Maths

Overview

At Witley C of E Infant School, in line with the new curriculum, we aim to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Principles of the Teaching and learning of Mathematics

Key Stage 1- Years 1 & 2

The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

I like learning. I really like Maths.
I like Maths because you can add numbers.

Topic Maps 2018/19 Academic Year

Weeks
1
2
3
4
5
6
7
8
9
10
11
12
Autumn
  • To count, read and write forwards and backwards to 10.
  • To use the language ‘more than’, ‘less than’ and ‘equal to’.
  • To identify one more and one less.
  • To introduce =, < and > symbols.
  • To compare groups and numbers.
  • To use a number line.
    To know number bonds within 10.
  • To understand the language of addition and subtraction.
  • To understand and use the addition and subtraction symbols.
  • To count to 50 and back.
  • To use a number line to add and subtract.
  • To begin to recognise and use place value in numbers to 20; to partition numbers into tens and ones.
  • To say the number that is one more and one less than a given number.
  • To compare lengths, weights and capacity.
  • To recognise coins and notes.
  • To use coins to solve money problems.
Spring
  • Addition and Subtraction – To add and subtract up to 20 using a variety of strategies including a
    number line.
  • Money – To make amounts up to 20p and to use subtraction to find change up to 20p.
  • Data handling – To collect data and represent it in a bar chart.
  • To count in 2s, 5s and 10s forwards and backwards.
  • Place value up to 50 and to count and group in 10s.
  • To understand 10s and 1s.
  • To look at standard and non-standard units of measurement for length and height, weight and
    volume and time.
  • To sort 2D and 3D shapes and describe their properties.
  • To use directional language including quarter, half and whole turns.
Summer
  • To count in 10s
  • To make and add equal groups
  • To make arrays and doubles
  • To make equal groups- grouping and sharing
  • To halve shapes or objects
  • To halve a quantity
  • To find a quarter of a shape or object
  • To find quarter of a quantity
  • To recognise coins and make amounts
  • To recognise notes and make amounts
  • To solve money problems
  • To describe, sort and order events
  • To know the days of the week
  • To tell the time to the hour
  • To tell the time to the half hour
  • To use hours, minutes and seconds and compare time
  • To carry out a traffic survey
Weeks
1
2
3
4
5
6
7
8
9
10
11
12
Autumn
  • To read and write numbers accurately up to 100 in numerals and words.
  • To count in steps 2, 3, 5 and 10.
  • To count on and back from a given number in 10s.
  • To recognise the place value of each digit in a 2 digit number.
  • To partition 2 digit numbers into tens and ones.
  • To understand + and – are inverse operations and “undo” each other.
  • To use directions and coordinates to navigate around a grid left, right, quarter and half turn.
  • To count on in 10s and then 1s to add.
  • To count back in 10s and then 1s to subtract.
  • To use measures – time.
  • Fact families- addition and subtraction to 20
  • To check calculations
  • To compare number sentences
  • To use bonds to 100
  • To add and subtract 1s and 10s
  • To add and subtract a 2 digit and 1 digit number- crossing 10
  • To add 2 digit numbers- not crossing 10- add ones and 10s
  • Subtract a 2 digit number from a 2 digit number- not crossing 10
  • To subtract a 2 digit number form a 2 digit number- crossing 10- subtract ones and tens
  • To know bonds to 100, tens and ones
  • To add 3 digit numbers
  • To use money- notes and coins, make amounts and solve 2 step problems
Spring
  • To make equal parts
  • To recognise and find a half, quarter and third of shape, money and number
  • Unit fractions and non unit fractions
  • Equivalence in fractions
  • To find three quarters
  • Recognise and make equal groups
  • Multiplication using the X symbol
  • Multiplication sentences from pictures
  • To learn to use arrays
  • 2X, 5X and 10X tables
  • Measurement- length and height
  • 2D and 3D shapes
  • Data and statistics, different methods collecting and recording
Summer
  • Geometry
  • Problem solving and efficient methods
  • Measurement- time
  • Measurement- to compare and measure mass, capacity and temperature in standard units
  • Investigations
CONTACT
  • 01428 682420
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