EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM GUIDANCE NOTES Progression Maps: The progression maps are structured using the topic headings as they appear in the National Curriculum: *Number – Number and Place Value *Number – Addition and Subtraction *Number – Multiplication and Division *Number- Fractions (including decimals and percentages) *Measurement *Geometry – properties of shapes *Geometry – position and direction *Statistics *Algebra Each of the above categories has been divided into sub categories to illustrate progression in key areas. All programmes of study statements are included and some appear twice. This is indicated in the text. This occurs where: -

The statement has central relevance to more than one sub category within a topic; The statement has central relevance to more than one mathematics topic. This is done to reflect the aims of the curriculum that pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems (Mathematics programmes of study: key stages 1 page 3). However the connections made are not intended to be exhaustive and teachers should seek to support pupils in making other connections.

NB: text written in blue font is additional Eastfield Infant & Nursery Mathematical provision.

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Number: Number & Place value COUNTING Year 1 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

Year 2

count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward

given a number, identify one Count up to 100 objects by more and one less and 10 grouping them and counting more or less for multiples of in tens, fives or twos 10 Count reliably at least 20 objects, recognizing that when rearranged the number of the objects stays the same READING AND WRITING NUMBERS (including Roman Numerals) Year 1 Year 2 read and write numbers read and write numbers to from 1 to 20 in numerals and at least 100 in numerals and words in words

COMPARING NUMBERS Year 1 Year 2 use the language of: equal compare and order numbers to, more than, less than from 0 up to 100; use <, > (fewer), most, least and = signs Recognise patterns in the number systems, including odd & even

Compare & order numbers, using the related vocabulary

Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers Describe patterns and relationships involving numbers, make predictions and test these with examples

IDENTIFYING, REPRESENTING AND ESTIMATING NUMBERS Year 1 Year 2 identify and represent identify, represent and numbers using objects and estimate numbers using pictorial representations different representations, including the number line including the number line Estimate a number of Estimate a number of objects that can be checked objects; round two-digit by counting numbers to the nearest 10

UNDERSTANDING PLACE VALUE Year 1 use place value to position these numbers on a number line or track.

Year 2 recognise the place value of each digit in a two-digit number (tens, ones)

ROUNDING Year 1

Begin to round numbers to the nearest 10 using a number line or track

Year 2

round two-digit numbers to the nearest 10

PROBLEM SOLVING Year 1 Year 2 Recognise and know the value of different denominations of coins and notes (link to place Present solutions to puzzles and problems in an organised way; explain decisions, methods value) and results in pictorial, spoken or written form, using mathematical language and number sentences Solve problems involving counting, doubling & halving in the context of numbers use place value and number facts to solve problems Describe ways of solving puzzles & problems, explaining choices & decisions orally or using pictures

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Number: Addition & Subtraction NUMBER BONDS Year 1 Derive & recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts

Year 2 recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

Represent and use number bonds and related subtraction facts within 20 Recall the doubles of numbers to at least 10 Use known number facts to derive new facts when adding and subtracting INVERSE OPERATIONS, ESTIMATING AND CHECKING ANSWERS Year 1 Year 2 Understand subtraction as recognise and use the ‘take away’ & find a inverse relationship between difference by counting up addition and subtraction and use this to check calculations and solve missing number problems.

MENTAL CALCULATION Year 1 Year 2 add and subtract one-digit add and subtract numbers and two-digit numbers to 20, using concrete objects, including zero pictorial representations, and mentally, including: Describe simple patterns & * a two-digit number and relationships involving ones numbers; decide whether * a two-digit number and examples satisfy given tens conditions * two two-digit numbers * adding three one-digit numbers read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

WRITTEN METHODS Year 1 Year 2 read, write and interpret use practical and informal mathematical statements written methods to add and involving addition (+), subtract two-digit numbers subtraction (-) and equals (=) signs Use practical & informal written methods to support the subtraction of a one-digit number from a one-digit number or a two-digit number and a multiple of 10 from a two-digit number

Use the symbols +, −, × , ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ☐ ÷ 2 = 6, 30 − ☐ = 24)

show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot PROBLEM SOLVING

Year 1 Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers. solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7=-9

Year 2 solve problems with addition and subtraction: * using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods Solve problems involving addition, subtraction, in contexts of numbers, measures or pounds and pence solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change (copied from Measurement)

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Number: Multiplication & Division MULTIPLICATION & DIVISION FACTS Year 1 Year 2 count in multiples of twos, count in steps of 2, 3, and 5 fives and tens from 0, and in tens from any (copied from Number and number, forward or Place Value) backward (copied from Number and Place Value) recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves PROBLEM SOLVING Year 1 Year 2 solve one-step problems solve problems involving involving multiplication and multiplication and division, division, by calculating the using materials, arrays, answer using concrete repeated addition, mental objects, pictorial methods, and multiplication representations and arrays and division facts, including with the support of the problems in contexts of teacher numbers, measures or pounds and pence

MENTAL CALCULATION Year 1

Year 2 show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

WRITTEN CALCULATION Year 1

Year 2 calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Number: Fractions COUNTING IN FRACTIONAL STEPS Year 1

Year 2 Pupils should count in fractions up to 10, starting from any number and using the1/2 and 2/4 equivalence on the number line (Non Statutory Guidance)

RECOGNISING FRACTIONS Year 1 recognise, find and name a half as one of two equal parts of an object, shape or quantity

Year 2 Find one half, one quarter and three quarters of shapes and sets of objects

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

recognise, find, name and 1

1

2

write fractions / , / , / 3

3

4

4

and / of a length, shape, set 4

of objects or quantity

EQUIVALENCE (INCLUDING FRACTIONS, DECIMALS AND PERCENTAGES) Year 1 Year 2 write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Measurement COMPARING AND ESTIMATING Year 1 compare, describe and solve practical problems for: *

*

*

*

lengths and heights [e.g. long/short, longer/shorter, tall/short, double/half] mass/weight [e.g. heavy/light, heavier than, lighter than] capacity and volume [e.g. full/empty, more than, less than, half, half full, quarter] time [e.g. quicker, slower, earlier, later]

sequence events in chronological order using language [e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

Year 2 compare and order lengths, mass, volume/capacity and record the results using >, < and =

compare and sequence intervals of time

Estimate, measure, weigh & compare objects, choosing & using suitable uniform nonstandard or standard units & measuring instruments (e.g. a lever balance, metre stick or measuring jug)

MEASURING and CALCULATING Year 1 Year 2 measure and begin to record choose and use appropriate the following: standard units to estimate * lengths and heights and measure length/height * mass/weight in any direction (m/cm); * capacity and volume mass (kg/g); temperature * time (hours, minutes, (°C); capacity (litres/ml) to seconds) the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels use a ruler to draw and measure lines to the nearest centimetre recognise and know the recognise and use symbols value of different for pounds (£) and pence denominations of coins and (p); combine amounts to notes make a particular value find different combinations of coins that equal the same amounts of money solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered)

CONVERTING Year 1

Year 2 Know the number of minutes in an hour and the number of hours in a day. (appears also in Telling the Time)

TELLING THE TIME Year 1 Year 2 tell the time to the hour and tell and write the time to five half past the hour and draw minutes, including quarter the hands on a clock face to past/to the hour and draw show these times. the hands on a clock face to show these times. Compare, describe and solve practical problems for time (e.g. quicker, slower, earlier, later).

recognise and use language relating to dates, including days of the week, weeks, months and years

know the number of minutes in an hour and the number of hours in a day. Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour

PROBLEM SOLVING Year 1 Solve problems involving counting, adding, subtract, doubling & halving in the context of measures & money (e.g. to ‘pay’ & ‘give change’)

Year 2

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Geometry: Properties of shape IDENTIFYING SHAPES AND THIER PROPERTIES Year 2 Year 1 recognise and name common 2-D and 3-D identify and describe the properties of 2-D shapes, including: shapes, including the number of sides and * 2-D shapes [e.g. rectangles line symmetry in a vertical line (including squares), circles and triangles] * 3-D shapes [e.g. cuboids (including identify and describe the properties of 3-D cubes), pyramids and spheres]. shapes, including the number of edges, vertices and faces Begin to understand the term ¾ - needed for geometry identify 2-D shapes on the surface of 3-D

COMPARING AND CLASSIFYING Year 1 Year 2 Visualise and name common 2D shapes and compare and sort common 2-D and 3-D 3D solids and describe their features; use shapes and everyday objects them to make patterns, pictures and models Describe patterns and shapes, make predictions and test these with examples

Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties

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

Geometry: Position & Direction POSITION, DIRECTION AND MOVEMENT Year 1 Describe position, direction and movement, including half, quarter and three-quarter turns.

Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door). Visualise and use everyday language to describe the position of objects and direction and distance when moving them (e.g. when placing or moving objects on a board game)

Year 2 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 anti-clockwise) Follow and give instructions involving position, direction and movement

PATTERN Year 1 Describe simple relationships involving shapes; decide whether examples satisfy given conditions.

Year 2 order and arrange combinations of mathematical objects in patterns and sequences

EASTFIELD INFANT & NURSERY SCHOOL MATHEMATICS CURRICULUM

Statistics INTERPRETING, CONSTRUCTING AND PRESENTING DATA Year 1 Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms

Year 2 interpret and construct simple pictograms, tally charts, block diagrams and simple tables

Use diagrams to sort objects and numbers into groups according to a given criterion; suggest a different criterion for grouping the same items.

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 Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data

Algebra EQUATIONS Year 1 solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7=-9 (copied from Addition and Subtraction)

Year 2 recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. (copied from Addition and Subtraction)

represent and use number bonds and related subtraction facts within 20 (copied from Addition and Subtraction)

recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 (copied from Addition and Subtraction)

SEQUENCES Year 1 Year 2 sequence events in chronological order using compare and sequence intervals of time language such as: before and after, next, (copied from Measurement) first, today, yesterday, tomorrow, morning, order and arrange combinations of afternoon and evening mathematical objects in patterns (copied from Measurement) (copied from Geometry: position and direction)