1. Year 1, 2 & 3 Maths

2. September 2014 - new mathematics curriculum. It sets out targets for each year group. Expectations for children of that age group to achieve by the end of that academic year

3. At Home Keep it fun – there are lots of games and computer games available on DB Primary /Mathletics www.ictgames.co.uk/www.topmarks.co.uk Keep it real – practise maths for real purposes such as going shopping, sorting out laundry, measuring for cooking etc. Children are more motivated to learn when there is a real purpose for their learning.

4. Statutory requirements in Number and Place Value Year1 Pupils should be taught to:  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  given a number, identify one more and one less  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least  read and write numbers from 1 to 20 in numerals and words

5. Statutory requirements in Number and Place Value Year 2 Pupils should be taught to:  count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward  recognise the place value of each digit in a two-digit number (tens, ones)  identify, represent and estimate numbers using different representations, including the number line.

6.  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.

8. Encourage your children to do Maths. Pennies, buttons, pasta, trees. Can they total the number of legs to the number of animals in a pen? Involve them the shopping with mini tasks. Look at the three digits on a car’s number plate (928). What’s the largest/ smallest number you can make? (982/ 289) What is the total if you add the numbers together? Count up in tens – 928, 938, 948…

9. Statutory requirements for Addition and Subtraction Year 1 Pupils should be taught to:  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.

10. Statutory requirements for Addition and Subtraction Year 2 Pupils should be taught to:  solve problems with + and –  concrete objects and pictures including those involving numbers, quantities and measures  applying their increasing knowledge of mental and written methods  recall and use – and + facts to 20 fluently, and derive and use related facts up to 100

11. + and – mentally numbers: concrete objects, pictures and mentally, including:  a two-digit number and ones  a two-digit number and tens  two two-digit numbers  adding three one-digit numbers  show that + 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.

13. Play ‘ping pong’ to practise complements with your child. You say a number. They reply with how much more is needed to make 10. You can also play this game with numbers totalling 20, 100 or 1000. Encourage your child to answer quickly, without counting or using fingers Give your child a number fact (e.g. 5+3=8). Can they give alternatives in context? Throw 2 dice. Ask your child to find the total of the numbers (+), the difference between them (-) or the product (x). Can they do this without counting?

14. Statutory requirements for multiplication and division Year 1 Pupils should be taught to:  solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

15. Statutory requirements for multiplication and division Year 2 Pupils should be taught to:  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 multiplication (×), division (÷) and equals (=) signs  show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot  solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

17. Food can be a very motivating way of learning their times tables and the corresponding division facts! Sweets can be grouped and counted Children can count the count apples in groups as they put them in the fruit bowl. Counting socks in pairs, and so on. Pose questions in context such as; There are five people in our family. If we have 2 biscuits each, how many will we eat altogether? I have 25 sweets. If I share them between you and your four friends, how many will you get each? Peel an orange. Divide it into segments. Count how many there are. Eat one piece. How many do you have left? Eat half of the segments. How many pieces did you eat?

18. Statutory requirements for Fractions Year 1 Pupils should be taught to:  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

19. Statutory requirements for Fractions Year 2 Pupils should be taught to:  recognise, find, name and write fractions 1/3, ¼, 2/4, 3/4 of a length, shape, set of objects or quantity  write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of and ½.

21. Practise fractions by cutting pizza or sandwiches into halves and quarters. Is there a different way that I could cut my sandwich into quarters. Consider fractions as a number. eg. Halve these 20 sweets, or a quarter of these 20 sweets. 1 of the four piles.

22. Statutory requirements for Measurement Year 1 Pupils should be taught :  lengths and heights  mass/weight  capacity and volume  recognise and know the value of different denominations of coins and notes  sequence events in chronological order using language  days of the week, weeks, months and years  tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

23. Statutory requirements for Measurement Year 2 Pupils should be taught to:  choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels  compare and order lengths, mass, volume/capacity and record the results using >, < and =

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

27. Buy your child a pocket diary or calendar and help them plan out a daily timetable for their week. Write in the times of activities on the days of the week. How many days/ weeks until your birthday/ Christmas/ our holiday? Can they tell the time? How many minutes until their film starts? Can they watch their film if they only have a certain amount of time before bedtime? Do some cooking! Let your child help you weigh the ingredients they need in grams and kilograms. Practise doubling/ halving Read a variety of scales, horizontal and vertical.

28. Encourage them to play ‘Shop.’ Could they buy different items with the money they have? Have they given the correct change? Prove it! Money can also be very motivating! The real stuff is the best! Allow children to sort coins. How many different combinations could they use to buy some thing? Can they find the change by counting on/back?

29. Statutory requirements for Properties of Shape Year 1 Pupils should be taught to:  recognise and name common 2-D and 3-D shapes, including:  2-D shapes [for example, rectangles (including squares), circles and triangles]  3-D shapes [for example, cuboids (including cubes), pyramids and spheres

30. Statutory requirements for Properties of Shape Year 2 Pupils should be taught to:  identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line  identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces  identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]  compare and sort common 2-D and 3-D shapes and everyday objects.

32. Look for shapes all around you and encourage your child to name and describe them. 2D or 3D? Properties? How many shapes can you see in this room?

33. Statutory requirements for position and Direction Year 1 Pupils should be taught to:  describe position, direction and movement, including whole, half, quarter and three-quarter turns.

34. Statutory requirements for position and Direction Year 2 Pupils should be taught to:  order and arrange combinations of mathematical objects in patterns and sequences  use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise).

35. Statistics Year 2 Pupils should be taught to:  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 categorical data.

36. Statistics Year 3 Pupils should be taught to: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables

37. Encourage your child to explain how they calculated a problem. Remember that they may use a variety of methods to solve a problem. There is no right or wrong way so long as they calculate the answer correctly in the end!

38. Maths is all around us and we’re using it everyday! Many of you will already be doing these mathematical activities and practising your child’s numerical skills without even thinking about it! The most important thing is to make learning maths FUN!