NURSERY – MATHEMATICS - Welcome to Stratford ... Term Plans/Mathematics... · Web viewPupils are...

STRATFORD PREPARATORY SCHOOL MATHEMATICS CURRICULUM

The following document will cover the teaching of mathematics throughout the school, from the Nursery to Year 6.

Introduction:

AIMS

Mathematics teaches us how to make sense of the world around us through developing a pupil’s ability to calculate, to reason and to solve problems. It enables pupils to understand and appreciate relationships and patterns in both number and space in their everyday lives. In order to achieve this we aim:

1. To teach the basic skills of using and applying mathematics, counting and understanding number, knowing and using number facts, calculating, understanding shape, measuring and handling data throughout the school in a logical progressive and coherent manner. Pupils should become fluent in the fundamentals of mathematics, reason mathematically and be able to solve problems by applying their mathematics.

2. To structure our work in line with the targets stated in the Early Years Foundation Stage, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 of the National Curriculum.

3. To make provision through extra support for pupils with particular difficulties in Mathematics.

4. To extend and challenge pupils of all abilities.

OBJECTIVES

The objectives of mathematics are:

1. To promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion.

2. To promote confidence, fluency and competence with numbers and the number system.

3. To develop the ability to solve increasingly complex problems through decision-making and reasoning in a range of concepts.

4. To explore features of shape and space and develop measuring skills in a range of contexts.

5. To understand the importance of mathematics in everyday life.

LEARNING SUPPORT IN MATHEMATICS

Pupils with particular problems will be assessed to determine the type of help they need.

If necessary, a strategy will be developed to support the pupil. An Individual Target Plan (ITP) may be formulated. Some pupils may be withdrawn from class to work individually or in small groups if this is considered necessary. In other cases support may be given by a teaching assistant within the class as directed by their mathematics coordinator and subject teacher.

The class teacher will work closely with parents, informing them of any decisions made and suggesting ways in which they may help.

Pupils who are identified as Able, Gifted and Talented in Numeracy are given extra opportunities to develop their problem-solving skills. Differentiated work is se , when appropriate, in lessons to challenge and extend pupils of all abilities.

NURSERY – MATHEMATICS

Maria Montessori believed that mathematics is concerned with making generalisations and theoretical models of the real world and that mathematics involves looking for patterns and relationships which can be expressed precisely in symbols. It also embraces a wide range of important ideas about number and space. Using those aspects of Montessori philosophy, our nursery classes develop the unique child, the ability to see underlying concepts, to be able to think and reason, not just to reckon and work with figures. Mathematics must be meaningful and learning must come from within. Montessori believed that even with very young children, we should put materials within the environment so that they can find mathematical truths for themselves. We should not force mathematical truths verbally onto children. She believed that children should work with things in the ‘concrete’ form, before coming across them in the ‘abstract’ form at a later stage of development. To achieve this goal she devised a series of graded pieces of mathematics equipment, of which we have several in the nursery. These are used for teaching a basic understanding of numbers 0 to 10, and the introduction of addition

and subtraction, if the children are ready for it. They also cover geometric shapes, time, money, measurement, weight, comparisons etc.

When working with the Montessori equipment the children will normally work individually, or in small groups, experimenting and repeating exercises until they have perfected the skill. There is no strict timing within the Montessori philosophy; children can remain practising for an indefinite length of time whilst doing particular exercises with different materials. They are storing subconscious knowledge, culminating in a conscious realisation at a certain moment.

We creatively blend our Montessori method of teaching to be compatible with the principles set out in the Early Years Foundation Stage. It is our aim to develop Mathematical understanding through all children’s early experiences including through stories, songs, games and imaginative play. We provide a range of activities, some which focus on mathematical learning and some which enable mathematical learning to be drawn out, for example, exploring shape, size and pattern during block play. The use of mathematical terms is encouraged by practitioners during all activities including play and daily routines.

ASSESSMENT

Assessment in the nursery is done purely on observation by the directress, and recording is done daily through observation record books and Early years foundation stage assessment records.

PROGRAMME OF STUDY – NURSERY MATHEMATICS

We have two classes in the nursery covering the ages of 2 to 4 years. We run 2 programmes of study. One for the 2-3 year olds, and the other for the 3 - 4 year olds.

2-3 YEAR OLDS

This is based very simply on:

Colour

Numbers 0 – 5 – symbols and values

Counting by rote from 1 – 10

Shape – circle, square, triangle, rectangle

Comparison – big/little

Matching

Positional language

Number rhymes and songs

Games and imaginative play

3-4 YEAR OLDS

This continues on from the 2/3 year olds programme with:

Colours and grading

Sorting by shape and size

Numbers 0 – 10 – symbols and values

Odd and even numbers between 1 – 10

Counting by rote from 1 – 20

Shape – circle, square, triangle, rectangle, hexagon

3D – sphere, cube, cylinder, cone, ovoid

matching one to one

comparison – heavy/light

observe and use positional language

number rhymes and songs

games and imaginative play

basic maths skills are reinforced by sing nursery activity books

The Nursery maths is planned in line with the government Early Years Foundation Stage. Children are supported in developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they explore, enjoy, learn, practise and talk about their development.

They are provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

The Montessori method of teaching blends well with the Early Years Foundation Stage requirements allowing all the children the best opportunities for effective mathematical development.

RESOURCES – NURSERY

The resources used to deliver the programme of study include definite pieces of Montessori equipment.

Apparatus Aim

Number Rods To learn the names of numbers and to memorise their sequence.

Sandpaper numbers Giving the child the symbols corresponding to the numbers he already knows and providing him with the key to the world of written numbers. They are also a preparation for writing.

Number rods and cards To familiarise the child with the number symbols and relate then to his knowledge of numbers.

Spindles To show that the symbols represent a certain quantity of separate objects. To introduce the concept of zero

Counters and cards To familiarise the child with the separate quantities of each number and to show the odd and even numbers.

Large number cards To learn the written symbols for 1, 10’s, 100’s, 1000’s.

To understand the decimal system.

To read any number up to 9000.

Sensorial Apparatus Aim

The wooden cylinders Visual discrimination of dimension.

Knobbed and Knobless cylinders

Co-ordination, sequencing and mathematical language.

The pink tower Visual discrimination of size, preparation of mathematical mind and language.

Broad stair Preparation of mathematical language.

Long rods Visual discrimination of length, preparation for number rods.

Colour tablets Training the chromatic sense – sorting and sequencing shades – dark to light.

Geometric cabinet To interpret geometric shapes and to recognise their shapes easily.

Geometric solids To develop the steriognastic sense i.e. the simultaneous help of the tactile and muscular senses.

The Baric tablets Discrimination of difference in weight.

Binomial cube Discrimination of size and colour. They memorise the geometrical pattern.

NON-MONTESSORI RESOURCES

large/small blocks Sizing camels

Balance scales Shape sorters

Plastic money Colour sorters

Number jigsaws Counting bears

Stamp sets Pyramid puzzle

Sand tray / water tray for volume and capacity work

Block sizing board

Work sheets and workcards prepared by staff computer programs

Number cube board

EARLY YEARS FOUNDATION STAGE -RECEPTION YEAR MATHEMATICS

Mathematics in the Reception Year builds on and extends many of the mathematical concepts begun in the Nursery Class. The Reception class is the final stage of learning within the Early Years Foundation Stage and the children follow a programme of study which follows the principles and objectives set out by this guidance. Reception class pupils are also acquainted with much of the groundwork necessary for initial work linked with Year 1 of the National Curriculum Key Stage 1. Pupils are encouraged to learn through practical activities, discussion and teacher led sessions. They work in a variety of ways, as appropriate to the concepts being undertaken; sometimes as a whole class, sometimes in small groups, and sometimes individually.

Heinemann Mathematics 1 reinforces the concepts taught during this year, but work from other sources is also used for consolidation and extension purposes, depending on the needs of the individual.

PROGRAMME OF STUDY – RECEPTION YEAR

The Programme of Study for the Reception class is devised from the Early Learning goals of the Early Years Foundation Stage. There are two areas of learning for Mathematics: Numbers and Shape, Space and Measures. Each of these areas is then broken down into more specific objectives.

NUMBER – NUMBER AND PLACE VALUE

Pupils use mathematics as an integral part of daily activities and imagined situations. They represent their work with objects or pictures and talk about it.

Sorting -by colour

-by type

-by size

-by shape

Matching -concrete objects

-pictures of objects one to one

-finding which has more

Counting to 4

to 8

to 10

finding one more/less than a number

Say; use and write number names 1 to 10

Ordinal numbers

An intro to place value

Exchange games from right to left

Intro of language tens and units

Use of appropriate mathematical language eg “more” or “less”, “greater” or “smaller” etc.

Recognise and make repeating patterns

NUMBER – ADDITION AND SUBTRACTION

Introduction of the commutative property of addition

Addition to 6 )

Addition to 8 ) with the use of

) appropriate

) vocabulary

) being encouraged

)

Addition to 10

- two numbers

- three numbers

Introduction of subtraction )

- The take away sign introduction of 0

)

Subtraction from 1,2,3,4,5,6

Subtraction of money with 10

Addition of money to 10p

Subtraction of money within 10p

MEASUREMENT

Length -Language – long/short, thick/thin, tall/short

-Sorting according to length – longer/shorter

Time -Days of the week

-Morning, afternoon, evening, night and ordering of these

-Before/after

-Months of the year

-Clock face – numbers and hands

-O’clock / half past

Weight/mass -Heavier/lighter

GEOMETRY – PROPERTIES OF SHAPE

Shape -2D - Flat – circle, rectangles including squares, triangle

-Making pictures, sorting and matching

-3D - Solid – cones, cylinders, cuboids including cubes

-Making models, sorting and matching

GEOMETRY – POSITION AND DIRECTION

-Use everyday words to describe position

STATISTICS

Sorting and classifying objects to a particular criteria with the

child beginning to be able to use the criteria they have used.

RECEPTION MENTAL MATHEMATICS

TERM 1

Recite number rhymes Count on around the circle Count from a given number Say what number comes next Say what numbers are next to a given number

Eg. Start counting at 2 and end at 8 Eg. Say a number between 5 and 10

TERM 2

Count on 3 numbers from 4 Add on in your head from a given number Say what number comes before a given number Count back from a given number Eg. Start at 9 and count back 4 Give a bigger number than …………. Give a smaller number than ………… Which is more 3 or 6?

TERM 3

Subtract in head Count in tens Count back in tens What number comes after 40, 60 etc. Guess the number of …… e.g. books in a pile etc. Revision of Terms 1 and 2

RECEPTION

EARLY YEARS FOUNDATION STAGE PROFILE

MATHEMATICS

NUMBERS

Children count reliably with numbers from 1 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.

SHAPE, SPACE AND MEASURES

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.

PROVISION FOR SPECIAL NEEDS

Less able pupils are initially supported by the class teacher through supplementary work produced by the teacher. If a child has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support within the classroom or as part of a small group outside the classroom.

More able pupils including those identified as Able, Gifted and Talented will be given extension work or differentiated activities designed to extend challenge and develop problem solving skills.

EQUAL OPPORTUNITIES

All pupils are given an equal opportunity to succeed in maths lessons. Work is carefully graded to cater for individual needs for both more and less able.

RESOURCES

The classroom has an interactive white board with internet link.

The computer suite with interactive whiteboard can be used for whole class teaching when required.

Resources used by Reception class are listed in the Resource List. This includes details of textbooks, teacher books, computer software and practical equipment.

KEY STAGE 1 – INFANT 2 AND 3 ( YEARS 1 AND 2)

The principle focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with numbers, counting and place value.

They should develop their ability to recognise, describe, draw, compare and sort different shapes and use related vocabulary. They should use a range of different measures.

By the end of Year 2 they should know the number bonds to 20 and be precise in using and understanding place value.

INFANT 2 – YEAR 1 – MATHEMATICS

Mathematics in Infant 2 builds on and extends many of the mathematical concepts begun in the Reception Class. Addition and subtraction work is consolidated and extended, and multiplication is developed in more depth.

Pupils are encouraged to learn through practical activities, discussion and teacher – led sessions. Emphasis is placed on using materials to introduce concepts being undertaken; sometimes as a whole class, sometimes in small groups, and sometimes individually.

Heinemann Mathematics 2 is used to reinforce and extend the concepts taught during this year, but work from other sources is also used for consolidation and extension purposes, depending on the needs of the individual.

PROGRAMME OF STUDY – INFANT 2 – YEAR 1

Pupils use mathematics as an integral part of daily activities and imagined situations. They represent their work with objects or pictures and talk about it. They recognise a simple pattern or relationship, perhaps one based on their experience and use it to make predictions.


Revision of -Counting to 10

-Number names to 10

Counting to 20 -Number names in sequence

-Reading and writing numbers to 20

Counting beyond 20 – number sequence to 100 and beyond

Counting on and back in ones and in tens from and back to 0 or1, or from any given number.

Counting, reading, writing numbers to 100 in numerals, counting

in multiples of 2,5,10.

Introduction of a numberline1-10

1-20

Introduction of a square 1 – 100

Place value Tens and units

one more/less

Recognise and make repeating patterns


Revision of -Addition and subtraction to 10

-Shopping to 10p

Adding 10’s

Addition To 13

To 20

Subtraction within 20-Introduction of ‘difference’

-Using numberline counting back

-How many more

-using numberbonds and related subtraction facts within 20

Subtraction of a multiple of 10 from a 2digit no.

Introduction of vertical setting for addition and subtraction

Using the = + - signs,

Solving one-step problems that involve addition and subtraction.

Language Use vocabulary appropriate and related to operations

NUMBER – MULTIPLICATION AND DIVISION

Introduction of the concept of multiplication – equal sets

Odds and evens – multiples of 2,5,10

Doubling and halving

Solving problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representation and arrays with the support of the teacher.

NUMBER – FRACTIONS

Fractions Introducing halves and quarters

MEASUREMENT

Length -Comparing lengths and heights

- Longer/shorter/taller, longest/tallest/shortest

-Thicker/thinner, higher/lower

Weight/Mass -Using a balance

-Heavier/lighter

Capacity/ Volume

-Weighs more than/less than

-Filling containers

-Holds more/less than, full/empty, half full, quarter full

-Non-standard, arbitrary and standard measures

Time - Revision of o’clock

- Introduction of half-past (analogue and digital)

-Digital displays for half past and o’clock

-Days of the week

-Months of the year

-Ordering of events – quicker,slower, earlier,later.

Money Introduction of 2p, 5p, 10p, 20p, 50p, £1, £2 coinsSimple equivalence

Adding coins to 20p

Giving change within 20p

Shopping and addition to 20p

Change from 15p and 20p

GEOMETRY – PROPERTIES OF SHAPES

Shape -2D - Flat

-Sorting – rectangles including the square, triangle, circle, pentagon, hexagon

- Shape games and patterns

-3D - Solid

-Making models

-Sorting

- Recognising and writing names of cone, cylinder, cuboids including the cube, sphere and pyramids

Language - Use language appropriate and related to the work

- Begin to describe properties of 2D/3D shapes


-Right Angles

- Transformations

- Identify objects that turn about a point or a line

- Recognise and make whole turns, half turns, quarter turns and three quarter turns.

STATISTICS

Sorting objects and classifying according to specific criteria, with Children demonstrating the criterion they have used.

Using -Block graphs

-Relationships

-Frequency tables

-Carroll diagrams

-Collecting and interpreting data

MENTAL MATHEMATICS INFANT 2

MENTAL MATHEMATICS

Mental mathematic activities are planned carefully to reinforce and consolidate concepts taught and learned during the week. Concepts covered are as follows:

MICHAELMAS TERM

Count reliably at least 20 objects Count up 20 Count down from 20 Count in 2’s Recall number bonds to 10 Addition (any order) Addition count on

LENT TERM

Write numbers to at least 20 Addition Facts up to at least 5 Numbers which total 10 Doubles Addition can be done in any order – largest number first 1 more 10 more Subtraction facts to at least 5 1 less 10 less

SUMMER TERM

Counting to 50 Counting to 100 Place Value Tens and Units Counting in 2’s Counting in 5’s Counting in 10’s Halves Odds and evens Simple problems mental strategies for real life money etc.


Less able pupils are initially supported by the class teacher through supplementary work produced by the teacher. If a child has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support individually or as part of a small group within the class from a teaching assistant or outside the classroom with the school SENCO.


EQUAL OPPORTUNITIES

All pupils are given an equal opportunity to succeed in maths lessons. Work is carefully planned to allow for individual needs of the more and less able.

RESOURCES

The classroom has an interactive whiteboard linked to the internet.


Resources used by Infant 2 are listed in the resource list. This includes details of textbooks, teacher books, interactive computer programmes and practical equipment.

INFANT 3 – YEAR 2 – MATHEMATICS

Infant 3 is the final year in Key Stage 1. Concepts covered in Infant 2 will be consolidated and extended.

Pupils are encouraged to learn through practical activities, discussion and teacher – led sessions. Emphasis is placed on using materials to introduce concepts and new ideas. They work in a variety of ways, as appropriate to the concepts being undertaken; sometimes as a whole class, sometimes in small groups, and sometimes individually.

Heinemann Maths Stage 2+ and Stage 3 are used to reinforce and extends the concepts taught during this year and work is begun on Stage 4. Work from other sources is also used for consolidation and extension purposes, depending on the needs of the individual.

PROGRAMME OF STUDY – INFANT 3 – YEAR 2

Pupils use mathematics as an integral part of daily activities and imagined situations. They represent their work with objects or pictures and talk about it. They recognise a simple pattern or relationship, perhaps one based on their experience and use it to make predictions.


Place valueRevision of place value,

Place value to 99 and ordering – eg. read and write whole numbers at least 100 and know what each digit in a 2 digit number represents.

Ordinal nos to 100 and comparing and ordering numbers.

Partition of 2digit numbers in different ways including multiples of 10 and 1,

ordering 2 digit numbers,

use of < > = signs,

rounding to the nearest 10

Counting in steps of 2,3,5 from 0 and in tens from any number forwards and backwards.

Counting properties of numbers and number sequences.

Puzzles, number patterns,

Use of the calculator for the 4 main operations

Estimating and rounding


Addition To 100

Subtraction Within 100 (including decomposition)

Investigation work and development of mental strategies for addition and subtraction of numbers with at least 2 digits.

Addition and subtraction of : 2 digit number and ones, 2 digit number and tens, two 2 digit numbers and 3 one digit numbers.

Solving problems with addition and subtraction using concrete objects and pictorial representations.

Applying knowledge of written and mental methods

Mental calculation strategies

Commutativity of addition and not subtraction

Using the inverse operation to check calculations.


Multiplication-the multiplication sign and understandingthat multiplication is repeated addition

-2,3,4,5,10 times tables and beyond for more able

- odd and even numbers

- using tables in everyday situations eg shopping

Introduction of the concept of division

-sharing and grouping into 2,3,4,5

-the division sign

Recall of multiplication and division facts.

Commutativity of multiplication and not division.

Solving problems involving multiplication and division.


Fractions - halves and quarters of shapes and numbers

-1/3, ¼, 2/4, ¾ of a length, shape, set of objects or quantitiy.

-writing simple fractions and recognising the equivalence of 2/4 and 1/2

MEASURES

Length -language longest, shortest, tallest, widest, thickest highest,

use of < > = signs,

- arbitrary standards

- estimating length

- introduction of metre, half metre, quarter metre, centimetre

Area - language – greatest, smallest area

- comparison of areas

- arbitrary standards to measure area

Weight/mass - language – heavier, lighter, heaviest, lightest

- estimating and weighing

- arbitrary standards, kilogram/gram

Volume/capacity -language – greatest/smallest volume

- which holds more/less

intro to Litre/ml

Time

Temperature

- analogue and digital

-days, hours, half hours, minutes, seconds

- quarter to / past, 5 minute intervals

- ordering time, identifying time intervals

- days of the week

- months of the year

Degrees celsius

Money -revision to 20p

- to 99p and beyond -using the £ and p sign

-giving change


Shape -2D - flat – recognition of square rectangle, triangle, circle, pentagon, hexagon, describe properties

- 3D- solid – recognition of cube, cuboid, sphere, triangular prism, cylinder, cone, describe properties

- sorting shapes- no of edges, lines of symmetry

- faces, edges, vertices


Angles – as an amount of turn

- Introduction of the right angle.

- Whole turns, half turns, quarter and three quarter turns.

- Clockwise and anticlockwise

Ordering and arranging combinations of mathematical objects in patterns and sequences

STATISTICS

Pictograms - construction and interpretation

Block graphs

Tally charts

- construction and interpretation

Venn & Carroll Diagrams – construction and interpretation

Decision Diagrams / Trees – construction and interpretation

Extract and interpret information presented in the above and also in simple tables and lists

Solving problems eg organising and using data, asking and answering questions.

INFANT 3 – MENTAL MATHEMATICS

Mental maths strategies are introduced at the beginning of each of the mathematics lessons. There is one lesson devoted to the teaching of mental maths each week.

During the year the following topics will be covered:

Michaelmas Term

Adding & subtracting 1.

Adding & subtracting 2


Number pairs that make 10.

Adding & subtracting 9

Rounding to nearest 10


Doubles.

Near doubles –(I more than other number)

Near doubles – (2 more than other number)

Sets of 2, word problems

Lent Term

Revise adding & subtracting 1 & 10.

Revise doubling & halving.

Ordinal numbers.

Subtracting 10 & multiples of 10.

Adding and subtracting 9

Adding and subtracting 11.

Place value – tens & units.

Comparing 2-digit numbers – greater than, smaller than.

Rounding 2-digit numbers to the nearest 10.

Word problems with money

Addition and subtraction within 99

Summer Term

Place Value

Odd and Even

Time

Division

Properties of 3D shapes

Rounding

Directions

Fractions

Numbers to 999


Less able children are initially helped by the class teacher using supplementary work produced by the teacher. Where a child has a problem which is not solved in this way an individual programme of work may be devised more suited to their needs and a supplementary workbook

considered. The pupil may receive extra support individually or as part of a small group within the class from a teaching assistant or outside the classroom with the school SENCO.


EQUAL OPPORTUNITIES

All pupils are given an equal opportunity to succeed in maths lessons. Work is carefully graded to cater for individual needs for both more and less able.

RESOURCES

The classroom has an interactive whiteboard which is linked to the internet.


Resources used by Infant 3 are listed in the Resource list. This includes details of textbooks, teacher books, computer software, OHP laminates, practical equipment and videos.

MATHEMATICS IN THE JUNIOR DEPARTMENT

Following on from the Infant Department, the mathematics curriculum in the Juniors is also linked closely to the guidelines in the National Curriculum for mathematics.

Heinemann mathematics is used to reinforce and extend the concepts taught. Work from other sources is also used to introduce a concept or for consolidation and extension purpose depending on the needs of the individuals. Teaching will largely be done to the programmes of study set out in the National Curriculum, in ways appropriate to each child’s abilities and the objectives in the termly teachings programmes will be derived from this, in the main.

The school uses a variety of teaching and learning styles in mathematics lessons. The combination of individual work, group work and whole class teaching enables pupils to develop independence and initiative in maths. Important concepts are introduced in class lessons and reinforced by the Heinemann work scheme. The teaching will consist of a mixture of different elements such as directing, demonstrating, explaining and illustrating, questioning and discussing, consolidating, evaluating and summarizing.

LESSON ALLOCATION

The Junior Department has 8 lessons of 35 minutes per week specifically dedicated to teaching of mathematics.

The lessons are as follows:

4 lessons and 1 homework based on Heinemann Mathematics.

2 lessons and 1 homework based on Target Mathematics, K.A. Hesse, Collins Basic Skills or SPMG as appropriate.

1 lesson and 1 homework of maths assessment.

1 lesson for mental maths.

Each lesson includes an oral mental warm-up activity, the main teaching activity and a plenary to summarise key points. Homeworks are 20 minutes duration for Junior 1 and 2 , - 30 minutes for Junior 3 and Junior 4.

Juniors spend one week each term doing a mathematical investigation.

Children work individually, at times in groups or with a partner, or as a whole class. Pupils are encouraged to do practical work and make use of apparatus when appropriate. Computer software and investigational materials are also used when appropriate.

CROSS CURRICULAR LINKS

On many occasions mathematics will link to other areas of the curriculum and topics covered throughout the school year. It is recognised that the teaching of mathematics may also be achieved through other subjects of the curriculum. This mathematics is not seen in isolation and can be related to other subjects and work within the classroom and indeed as an integral part of our everyday lives with work being related to ‘real’ situations.

ASSESSMENT

Assessment is continuous and occurs in 3 phases, short, medium and long term, the results of which are used to inform future planning.

Short term Assessment : informal, day to day assessment, through individual feedback between teacher and pupil, through classwork, both oral and written and through observation. These short-term assessments help us to adjust our lesson plans.

Medium Term Assessment – to measure progress against key objectives and to help plan the next scheme of work.

Long Term Assessment – both formative and summative assessment. This takes place following the twice yearly examinations and including optional Y3-4/5 tests, at the end of Key Stage 2 National tests in Junior 4/Year 6. Results are recorded electronically using the SPS tracker system. Individual results are tracked against National results and this information is used to inform provision of extra support and identification of Able, Gifted and Talented pupils. Progress of cohorts are monitored carefully comparing to national and historical results. This in turn informs our future planning.

Pupil’s individual progress is recorded in each child’s APP record sheet and this is used to inform our yearly National curriculum teacher assessment levels. Assessment records are kept electronically on the SPS tracker and a hard copy is filed in each classrooms Assessment File. All tests are analysed and results are used to inform future planning.

Parents are requested to ensure that homework is completed and homework diaries are signed at the end of the week. Parents can approach members of staff whenever necessary to discuss their child’s progress. There is a formal parent/teacher evening termly and reports are issued twice yearly.

Discussion regularly takes place between Junior staff and, where necessary, between Junior and Infant staff in the interest of each child’s progress.

DIFFERENTIATION

Variation in ability within the class is acknowledged, identified and catered for by the provision of differentiated activities. Specific details of these are made in the lesson plans.

Pupils requiring extra support in Mathematics will be identified by the subject teacher and maths coordinator. Provision will be made for them either within the classroom working with a teaching assistant or out of the classroom working with the school SENCO.


KEY SKILLS

The opportunity to develop Key Skills in all 6 areas will be provided throughout the delivery of the Mathematics Curriculum in the Junior Department. These are:

1. Communication2. IT3. Working with others4. Improving own learning and performance5. Application of number

6. Problem Solving

ICT

Whenever appropriate ICT is used to support and consolidate classroom learning.

TARGETS

Individual Numeracy Targets are set at the end of each year and are reviewed termly. Key Stage 2 Targets for Year 6 are set in Year 5 and reviewed in year 6 for Key Stage 2 National Tests.

LOWER KEY STAGE 2 – JUNIOR 1 AND 2 –YEARS 3 AND 4

Junior 1/Year 3 is the first year in Lower Key Stage 2 Mathematics. The aim is to enable the children to make steps towards becoming more numerate; to become more fluent with whole numbers and the four main operations, to build on the skills learnt at Key Stage 1 and to give children confidence through their achievements.

Heinemann Mathematics 4 forms the basis for this year with Target Mathematics Year 3, Graded Arithmetic Practice Books 1 by K.A. Hesse Basic Skills Mathematics 2 by Collins Education and Scottish Primary Mathematics Stage 2 textbooks used for class lessons. The combination of individual work group work and whole class teaching enables pupils to develop independence and initiative in maths. Important concepts are introduced in class lessons and reinforced by the Heinemann work scheme. Other texts are also used depending on the children’s needs to cater for more able and less able child. The four basic operations are taught and reinforced during this year.

PROGRAMME OF STUDY – JUNIOR 1 – YEAR 3

Pupils are encouraged to use and apply mathematics in practical tasks and in real life problems. They are encouraged to select materials and methods appropriate to the tasks set. They are given regular opportunities to discuss their mathematics. They should develop mathematical language in written and oral work and in their use of diagrams and graphs.

Investigations, Pentominoes, Windows, Triangles


Revision of place value 99

Place value to 1000- partition of 3 digit numbers, comparing, ordering numbers to 1000

Rounding to nearest10/100

Counting in multiples of 4,8,50,100, finding 10 or 100 more or less than a given number.

Number patterns, sequences, investigations

Negative numbers in context


Mental recall addition up to 20

Add and subtract numbers mentally, including:

A three digit number and ones, a three digit number and tens, a three digit number and hundreds, 2 Digit nos

Addition to 999 using standard written method

Subtraction within 999 using standard written method

Money - addition, subtraction, change from £5

Function Machines and Inverse Operations

Solving problems using number facts, place value and more complex addition and subtraction.


Multiplication of TU and HTU by 2,3,4,5,6,7,8,9,10

Tables up to 12 times

Division by 2,3,4,5 within tables including remainders

Division of TU and HTU by 2,3,4,5

Money -- multiplication and division

Solving problems involving multiplication and division, including scaling and correspondence problems.


Fractions - halves, quarters, eighths,

-thirds, sixths,

-fifths, tenths

Counting up and down in tenths

Fraction of a number, simple equivalence.

Compare, order add and subtract fractions with the same denominator within one whole.

MEASUREMENT

Length - half metre, quarter metre

-introducing cm

- converting cm to m, km to m

- measuring in cm, comparing, adding and subtracting lengths.

- introducing mm

Area - introducing square cm

- approximating area by counting squares

-measuring the perimeter of simple shapes.

Weight/mass - introducing kg, ½ kg, 1/4kg

- approximate weights

- introducing grams – 1kg = 1000g. ½ kg = 500 g etc

- weighing and balancing, adding and subtracting weights.

Volume/capacity - arbitrary standards introducing litre, ½ litre, converting l to ml

-measuring, comparing, adding and subtracting volumes.

Time - digital and analogue time including analogue with roman numeral face,12 hour and 24 hour clocks

- later/earlier

-am/pm, noon, midnight

- duration in hours, minutes, seconds

- early, late, fast, slow, just before, just after

- using a calendar, days in a month,

GEOMETRY – PROPERTY OF SHAPES

Shape 2D – flat – revision of square, rectangle, circle, triangle, pentagon, hexagon, semi circle, quadrilateral – drawing 2D shapes

- reinforcing right angle turns, half turn, three quarters of a turn and completer turn, clockwise/anti-clockwise, 8 points of the compass

- drawing right angles with a set square, identifying angles that are more and less thatn a right angle, recognising a straight line as equivalent to 2 right angles symmetry – mirror work, 2 lines of symmetry

-identifying horizontal and vertical lines and pairs of perpendicular and parallel lines.

Shape 3D – solid – cube, cuboid, triangular prism, Cylinder, sphere, cone, recognition properties of solid shapes – faces, edges, vertices sorting shapes – curved/flat faces - straight edges/curved edges –tiling. Making 3D shapes.

-

Introduction to co-ordinates – first quadrant

STATISTICS

Pictograms interpreting and drawing 3

Bar graphs horizontal .) Interpreting

vertical ) and

with scale 1:1, 1:2,1:10 ) drawing

3

Use of tally chart/frequency table

Probability develop understanding of fairness introduce 4

evens, fair chance, probably, equally likely

Basic set work - sorting numbers etc.

Venn diagrams, Carroll diagrams

Tables/charts Extracting information 3

Use of ICT to create a simple bar chart

ORAL WORK – JUNIOR 1 – YEAR 3

Each lesson will begin with 5 – 10 minutes of oral / mental work. The following concepts will be covered in Junior 1.

MICHAELMAS TERM

1. Counting on and back in 10’s / 100’s from any 2 digit / 3 digit numberPractice of 10x table, 5 x table.

2. Counting on and back in 2’s3. Recognition of odd / even numbers.

Practice of 2 x table.

5. Counting on and back in steps of 5.


6. Recognition of multiples of 2,5,10,50,100, counting in multiples of 50’s and 100’s


7. Place value – HTU practice

Multiples of 2, 5, 10


8. Estimating objects up to 100.

Practice of 6x table.

9. Quick mental addition of 3 / 4 single digit numbers.


10. Subtraction as the inverse of addition.


11. Addition and subtraction up to 20 – rapid recall.


11 Place value, ordering numbers to 1000 and place on the number line.


LENT TERM

1. Count on / back in steps of 3 from any small number to 50.Practice of 9x table.

2. Identify numbers more than, less than 3 digit number and finding a number in between.Practice 9 x table.

3. Giving a number which is 1, 10, 100 more or less than any 2 digit / 3 digit number.

4. Rounding a 2 digit number to nearest 10, and 3 digit number to nearest 100.Practice of 5x, 6x table.

5. Mental addition strategy – largest first then count on.Practice of 7x table.

6. Mental addition of 2 digit number by tens / units partition.Practice of 8x table.

7. Mental subtraction – finding a small difference by counting up.Practice 9x table.

8. Doubles / halves up to 20.

9. Doubles / halves of multiples of 5 to 100 and multiples of 50 to 500.

10. Time – analogue – 5 mins.

SUMMER TERM

1. Counting on / back in steps of 4 from any to 50.Practice of 2x, 3x table.

2. Additional of multiples of 100 to 1000 and multiples of 5 to 100.Practice of 4x table.

3. Fractions – comparing simple equivalents.

Estimating simple fractions.

Practice 5x table.

4. Adding and subtraction mentally of a near multiple of 10 by adjusting.Practice of 6x table.

5. Checking answers of a subtraction with addition, a division with multiplication and a halving by doubling.

6. Time – secs, mins, hours, days, weeks, months, years.

7. Tables 7x, 8x, 9x practice.

8. Digital time.

9. Shape 2D – name and properties.

10. Shape 3D – name and properties.

Junior 1 Class lessons will contain the following concepts as the main activity

Week Michaelmas Term Lent Term Summer Term

1Place value to 99. Rounding to nearest 10/100. Ordering

Place value to 999 – rounding and ordering

Place value to 999 – rounding, ordering.

2

Addition – mental strategies

Addition and subtraction – practice and consolidation.

Addition and subtraction – consolidation – application to problems involving money, measures etc.

3

Vertical addition TU/HTU

Introduction to vertical multiplication – TU

Multiplication – practice and consolidation. Solving problems involving scaling.

4

Length – mm,cm, m

Adding and subtracting lengths

Further practice of vertical multiplication – extending to HTU

Division – formal setting TU by U

5 2D shapes and properties. Drawing 2D shapes.

Weight – g/Kg, Capacity- L/ml

Adding and

Division extending to HTU by U

subtracting volumes.

6

Subtraction- mental strategies

Angles- identifying right angles, drawing a right angle with a set square, straight line is equivalent to 2 right angles. Identifying angles more/less than a right angle. 2 right angles is half turn (ICT)

Money

7

Subtraction- vertical setting – introduction of decomposition TU

Introduction to division – main focus grouping – link with tables.

Time – analogue and digital

Recording time in seconds, mins and hours.

8

Subtraction – practice of decomposition extending to HTU

Division – further practice using tables of blocks

Further time practice - digital and analogue

9

Fractions- simple unit fractions. Proper fractions interpreting the denominator as the parts of a whole and the numerator as the number of parts. Intro to tenths and link to decimals.

Fractions – simple equivalence, fraction of a number – finding unit fractions of quantities

Adding and subtracting fractions with same denominator within one whole.

Time - durations

10

Introduction to Coordinates

Introduction to negative numbers

3D shape and properties including making simple 3D shapes.

11

Tally charts and bar charts – use of ICT to create bar chart.

Probability – introduction to likelihood, evens, fair chance.

Bar charts and pictograms, venn diagrams and carroll diagrams.

Investigations: Michaelmas Term: PentominoesLent Term: WindowsSummer Term: Triangles


Pupils work at their own rate through Heinemann 4 work scheme. The majority of pupils will be on Book 4 but pupils who have not achieved this will be encouraged to continue at their own level. If appropriate a pupil will work at an advanced rate to catch up. More able pupils may be accelerated through Book 4 as necessary and begin work on Book 5. Each child is assessed individually according to their needs. Extension work is prepared for according to their needs.

Pupils experiencing difficulty will be initially helped by the subject teacher using Heinemann Reinforcement sheets if a pupil has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support individually or as part of a small group within the classroom working with a teaching assistant or outside the classroom with the school SENCO .


EQUAL OPPORTUNITIES

All pupils are given an equal opportunity to succeed in maths lessons. Work is carefully graded to cater for individual needs of both more and less able.

RESOURCES

The classroom has an interactive whiteboard which is linked to the internet.


Resources used by Junior 1 are listed in the resource list. This includes details of textbooks, teacher books, computer software, OHP laminates, videos and practical equipment. There is a central area of equipment available for mathematics in the Junior Department and pupils are encouraged to be familiar with this, identify their own needs, fetch their own equipment (with permission) and return it when finished.


Junior 2 (Year 4) is the second year in Lower Key Stage 2 Mathematics. The academic year is spent reinforcing the four main operations. Decimals are introduced during this year.

Heinemann Mathematics 5 provides the basis for this year with Target Mathematics Year4, Graded Arithmetic Practice Book 2 by KA. Hesse Basic Skills in Mathematics 3 by Collins

Education and Scottish Primary Mathematics Group Stage 2 textbook are used for weekly class lessons. Other texts are used depending on the classes needs to cater for the more and less able children.

Pupils are encouraged to use and apply mathematics in practical tasks and in real life problems. They are encouraged to select materials and methods appropriate to the tasks set. They are given regular opportunities to discuss their mathematics and are encouraged to check results to see if they are reasonable and to devise and refine their ways of recording. They should develop mathematical language in written and oral work and in use of diagrams and graphs.

They should search for a solution by trying out ideas of their own

Investigations : Biggest space, handshakes, number rings (Factors)


Place value to 10 000

Counting in multiples of 6, 7, 9 ,25 and 1000

Partition, rounding and ordering 4 digit numbers

Calculator work – rounding, problem solving, sequences

Using positive and negative numbers

Reading Roman numerals to 100 and know that over time the numeral system changed to include the concept of zero and place value.

Use of brackets, < >


Addition and subtraction to 9999 using standard written method.

Addition, subtraction, of money within £99.99

Solving two-step problems involving addition and subtraction.

Using the inverse operations to check answers to calculations.


Multiplication ThHTU by 2 to 9

Multiplication/division of whole no. by 10, 100

Multiplication tables up to 12 times

Long multiplication by 20 – 99

Division of ThHTU by 2 to 10

Vocabulary of ratio and proportion

Multiplication and division of money within £99.99

Solving problems involving multiplying and adding and harder correspondence problems.

NUMBER – FRACTIONS ( INCLUDING DECIMALS)

Introduction of decimal number system, tenths and hundredths

Multiplying and dividing a decimal or whole number by 10 /100

Rounding decimals to the nearest whole number

Comparing numbers with the same number of decimal places.

Addition and subtraction of decimals

Decimal fraction equivalence

Multiplication and division of 1st place decimals

Equivalent vulgar fractions

Ordering fractions

Fraction of a number.

Adding and subtracting fractions with the same denominator.

Pairs of fractions which total 1, intro to mixed numbers and improper fractions, number patterns, puzzles, investigations, multiples, factors, square

MEASUREMENT

Converting between different units of measure

Length - measuring in metres, tenths of a metre

- recording measurements using decimal notation

- addition and subtraction of m and cm

- introduction of km

Weight/mass - introduction of 20g, 10g, 5g

- reading scales

Volume/capacity - revision of litre, ½ litre, ¼ litre

- introduction of ml

- introduction of cubic cm

Area - introduction of sq. metre

- area of rectangle, perimeter of rectangle and rectilinear shapes.

- square centimetres – areas of triangular shapes

Time - digital / 12 hour / 24 hour

- duration

- the calendar

- reading time to the nearest minute

-solving problems converting hrs to mins, mins to secs, yrs to mths, wks to days.

GEOMETRY – PROPERTIES OF SHAPES

Shape 2D - flat – properties of 2D shapes

– symmetry, more than one line of symmetry

- Scalene, equilateral and isosceles triangles

-Quadrilaterals including rhombus, parallelogram, kite and trapezium.

- introducing heptagon

Shape 3D - solid – prisms, pyramids and tetrahedron

- making nets

- constructing shapes – tiling


Co-ordinates – first quadrant – plotting points and joining to complete specific polygons

Translations – up/down, right/left

Using a compass to draw circles

Angles – measured in degrees

¼, ½, ¾. Whole turn - 90°, 180° , 270°, 360°

- ordering angles less than 180 degrees

STATISTICS

Barline graphs - collecting information

-discrete and continuous data

- tally charts – grouped data

-time graphs

- differing scales

Use of a decision tree diagram for sorting

Venn diagrams/Carroll diagrams

Probability – introduction of probability

- scale 0 – 1

- Likelihood



MICHAELMAS TERM

1. Addition and subtraction of 1, 10, 100, 1000 from any integer. Counting on or back in 10, 100, 1000 to 10000.

2. x /of whole numbers by 10, 100

3. Using > < = signs.

2x 3x table.

4. Rounding to nearest 10, 100,1000

4x 5x table.

5. Negative numbers – ordering

6x 7x table

6. Counting on / back beyond zero in steps of constant size (eg 25, 20, 15)

7. Recognition of multiples of 2,3,4,5,10Intro of ‘factor’.

8. Practice of +- to 20 quick recall.8x 9x table.

9. Number pairs to 100, addition / subtraction.

10. Rounding up / down after division depending on context.

LENT TERM

1. Addition / subtraction – number pairs multiples of 50 to 1000.

2. Counting on or back in steps of 1, 10, 100, 1000.

3. Place value of decimals.

4. Changing fraction into a decimal.

5. Mental addition / subtraction strategies – partition ten / units, near doubles, multiple of 10 then adjust.

6. Mental addition and subtraction of 2 digit numbers using a range of strategies.

7. Doubles / halves of up to 50.

8. Doubles / halves of multiples of 100 to 500.


10. Ordering simple fractions.

11. Fraction of a number

SUMMER TERM

1. Multiplication using partition (23 x 4) = (20 x 4) +(3 x 4)

2. Angles - 90°, 180°, 270°, 360°, clockwise / anticlockwise.

3. Shape 2D – triangle types, heptagon.

4. Shape 3D – tetrahedron, prisms, pyramids.

5. Multiplication / division of decimal by 10, 100.

6. Rounding to nearest whole number.

7. Time – 12 hour.

8. Time – 24 hour.

9. Addition / subtraction of 2 digit numbers using appropriate strategy.

10. Multiplication, division mentally within 10 x 10.

JUNIOR 2 CLASS LESSONS WILL CONTAIN THE FOLLOWING CONCEPTS AS THE MAIN ACTIVITY


1

Place value of whole numbers. Addition

Beyond 1000

Fractions – revision and pairs of fractions which total 1.

Addition and subtraction of fractions with the same denominator

Place value of decimals, x/ 10 /100. Rounding to the nearest whole one. Comparing numbers with 2dp.

2 Subtraction Fractions – equivalent fractions.

Introduction to long multiplication

3

Multiplication – use of brackets, <, >

Fractions of a number.

Area and perimeter of a rectangle. Use of formula (l x w) and 2(a +b)

4 Division Capacity, weight and length.

24 hour time

5

Introduction of decimals – notation and place value.

Decimal fraction equivalence

Roman numerals to 100 and beyond

Division practice and introductions to long division – informal method.

6

Decimals – place value reinforcement –ordering decimals to 2 dp, Rounding to nearest whole one.

Time – digital and analogue

Fractions –mixed numbers and improper fractions.

7 Decimals – addition Coordinates, 2D Consolidation of

and subtraction shapes and symmetry-plotting shapes and translation.

time - time durations, timetables.

8

Negative numbers 2D shapes and properties – triangles and quadrilaterals and their properties.

Length

9 Length 3D shapes – nets Introduction to measuring angles.

10

Probability – decision tree diagrams, likelihood, probability scale.

Adding and subtracting time. Time problems.

Multiplication and division of time.

11Angles – angle types, degrees, ordering angles.

Revision and consolidation.

Revision and consolidation. Use of a compass.

Investigations: Biggest Space

Handshakes

Number Rings


Pupils work at their own rate through the Heinemann Mathematics Workscheme. The majority of pupils will be on Book 5 but pupils who have not achieved this will be encouraged to continue at their own level. If appropriate a pupil will work at an advanced rate to catch up. More able pupils may be accelerated through Book 5 and begin work on Book 6. Each child is assessed individually according to their needs. Extension work is prepared for the more able and reinforcement material is available for the less able child in each lesson. This is detailed on the lesson plan.

Pupils experiencing difficulty will be initially helped by the subject teacher using Heinemann Reinforcement sheets if a pupil has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support individually or as part of a small group within the classroom from a teaching assistant or outside the classroom from the school SENCO.


EQUAL OPPORTUNITIES


RESOURCES




UPPER KEY STAGE 2 –JUNIOR 3 AND 4 - YEARS 5 AND 6

Junior 3 (Year 5) is the first year in Upper Key Stage 2 Mathematics. The principal focus of the mathematics teaching in Upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. The emphasis is on applying mathematics learned to different situations. Although the 4 main operations remain important the time is spent applying the knowledge gained to decimals, percentages, fractions and ratio. Problem solving and investigation activities are important.

Heinemann Mathematics 5/6 provides the basis for this year. Target Maths Year 5, Graded Arithmetic Practice Book 3 by K.A. Hesse Practice in the Basic Skills 4 Mathematics by Collins Educational and Scottish Primary Mathematics Group Stage 5 textbook and are used for weekly class lessons. Other texts are used depending on the classes needs to cater for the more and less able pupils.


Pupils are encouraged to use and apply mathematics in practical tasks and in real life problems. They are encouraged to develop their own strategies for solving problems. They present

information and results in a clear and organised way explaining the reasons for their presentation. They search for a solution by trying out ideas of their own and begin to give clear and precise reasons for their answers.

Investigations : Frogs, Mystic Rose, Squares


Revision of place value to 9999,

Place value – millions

Rounding to nearest 1, 10, 100, 1000, 10 000 and 100 000

Counting forwards and backwards in steps of powers of 10 to 1000 000

Reading roman numerals to 1000 (M) and recognise years written in Roman numerals.

Number patterns, puzzles, investigations

Using simple formulae expressed in words and symbols


Addition and subtraction to 9999 and beyond using formal written methods

Add and subtract numbers mentally with increasingly large numbers

Solving addition and subtraction multi step problems in contexts, deciding which operations and methods to use and why

Calculator work for addition, subtraction, multiplication, division of whole numbers, decimals and money


Multiplication and division by 10, 100, 1000 – whole numbers and decimals

Multiplication and division of ThHTU by 2 – 9

Multiples and factors, including factor pairs of a number and common factors.

Prime numbers, square numbers, cubed numbers.

Long Multiplication by 20 to 99

Long Division by 11 to 99

Ratio and proportion

Solving problems involving multiplication and division

NUMBER – FRACTIONS (INCLUDING DECIMALS AND PERCENTAGES)

Decimals -read write and order decimals to 3 places

- rounding decimals to the nearest whole number and to one dp.

- addition and subtraction of decimals

- multiplication and division of hundredths by 2 to 10. 100

- Decimal/fraction equivalence

-solving problems involving decimals

Fractions -equivalence

-simplification

-ordering fractions, common denominator

- addition, subtraction

- mixed numbers / improper fractions

- fraction of a set

- multiplying fractions.

Introduction to percentages – link with fractions

- percentage of a quantity

MEASUREMENT

Length - km, metres,cm,mm – conversions, addition and subtraction

-using approximate equivalence between cm and inches, m and yards, cm and feet.

- scale drawing – maps and plans

Weight/mass reading scales – kg, g

estimating volume and capacity

using approximate equivalence between kg and pounds.

Volume/capacity revision of l, ml and cubic cm

using approximate equivalence between ml and pints

Area - area and perimeter of rectangle and composite rectilinear shapes

-shapes rectangles and irregular shapes

- area of right angled triangles

- larger areas – hectare

Time - weeks, days, , hours, minute, seconds

- duration

- addition, subtraction, multiplication and division of time

-24 hour time

- timetables


Shape - 2D flat - enlargement, reduction, congruency

- angles, rotations

- compass directions

- angles – types of angles

- measuring angles, drawing angles

- angles on a straight line, at a point

- properties of 2D shape

- parallel lines / perpendicular lines

- triangles – angles up to 180°

- types, equilateral, isosceles, scalene

- quadrilaterals, rhombus, parallelograms - kite

-solid – nets of cubes, cuboids, prisms and pyramids

- properties of solid shapes

- use of compass


Reflection

Reflective symmetry

Introduction to rotational symmetry,

Translation

Coordinates in the first quadrant

STATISTICS

Bar Graphs involving measure

Spike graph,

Trend graphs,

Straight line graph(distance/time)

Frequency chart, grouped tallies, class intervals

Average -mean / mode / median / range



MICHAELMAS TERM

1. x & by 10, 100, 1000 up to 1 000 000

2. Rounding to nearest 1, 10, 100, 1000, 10 000, 100 000

3. Ordering positive and negative integers.

4. Counting on / back in steps of 25 to 1000 back to -25.

5. Multiples of 6, 7, 8, 9. Prime numbers

6. Divisibility tests 2, 4, 5, 10, 100. Multiples and factors.

7. Pairs of factors of numbers up to 100. HCF and LCM.

8. Ordering decimals to 3 decimal places.

9. Adding pairs of decimals to make 1 or 10.

10. Finding a difference by counting up through 10, 100, 1000 (eg 8006 – 2993)

LENT TERM

1. Counting on / back in steps of 0.1. Rounding to nearest tenth , prime numbers to 19.

2. Square numbers up to 100, cubed numbers.

3. Ordering fractions.

4. Fraction of a number.

5. Fraction to a decimal equivalent.

6. Adding pairs of 2 digit numbers to make 100.

7. Adding H.T.U. by partition and most significant digit first.

8. Addition and subtraction of nearest multiple of 10, 100 then adjust.

9. Using known facts for mental addition / subtraction.

10 Tables up to 10x – rapid recall.

SUMMER TERM

1. Percentages – simple ones to fractions.

2. Adding 4 or 5 single digit numbers or multiples of 10.

3. Doubles / halves of all numbers to 100.

Doubles / halves of multiples of 10 to 1000.

Doubles / halves of multiples of 100 to 10000.

4. Multiplying by 25 (x100 then divide by 4)

5. Using factors to multiply – 8 x 12 = 8 x 4 x 3.

6. Multiplication using partition – 23 x 7 = ((20 x 7) +(3 x 7))

7. Using a calculator to check answers.

8. Measures – conversions – kg/g, m/km/cm, 1/ml, hrs/min/sec.

9. Parallel, perpendicular, quadrilateral ‘family’ and properties.

10. Multiplying using closely related facts. (eg 19 x 21 – 21 x 20 then adjust).

JUNIOR 3 Class lessons will contain the following concepts as the main activity


1

Decimal place value – adding and subtracting decimals.

Fractions – revision of previous work – equivalence, intro to simplifying.

Place value of large numbers to 1000 000. Rounding to nearest 10, 100, 1000, 10 000,

100 000.

2Multiplication and division of decimals

Fractions – addition. Place value of decimals – thousandths

3Long Multiplication Fractions –

subtractionPercentages – finding a percentage of an amount.

4Long Division Fractions – of a

number, multiplication.

Further practice of long multiplication and division.

5Rounding and use of a calculator for a sensible answer

Negative numbers Angles – measuring reflex angles, angle theorems.

6

Factors and multiples, prime factors, composite non-prime factors.

Angles – measuring and constructing acute and obtuse angles.

Addition, subtraction, multiplication and division of time. Time problems.

7

Averages – mean, mode, median and range.

Introduction to percentages – percentage, fraction, decimal equivalents.


8Fractions – mixed numbers to improper fractions

Line graphs and conversion graphs

Fraction, decimal, percentage equivalents

9

Area and perimeter of a rectangles and composite rectilinear shapes. Deducing related facts.

2D shape – using a set square to draw shapes with parallel and perpendicular edges.

Revision of addition and subtraction of fractions. Extension to multiplication and division.

10 2D shape – triangles Revision and consolidation

Intro to coordinates in 4 quadrants.

11 Coordinates – translation of shapes.

Revision and consolidation


Investigations Michaelmas term: Frogs,

Lent term: Mystic Rose,

Summer term: Squares.


Pupils work at their own rate through Heinemann 6 workscheme. The majority of pupils will be on Book 6 but pupils who have not achieved this will be encouraged to continue at their own level. If appropriate a pupil will work at an advanced rate to catch up. More able pupils may be accelerated through Book 6 as necessary and begin Book 7. Each child is assessed individually according to their needs. Extension work is prepared for the more able and reinforcement material is available for the less able pupil in each class lesson. This is detailed on the lesson plan.

Pupils experiencing difficulty will be initially helped by the subject teacher using Heinemann Reinforcement sheets if a pupil has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support within the classroom or as part of a small group outside the classroom.


RESOURCES


There is a computer available just outside the J3 classroom for individual use. The computer suite with interactive whiteboard can be used for whole class teaching when required.



Junior 4 (Year 6) is the final year in Upper Key Stage 2 National Curriculum. Pupils will take Key Stage 2 National Tests in the Summer Term.

The emphasis is on applying mathematics learned to different situations both real and imagined. Although the four main operations are important more time is spent applying the knowledge to problems in decimals, fractions, percentages and ratio. Pupils are introduced to algebra as a means for solving a variety of problems. Problem solving and investigations are important.

Heinemann Mathematics 6/7 provides the basis for Year 6. Target Maths 6, Graded Arithmetic Practice Book 4 by K.A. Hesse, Practice in the Basic Skills Mathematics 5 by Collins Educational and S.P.M.G. stage 5 are used for weekly class lessons. Other texts are used depending on the classes needs to cater for the more able and the less able pupils.

Pupils identify and obtain necessary information to carry through tasks and solve mathematical problems. They check their results considering whether they are sensible. Pupils use mathematical symbols, diagrams and words to describe situations and present information in a clear and organised way. They draw simple conclusions of their own and give an explanation of their reasoning.

Investigations: Beetles, Loops, New York Cops,


Revision - place value, numbers greater than 1000

Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit.

Rounding and approximation to required degree of accuracy.

Negative numbers – increase and decrease, difference between

Roman Numerals

NUMBER – ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION

Addition, subtraction, multiplication 2 to 12 , division 2 to 12

Multiplication by 10, 100, 1000

Long multiplication

Square numbers, prime numbers, square roots, multiples and factors

Division - long division

- whole number

-1 and 2 decimal places by 2 digit numbers

- divisibility tests

-rounding up or down according to context.

Common factors, common multiples, and prime numbers.

Solving problems involving the four main operations.

NUMBER – FRACTIONS (INCLUDING DECIMALS AND PERCENTAGES)

Decimals - multiplication of tenths and hundredths by a 2 Digit number

- decimals to 3 dp

-multiplying and dividing by 10, 100, 1000

- rounding to 2 d.p / 1 d.p

- link with fractions and percentages

Fractions - addition and subtraction of mixed numbers

- simplifying fractions

- multiplication by a whole number

- fractions of a number

- ordering fractions

- division

-calculation of decimal /fraction equivalents.

Percentages - of whole numbers

- link with fractions and decimals

-- increase and decrease

- calculator work

Problem solving, search for a pattern, guess and check

Use of calculator for +, -, X, /, percentages, decimals

RATIO AND PROPORTION

Solving problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

Solving problems involving the calculation of percentages and the use of percentages for comparison.

Solving problems involving similar shapes where the scale factor is known or can be found.

Solving problems involving unequal sharing and grouping using knowledge of fractions and multiples.

ALGEBRA

Introduction to algebra

- basic substitution, using simple formulae

- simple equations, expressing missing number problems algebraically.

- algebraic calculations, finding pairs of numbers that satisfy an equation with two unknowns.

- enumerate possibilities of combinations of two variables.

MEASUREMENT

Length

Area

- millimetre, scale calculations and drawing

- metric conversions

- metric/imperial conversions including miles/km

- perimeter

- of rectangle lxb

- of right-angled triangles and composite shapes including parallelograms.

- introduction of the square kilometre, square metre

- surface area of a cuboid

Volume/capacity - metric conversions and metric/imperial conversions of weight/mass, volume, capacity.

- reading scales

- of cuboid lxbxh

- cubic metres

-- water displacement

Time -calendars

-24 hour time

- speed rates


2D/3DShape - circle designs, using a compass

- radius, diameter, circumference of circle

- tiling

-drawing 2D shapes using given dimensions and angles. Construction of a triangle given 2 sides and included angle

- quadrilaterals and properties

- angle properties of parallel / perpendicular lines

- Recognising, describing and building simple 3D shapes , including making nets.

- angles – use of a protractor, bearings

- sum of angles on a straight line / at a point- vertically opposite angles

- line symmetry

- rotational symmetry

- enlargement

- transformations – rotation, reflection, translation, enlargement


Coordinates 1st quadrant, 4 quadrants

Draw and translate simple shapes on the coordinate plane, and reflect them in the axes

STATISTICS

Bar graphs (discrete data and grouped discrete data)

Statistical trend graphs

Straight line, curved line graphs, pie charts.

Frequency diagrams

Averages -mean, mode, median

- range

- comparison of distributions using averages

Probability -use of the probability scale 0 to 1

- experimental / empirical

- possible outcomes tables

Grouping of continuous data using equal class intervals

Scatter diagrams and correlation



MICHAELMAS TERM

1. Multiplication and division by 10, 100, 1000 mentally.

2. Rounding to nearest 1/10, 1, 10, 100, 1000

3. Ordering positive and negative integers and finding the difference between 2 of same.

4. Sequences of square / triangle numbers and square roots, cubed numbers.

5. Divisibility tests to find multiples. Lowest common multiple.

6. Prime numbers to at least 20.

7. Fractorising numbers into ‘prime’ factors to 100.

8. LCM, HCF.

9. Doubles / halves of multiples of 10, to 1000.

10. Measures – metric / imperial equivalents. Metric conversions.

LENT TERM

1. Counting on / back in steps of 0.1, 0.2, 0.25, 0.5 …..etc.

2. Odds/evens, products, sums, differences – general statements.

3. Simplifying fractions – use of common factors.

4. Ordering decimals to 3 decimal places.

5. Fraction /decimal equivalents, using division to convert a fraction.

6. Simple % of amounts.

7. Tables to 10 x 10.

8. Doubles / halves of 2 digit nos. (3.8, 0.76 etc.)

9. Using a calculator to check results, inverse operations.

10. Mean, mode, median, range.

SUMMER TERM

1. Mental addition, subtraction using a range of strategies.

2. Derive squares of multiples of 10 to 100. Cubed numbers.


4. Multiplication using factors (35 x 18 = (35 x 6 x 3))

5. Multiplication using closely related facts and partitioning.

6. Quadrilaterals – properties

7. Angles – on a straight line, in a triangle, parallel / perpendicular lines.

8. 2 D shapes – properties.

9. 3 D shapes – properties.

10. Area and perimeter of rectangles and composite shapes.

Junior 4Lessons will contain the following concepts as the main activity


1

Place value, ordering and rounding – whole numbers and decimals

Fractions - revision of addition and subtraction

Place value of large numbers, ordering and rounding up to 10 000 000.

2

Four rules consolidation – decimals

Fractions - multiplication and division.

Measures – metric and imperial including Km to miles.

3 Long multiplication Intro to algebra Algebra extension

4Long division Further algebra The circle –

diameter, radius, circumference.

5Transformations – reflection

Percentages – finding a percentage of an amount – percentage increase/decrease

2D shape – quadrilaterals

6Handling data – continuous data – grouping

Negative numbers – addition and subtraction

Scatter diagrams and simple correlation

7

Averages – mean, mode and median – comparing 2 distributions

Angle theorems – at a point, on a line , vertically opposite, in a triangle.


8

Fractions – ordering by using a common denominator – ordering by converting to a decimal.

Percentage/decimal/fractions equivalents

Transformations – rotation

9

Area and perimeter of rectangles and triangles, composite shapes including parallelograms.

Pie Charts Transformations – enlargement

10

Transformations – translation and coordinates in 4 quadrants.

Volume and surface area of cuboids


11

Construction of a triangle given 2 sides and an included angle. 2d shapes with given dimensions and angles.

Revision and consolidation Revision and consolidation


Pupils work at their own rate through the Heinemann Mathematics Work Scheme. The majority will be on Book 6 or Book 7 but pupils who have not achieved this will be encouraged to continue at their own level. If appropriate a pupil will work at an advanced rate to catch up.

More able pupils may be accelerated through Book 7 and begin work on Book 8.

Each child is assessed individually according to their needs. Extension work is prepared for according to their needs.

Pupils experiencing difficulty will be initially helped by the subject teacher using Heinemann Reinforcement sheets if a pupil has a continued difficulty a separate programme of work may be devised appropriate to that child’s needs. The pupil may receive extra support within the classroom or as part of a small group outside the classroom.


EQUAL OPPORTUNITIES


RESOURCES

The classroom has an interactive whiteboard linked to the internet,



MATHEMATICS RESOURCE LIST

BOOKS – PUPIL TEXTBOOKS

NURSERY:

Worksheets and workcards prepared by staff

RECEPTION:

Heinemann Mathematics 1 – Workbooks 1 to 7, Measure Workbook, Shape Workbook

Reception Class – worksheets prepared by teacher

INFANT 2:

Heinemann Mathematics 2 – Workbooks 1 to 4, Shape, Measure, Data Handling

Workbooks

Heinemann Mathematics 2 Workcards – Number, Measure, Shape

SPMG workcards 1 to 32

INFANT 3:

Heinemann Mathematics 3 textbooks – Number Workbooks 1 and 2, Measure, shape and space Workbook.

Heinemann Mathemaatics 4 – Measure workbook

Basic Skills Book 2

SPMG workcards Stage 1 and 2

Supplementary worksheets produced by teacher

JUNIOR 1:

Heinemann Mathematics 4 textbooks

Heinemann Mathematics 4 Workbooks – Number, Shape and space, Measure

Heinemann Mathematics 4 Reinforcement sheets, check up tests

Target Maths Year 3

SPMG stage 2 text books

Basic Skills times tables books – 7,8,9 and 3,4,6 – Graeme Davidson

Maths Spotlight Pupil Book 3 (for more able)

Assessment papers in mathematics – First year

Practice in Basic skills – Collins Educational – Book 2

Graded Arithmetic Practice Book 1 – K A Hesse

Maths Dictionary – Peter Robson

JUNIOR 2:


Heinemann Mathematics 5 Workbooks

Heinemann Mathematics 5 Extension Textbooks

Heinemann Mathematics 5 Reinforcement sheets, Check up tests

Target Maths Year 4

SPMG stage 3 textbooks

Assessment papers in mathematics – Second year


Graded Arithmetic Practice Book 2 – KA Hesse


JUNIOR 3:


Heinemann Mathematics 6 Workbooks

Heinemann Mathematics 6 Extension Textbooks

Heinemann Mathematics 6 Reinforcement sheets, Check up tests

Target Maths Year 5


Assessment papers in mathematics – Third year




Mental Maths Books 1,2,3,4,5 – Schofield and Simms

JUNIOR 4:

Heinemann Mathematics 7,8 textbooks

Heinemann Mathematics 7/8 Workbooks

Heinemann Mathematics 7/8 Reinforcement sheets, Check up tests

Target Maths Year 6


Assessment papers in mathematics – Four and Further Fourth year




Active Maths 1 and 2 – BV Hony

Letts Revision Guide KS2

TEACHER RESOURCE BOOKS

RECEPTION:

Heinemann Mathematics 1 Teacher notes, Assessment and Resources Pack

INFANT 2:


Maths Plus – Interactive Mental Maths 1 – Heinemann

Folens Maths for the more able Book 1

Heinemann ICT Numeracy link – Book 1

Nuffield Maths book 1,2 Teachers Handbook

DFEE Mathematics – The National Curriculum

INFANT 3:

Heinemann Mathematics 2+ and 3 Teacher notes, Assessment and Resources Pack

Folens Maths for the more able Book 2


JUNIOR RESOURCES (KEPT IN CENTRAL AREA)

JUNIOR 1:


Folens Maths for the more able – Book 3

Maths Spotlight Book 3 – Teachers Guide and Activity sheets

ICT Numeracy Link 3 – Heinemann


JUNIOR 2:





JUNIOR 3:


Folens Maths for the more able – Book 5ICT Numeracy ink 5 – Heinemann


JUNIOR 4:

Heinemann Mathematics 7/8 Teacher notes, Assessment and Resources Pack




BOOKS FOR GENERAL USE:

Heinemann Maths Plus Assessment File KS2

Mathematics – lessons at a moments notice by David Cotton

Mathematical challenges for more able pupils in KS1 and KS2 – NNS

Succeed in Maths – Key stage 3

Thinking skills – ages 5 to 7 by Georgie Beasley

Meeting the needs of your most able pupils: Mathematics – Lynne McClure and Jennifer Piggott

Numeracy Strategy

DFEE Mathematics – The National Curriculum

COMPUTER SOFTWARE

NURSERY:

Jump Ahead Pre-school pack

Fizzes Numbers

RECEPTION:

2 Simple Software

2 Go (direction turtle)

2 Graph (data)

Easiteach

Smart Notebook

INFANT 2:

Heinemann Maths 2

Easiteach

Smart Notebook

INFANT 3:

Number:

Number Skills (SATS Key Stage 1)

Key Stage Maths Invaders (Key Stage 1-4)

Sorting, counting, place value, Carroll and Venn Diagrams, matching, pairs Grid referencing:

Do IT

Telling the Time:

Talking Clocks Plus

Place value, weighing, symmetry, time, area, logic, function machines:

Maths Factory


Maths Invaders

Crystal Rainforest x 10

Simple Fractions x 9

Sharing and division x 10

Serious Sums x 2

Maths Factory (7 to 12) x 2

Junior Arithmatrix x 1

Easiteach

Smart Notebook

Maths rabbit

Maths made easy

SATs Maths tests

KS3 SATs Mental Maths.

VIDEO


Year 3-4 Money – Eazy

Year 5 2D Shape – Eazy

Year 6 Time – Eazy

JUNIOR RESOURCES ( KEPT IN J3 CUPBOARD)

PAPER

Tissue circles, gummed squares, coloured paper, card

1cm squared paper

2cm squared paper

graph paper

plain paper

tracing paper

dotty paper - squares and triangles

lined paper

OHP LAMINATES

Large dial clock x 2

Small clocks – assorted faces x 10

Calculator

Purse, money

Number lines – varied

Fraction tiles

2D shapes

Graph paper

100 square

Scales – varied

Venn diagram

Function factory

10 by 10 tables square – blank and complete

EQUIPMENT

Number and Place Value

NURSERY:

Number rods

Number rods and cards

Spindles

The Golden Beads – 1 golden bead unit, 1 bar of 10 golden beads, 1 square of 10 bars

(100), cube of 10 squares of 10 bars (1000)

Large number cards

Bead bars

Short bead stair

Teen board

Tens board

Unifix cubes

Number jigsaws

Stamp sets

Plastic Money

Shape insets

Sandpaper numbers

Numbers and counters

RECEPTION:

Unifix cubes

Number lines – 0 to 10, 0 to 20

Money stamps, plastic money, money dice

Beads and buttons for threading and sorting

Number fans

Sorting teddies/fruit/camels/transport

Giant number line

Number puzzles and games

Number tiles

INFANT 2:

Unifix cubes

Number lines

Number squares

Number chart

Tables chart for wall

Cuisenaire rods

Maths chains – number bonds to 20

Plastic money, number stamps

Number fans

INFANT 3:

Unifix cubes

Number lines

Number squares

Hundreds, tens and units

Plastic money,

Number fans

Calculators

JUNIOR AND INFANT RESOURCES (KEPT IN CENTRAL AREA)

Unifix cubes, cm cubes

Number lines

Number squares

Thousands Hundreds, tens and units

Plastic money

Number fans

Calculators

Hoops for sorting and sharing

Multiple caterpillars

Straws

Notation boards

Table’s squares

Dominoes

Large dice, small dice – assorted

Fraction boards

Counting sticks

Cuisenaire rods

Decimal place value cards

Fraction/percentage towers

Auntie Bessie’s fraction game

Playing cards x 15

Fraction action card game

Timestable card game

Maths snap card game

MEASURES – LENGTH

NURSERY:

The wooden cylinders

Knobless cylinders

The pink tower

Broad stair

Long rods

Colour tablets

Binomial cube

RECEPTION:

INFANT 2:

30cm rulers

INFANT 3:

30cm rulers


Metre sticks

Metre strips

Cm tape measures

Protractors – 360 and 180

30cm rulers

Trundle wheels x 4

MEASURES – VOLUME

NURSERY:

Sand tray, water tray


Bath

Saucepans

Jugs – large and small

Jars – assorted

Cups and mugs – assorted

Milk bottle, 21 bottles, 11 bottles, ½ litre bottles, other assorted small containers

Teapot, eggcups, dishes

Funnels x 3

Measuring jugs – 2L, 1L x 4, ½ litre, ¼ litre, 1/8 litre,

Cubes – 1000ml, 500ml, 250ml, 100ml

MEASURES – WEIGHT

NURSERY:

The Baric tablets

Balance scales

RECEPTION:

Balance Scales

INFANT 3:

Golden beads


Balance scales x 4

Weights – 2kg, 1kg, 1/2kg, 200g, 100g, 50g, 20g, 10g, 5g, 2g, 1g

1Kg bag of pasta

Sand, peas, lentils, sawdust, spoons

Weighing scales

Tins A B C

Assorted parcels for weighing

Marbles

MEASURES – SHAPE

NURSERY:

Geometric cabinet

Geometric solids

Shape insets

Knobless cylinders

2D and 3D shapes

RECEPTION:

3D shapes – cube, cuboid, cones, cylinders, ovoid, sphere, prisms – triangular,

hexagonal, pentagonal, pyramids – square-based, triangle-based.

2D shapes – square, rectangle, circle, triangle, pentagon, hexagon

INFANT 2:

1 set of solid shapes/building bricks


3D shapes – cubes, cuboids, cones, cylinders, spheres, hemisphere, prisms – triangular, square, hexagonal, pentagonal, pyramids – square-based, triangle-based, pentagon-based, hexagon-based, octagon-based.

2D shapes – squares, rectangles, circles, semi-circles, triangle-equilateral, isosceles, right angled, pentagons, hexagons, heptagons, octagons, decagons, parallelograms, rhombus, kites, trapezium

Mirrors

Nets

Nailboard, elastic bands

Peg boards and coloured pegs

Geo strips

MEASURES – TIME

NURSERY:

Clock faces

RECEPTION:

Clock stamp

Clock face

INFANT 2:

Clock face

Clock stamp


Large clocks – digital and analogue

Small clocks – x 22

Clock stamps x 3

Stopclock timers x 2

Time dominoes

This policy is reviewed according to our 3 year rolling development plan following discussion among staff and between the Headmaster and the Principal. The intention is to develop the Maths curriculum further to address the continually changing and developing needs of the school.

Date: 17/05/15

Date post:	10-Mar-2018
Category:	Documents
Upload:	vanthuan
View:	214 times
Download:	2 times

NURSERY – MATHEMATICS - Welcome to Stratford ... Term Plans/Mathematics... · Web viewPupils are...

Documents