     Maths

At Hatherley Infant School we believe that a high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.
The children follow the National curriculum for mathematics which ensures they become fluent in the fundamentals of mathematics, reason mathematically and apply their mathematics to solve problems.
We aim to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. The children work with numerals, words and the four operations (add, subtract, multiply and divide). At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children also learn to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
We provide a daily ‘Maths Session’ which allows the children to take on new skills and apply these in a range of contexts to deepen their understanding. We aim for the children to become competent mathematicians and give them time to reinforce previous learning in a daily ‘Maths Meeting’. Learning maths is like learning a new language and it needs continuous repetition to help children learn it and remember it.
Mathematics curriculum – Year 1

Number – number and place value

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.

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.

Number – multiplication and division

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.

Number – fractions

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.

Measurement

Pupils should be taught to:

• compare, describe and solve practical problems for:
• lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
• mass/weight [for example, heavy/light, heavier than, lighter than]
• capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
• time [for example, quicker, slower, earlier, later]
• measure and begin to record the following:
• lengths and heights
• mass/weight
• capacity and volume
• time (hours, minutes, seconds)
• recognise and know the value of different denominations of coins and notes
• sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
• recognise and use language relating to dates, including 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.

Geometry – properties of shapes
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].

Geometry – position and direction
Pupils should be taught to:

• describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Mathematics curriculum – Year 2

Number – number and place value

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
• 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.

Pupils should be taught to:

•  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
• recall and use addition and subtraction facts to 20 fluently, 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
• 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.

Number – multiplication and division

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.

Number – fractions

Pupils should be taught to:
 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.

Measurement

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 =
• 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.

Geometry – properties of shapes

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.

Geometry – position and direction

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 anti-clockwise).

Statistics

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