1. Wednesday 30th September
Maths Meeting
Wednesday 30th September

2. The National Curriculum for Maths
2014
The National Curriculum for maths aims to ensure that all pupils:
Become fluent in the basics of maths, through varied and frequent practice with increasingly complex problems over time.
Reason mathematically by following a line of enquiry, developing an argument and justifying this using mathematical language.
Solve problems by applying their maths to a variety of problems.

3. Recording Work
In EYFS most recording will be done by showing real objects. However, objects and pictures may still be used to show an understanding of calculation with older children.
Development of recording:
· by showing real objects
· counting on a number line
· a practical calculation activity on a number line
· a practical activity as a number sentence
· a number bond as a number sentence
· a written calculation

4. Progression in calculation
Children begin calculation purely with practical activities. Over time they learn to record these activities in a way that makes sense to them.
(Their own choice)
For instance - I have 3 sweets, then I get one more. The child draws the sweets.
They may draw 3 sweets and then 1 more.
When pupils are ready to record numbers they may begin to record the example as a number sentence.

5. Progression in calculation
At first children will record their counting on number lines, later moving to recording of calculation on a number line.
Pupils will use numbered number lines to record jumps, for example for 3+2, before recording on blank number lines.

6. Progression in calculation
Even past Foundation and Year 1, pupils will still work practically with equipment and real objects, but now can record their explanation of what they have done as a conventional number sentence:
= = – 3 = 14 =
They should be written in these different forms.

7. Partitioning
Once children have an understanding of place value, in other words they are convinced that 23 is 20 and 3, they can begin to use partitioning in their calculations.
Partitioning is also an appropriate strategy for larger numbers, eventually including decimals.

8. Partitioning using number lines

9. Addition using the vertical method
In Year 4 pupils may begin to record addition calculations vertically, beginning with the hundreds, then tens and then adding the ones.
We add the hundreds, then the tens, then the ones.

10. Subtraction
As with addition, subtraction is initially recorded as drawing the result of a practical activity, moving on to record this using numbers on lines or as number sentences.
Number lines, however, make the calculation easy.
We teach for the children to count up to the largest number.
Key understanding – Putting the zero on a number line for subtraction and crossing out what has been subtracted makes the subtraction more obvious.

11. Multiplication 4 lots of 5 teddies 4 x 5=20
Children’s first recording in multiplication will be by placing objects in arrays.
4 lots of 5 teddies
4 x 5=20

12. Multiplication
Concepts of multiplication develop using counting in steps, repetition of our times tables and are also extended using the array.
We then move on to use repeated addition. 4x
Objects, arrays, number lines and number sentences will continue to be the main methods of recording.
8 x 23 = x x x 3 =
= 184

13. Division
As with multiplication, division is recorded with objects, arrays, number lines or number sentences.
In Key Stage 1 we use ‘sharing’ when solving problems.

14. Division
Calculations with remainders are also recorded on a number line.
17 ÷ 8 = 2 with 1 left over

15. EYFS
Numbers
months
• Uses some number names and number language spontaneously.
• Uses some number names accurately in play.
• Recites numbers in order to 10.
• Knows that numbers identify how many objects are in a set.
• Beginning to represent numbers using fingers, marks on paper or pictures.
• Sometimes matches numeral and quantity correctly.
• Shows curiosity about numbers by offering comments or asking questions.
• Compares two groups of objects, saying when they have the same number.
• Shows an interest in number problems.
• Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.
• Shows an interest in numerals in the environment.
• Shows an interest in representing numbers.
• Realises not only objects, but anything can be counted, including steps, claps or jumps.

16. EYFS Shape, Space and Measure 30 - 50 months
• Shows an interest in shape and space by playing with shapes or making arrangements with objects.
• Shows awareness of similarities of shapes in the environment.
• Uses positional language.
• Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
• Shows interest in shapes in the environment.
• Uses shapes appropriately for tasks.
• Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

17. EYFS Numbers 40 – 60+ months • Recognises numerals 1 to 5.
• Counts up to three or four objects by saying one number name for each item.
• Counts actions or objects which cannot be moved.
• Counts objects to 10, and beginning to count beyond 10.
• Counts out up to six objects from a larger group.
• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
• Counts an irregular arrangement of up to ten objects.
• Estimates how many objects they can see and checks by counting them.
• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
• Finds the total number of items in two groups by counting all of them.
• Says the number that is one more than a given number.
• Finds one more or one less from a group of up to five objects, then ten objects.
• Beginning to use the vocabulary involved in adding and subtracting.
• Begins to identify own mathematical problems based on own interests and fascinations.
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

18. EYFS
Numbers
40 – 60+ months
• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
• Selects a particular named shape.
• Can describe their relative position such as ‘behind’ or ‘next to’.
• Orders two or three items by length or height.
• Orders two items by weight or capacity.
• Uses familiar objects and common shapes to create and recreate patterns and build models.
• Uses everyday language related to time.
• Beginning to use everyday language related to money.
• Orders and sequences familiar events.
• Measures short periods of time in simple ways.

19. Key Learning in Mathematics – Year 1
Number- Number and Place Value
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Count in multiples of twos, fives and tens.
Read and write numbers to 100 in numerals.
Read and write numbers from 1 to 20 in numerals and words.
Identify and represent numbers using objects and pictorial representations including the number line.
Use the language of: equal to, more than, less than (fewer), most, least.
Given a number, identify one more and one less.
Number-Addition and Subtraction
Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.
Represent and use number bonds and related subtraction facts within 20.
Add and subtract one-digit and two-digit numbers to 20, including zero.
Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =  - 9.
Number- Multiplication and Division
Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of an adult.
Number-Fractions
Recognise, find and name a half as one of two equal parts of an object shape or quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Measurement
Measure and begin to record:
Lengths and heights, (long/short, longer/shorter, tall/short, double/half.
Mass/weight, (heavy/light, heavier than/lighter than)
Capacity and volume, (full/empty, more than/less than, half, half full, quarter)
Time (quicker/slower/earlier/later)
Recognise and use language relating to dates, including days of the week, weeks, months and years
Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Recognise and know the value of different denominations of coins and notes.
Geometry-Properties of Shapes
Recognise and name common 2-D shapes, including rectangles, including squares, circles and triangles.
Recognise and name common 3-D shapes, including cuboids, cubes, pyramids and spheres.
Geometry-Position and Direction
Describe position and direction.
Describe movement, including whole, half, quarter and three-quarter turns.

20. Key Learning in Mathematics – Year 2
Number- Number and Place Value
Count in steps of 2, 3 and 5 from 0, and in 10’s from any number, forward and backward.
Recognise the place value of each digit in a two digit number (tens and ones).
Identify, represent and estimate numbers using different representations, including the number line.
Compare and order numbers from 0 up to 100; Use <,> and = signs.
Read and write numbers to at least 100 in numerals and in words.
Use place value and number facts to solve problems.
Number-Addition and Subtraction
Solve problems with addition and subtraction:
Use concrete objects and pictorial representations, including those involving numbers, quantities and measures.
Apply their increasing knowledge of mental and written methods.
Recall and use addition and subtraction facts to 20 and derive and use related facts up to 100.
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
A two-digit number and ones.
A two-digit number and tens.
Two two-digit numbers.
Add three one-digit numbers.
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Measurement
Choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); Temperature (°C); Capacity (l/ml) to the nearest unit, using rulers, scales, thermometers and measuring vessels.
Compare and order lengths, mass, volume/capacity, and record the results using <,> and =.
Recognise and use the symbols for pounds (£) and pence (p); combine amounts to make a 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.
Compare and sequence intervals of time.
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Know the number of minutes in an hour and the number of hours in a day.
Geometry-Properties of Shapes
Identify and describe the properties of 2d shapes, including the number of sides and line symmetry in a vertical line.
Identify and describe the properties of 3d shapes, including the number of edges, faces and vertices.
Identify 2d shapes on the surface of 3d shapes, for example a circle on a cylinder and a triangle on a pyramid.
Compare and sort common 2d and 3d shapes and everyday objects.

21. Key Learning in Mathematics – Year 2
 Number- Multiplication and Division
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the x, ÷ and =signs.
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.
Solve problems using multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Number-Fractions
Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.
Write simple fractions for example, 1/2 of 6=3 and recognise the equivalence of 2/4 and 1/2.
Geometry-Position and Direction
Order and arrange a combination of objects into patterns and sequences.
Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns (clockwise and anti-clockwise).
Statistics
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
Ask and answer questions about totalling and comparing data.

22. Key Learning in Mathematics – Year 3
Number- Number and Place Value
Count from 0 in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given number.
Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
Compare and order numbers up to 1000.
Identify, represent and estimate numbers using different representations.
Read and write numbers up to 1000 in numerals and in words.
Solve number problems and practical problems involving these ideas.
Number-Addition and Subtraction
Add and subtract numbers mentally, including:
a three-digit number and ones
a three-digit number and tens
a three-digit number and hundreds
Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
Estimate the answer to a calculation and use inverse operations to check answers.
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. 

23. Key Learning in Mathematics – Year 3
Number- Multiplication and Division
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
Solve problems, including missing number problems, involving multiplication and division (and interpreting remainders), including positive integer scaling problems.
Measurement
Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
Measure the perimeter of simple 2-D shapes.
Add and subtract amounts of money to give change, using both £ and p in practical contexts.
Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
Estimate/read time with increasing accuracy to the nearest minute.
Record/compare time in terms of seconds, minutes, hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon, midnight.
Know the number of seconds in a minute and the number of days in each month, year and leap year
Compare durations of events (for example to calculate the time taken by particular events or tasks).
Geometry-Properties of Shapes
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
Recognise angles as a property of shape or a description of a turn
Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

24. Key Learning in Mathematics – Year 4
Number- Number and Place Value
Count in multiples of 6, 7, 9, 25 and 1000.
Find 1000 more or less than a given number.
Count backwards through zero to include negative numbers.
Recognise the place value of each digit in a four-digit number.
Order and compare numbers beyond 1000.
Identify, represent and estimate numbers using different representations.
Round any number to the nearest 10, 100 or 1000
Solve number and practical problems that involve all of the above and with increasingly large positive numbers.
Read Roman numerals to 100 and know that over time, the numeral system changed to include the concept of zero and place value.
Number-Addition and Subtraction
Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.
Estimate; use inverse operations to check answers to a calculation
Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
Measurement
Convert between different units of measure [e.g. kilometre to metre; hour to minute].
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.
Find the area of rectilinear shapes by counting squares.
Estimate, compare and calculate different measures, including money in pounds and pence.
Read, write and convert time between analogue and digital 12- and 24-hour clocks
Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

25. Key Learning in Mathematics – Year 4
Geometry-Properties of Shapes
Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
Identify acute and obtuse angles and compare and order angles up to two right angles by size.
Identify lines of symmetry in 2-D shapes presented in different orientations.
Complete a simple symmetric figure with respect to a specific line of symmetry.
Geometry-Position and Direction
Describe positions on a 2-D grid as coordinates in the first quadrant.
Plot specified points and draw sides to complete a given polygon.
Describe movements between positions as translations of a given unit to the left/right and up/down.
Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts, time graphs.
Statistics
Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts, time graphs.
Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

26. Key Changes Introduced
It goes further than the previous curriculum. There's quite a lot of new content.
Lots of objectives have been brought down from the next year group.
There is a renewed emphasis on problem solving .
Old levels have gone -the government has announced that National Curriculum levels have been abolished. Schools will be expected to report to parents on children's progress.

27. Tests and Assessments
End of Key Stage Assessments- Year 2, Year 4 tests
Rising Stars Assessments
Levels- width of levels

28. Maths at Swallowfield
Use lots of resources- Numicon, base 10, 100 squares, number lines, Unifix etc.
Make Maths fun and as realistic as possible.
As many practical activities as possible- Learning journal.
Maths at all times-covered in all sessions-‘Board Maths’, times tables chanting
As much outdoor learning as possible.
(in all year groups)
- new 100 square and compass points

29. Thank you for coming
Any questions

30. Handouts Maths in the Early Years Foundation Stage
Key Learning in Year 1.
Key Learning in Year 2.
Key Learning in Year 3.
Key Learning in Year 4.
‘Progression in Maths’ document
Calculation Policy