance

Drawing out the subtraction 7 – 9 That’s tricky Share a 10 and give it to the 7 17 – 9 70 - 30


10

and subtracting confidently

Find the difference – 45 – 37 Start with the subtrahend and count on

Can you count on to the next multiple of 10 to help find the difference? Numicon number line could bridge the gap between

Counting on from the subtrahend


11

Multiplication



calculate mathematical statements for multiplication within the multiplication tables and write them using the multiplication (×) and equals (=) signs two numbers can be done in any order (commutative) Solve problems involving multiplication, using materials, arrays(draw in columns from left to right), repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Repeated addition

Solve x stories as repeated addition – counting on in steps Use mms language – lots of times / time number one count in lots of 2 5 and 10

Cups

Numicon shapes

Counting coins

Show the jumps on a number line and number square

Show the link between x and repeated addition 2+2+2+2 = 2 x 4

Arrays as repeated addition

Solve x stories as arrays – link with repeated addition counting on in steps

Draw in columns from left to right Use MMS language and cups to build arrays Use numicon pegs to consolidate arrays

Children to use squares in their books to draw arrays for repeated addition and arrays 2 + 2 + 2 2 x 3

Can you write 2 addition and 2 multiplication stories for this array?

Children to turn the arrays to view it in a different orientation to see the different stories

Mental methods Count in multiples a given number of times

2 x 5 = I’m counting in 2s five times. Imagine there’s 2 cups on each finger!

Draw out the problem John has 2 plant pots. In each plant pot there are 2 flower. How many flowers does he have?

Moving to the mental method of using fingers to keep track of counting the steps

Imagine there’s 2 cups on each finger!


12

Division



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) and division of one number by another cannot Solve problems involving division, using materials,

Repeated subtraction – grouping

Solve ÷ stories as repeated subtraction – showing jumps backwards on a number line 12÷ 2 =

Cups

Numicon shapes

Counting coins Remind ch of MMS grouping – look and wonder about piles of and model this on the number lines as repeated subtraction.

Show the jumps on a number line alongside the concrete method

Show the inverse relationship between x and ÷

Arrays as grouping

Solve ÷ stories as arrays – link with repeated addition counting on in steps Model using arrays form year 1 to draw out when solving division stories 12 ÷ 3 = 0 0 0 0 0 0 0 0 0 0 0 0 Link with MMS cups – I have 12 cups and I put them into groups of 3.

Numicon pegs and boards Counting equipment

6 ÷ 2 = 3 I’m looking and wondering about groups of two Count the groups of two going down in the array

Children to use squares in their books to draw arrays for repeated addition and arrays 6 ÷ 2 = Start drawing the groups of 2 and stop until we reach 6. How many groups of 2?

For an array, children write 2 division and 2 multiplication stories Rotate the arrays to show the different stories 15 ÷ 3 = 5 15 ÷ 5 = 3 5 x 3 = 15 3 x 5 = 15 When interpreting an array – find the total by counting in groups


13

arrays (draw in columns from left to right), repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Division as grouping

Solve ÷ stories by grouping into equal groups 20 ÷ 5 = Making groups of 5, count the groups

Remind children of the strategy from year 1

Cups

Sorting objects For larger numbers – use dienes and build in principles of exchanging a ten for ones to group 12÷2

When solving division stories, children may choose to work out

by grouping or sharing. 6 ÷ 3 = 2

Grouping – encourage drawing an array to help

Mentally solving division stories Children should still be encouraged to draw out the division sentences using the 2 methods previous. 10 ÷ 2 = I’m think about groups of 2, how many groups of 2 in 10? Children use their fingers and imagine the groups of 2

Division as sharing

Solve ÷ stories by sharing into equal groups 20 ÷ 5 = Making groups of 5, count the groups

Remind children of the strategy from year 1

Cups

Sorting objects For larger numbers – use dienes and build in principles of exchanging a ten for ones to group 12÷2

Sharing – Draw out the divisor to share out the dividend equally between them


14

Division with remainder

Use the principles of grouping and sharing to show the remainder is what is left over after division

Numicon pegs

Sorting equipment

When working with larger numbers can use dienes and exchange

12 ÷ 5

Grouping Showing the groups in an array 8 ÷ 3

Sharing Showing what is left when sharing between equal groups 7 ÷ 2


15

Fractions



recognise, find, name and write fractions 1/2 and 1/4 2/4 and 3/4 1/3 shape, set of objects

Fractions of a shape

Parts of shape Use numicon to explore and build the link to finding 1/4 and then the line with 2/4 and 3/4 (covering shapes with ones using numicon) The link that 2/4 of a shape can be shown in different ways Introduce finding a third – 3 parts of a whole

Explore finding equal parts (the denominator) using numicon shapes and overlaying them

½ - Can you use 2 of the same parts to cover your whole shape? 1 of these parts is half

¼, 2/4, ¾ - Can you use 4 of the same parts to cover your whole shape? 1 of these four parts is a quarter, 2 of these parts is 2/4 or 1.2

1/3 – Can you use 3 of the same parts to cover your whole shape? 1 of these parts is a third

Children should explore shapes that cannot be covered equally

Show this with fractions of different shapes Find ¼ of

Check

Remember we’re looking for four equal parts Children to check if they have four equal parts with their colouring


16

Fractions of a set of objects

Set of objects Link with division as sharing John has 6 sweets and gives 1/3 to each of his 3 friends. How many do they get each? Draw the sharing problem out.

Draw out the sharing problem Find 1/3 of these objects

John takes 3 pencils from a pot of 12 pencils. What fraction does he take? Children to draw out the fractions as sharing in an array to help Remember a fraction is a part of a whole, he took 1 part out of four parts = ¼

Fractions of an amount

Amount 2/4 of 12 drawing out the division as sharing

2/4 of 12 How many equal parts? 4 – that’s quarters! Share the amount between the parts equally – 1 at a time between the equal groups How many is in 2 of those quarters?

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