Curriculum – Maths

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Maths
Policy

The National Curriculum and Statutory Requirements

‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ – The National Curriculum, 2013

All pupils are expected to know, apply and understand the knowledge, skills and processes in each programme of study in the mathematics National Curriculum: place value, addition and subtraction, multiplication and division, fractions, decimals and percentages, measurement, geometry and statistics.

At the end of each key stage children will complete statutory assessments in mathematics, the results of which are reported. In the EYFS, this is will be a teacher assessed judgement informed by observations, children’s work and moderated with other practitioners. In the summer of Year 2 children will sit the Key Stage 1 SATs mathematics assessments and this mark will be considered alongside the children’s work in class, will be moderated with other practitioners. In Year 6 children will sit the Key Stage 2 SATs arithmetic and reasoning assessments, which are externally marked and reported back to the school and the local authority. Additionally, children will complete the multiplication tables check to assess their level of fluency in multiplication facts at the end of Year 4.

Aims

As a maintained school, our mathematics curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex numbers over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing and 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

At Hawkhurst CEP School, we are committed to supporting our pupils to become confident and fluent mathematicians, able to build a deep conceptual understanding of the subject and make rich connections across mathematical ideas and with other subjects. We understand that a secure understanding of mathematics not only supports pupils to make progress academically but is a key skill in both our everyday and professional lives as adults. Consequently, a high-quality mathematics education is fundamental to preparing children for their future lives and careers. We also want our pupils to enjoy mathematics and see the creativity of the subject and develop a real curiosity about number, shape and measure.

Teaching and Learning

At Hawkhurst CEP School we follow the White Rose scheme of learning and our skills progression and calculation policy are based on these small steps to develop mastery of each strand of mathematics in the National Curriculum. Teachers also draw on a wide range of resources and their own expertise to plan and deliver daily mathematics lessons. In addition to the main mathematics lesson, children in Key Stage 2 also do daily arithmetic activities to ensure that arithmetic and calculation skills are regularly revisited to develop fluency. To ensure that skills are secure, these arithmetic sessions will often follow the format of revisiting learning from ‘yesterday, last week, last term, last year’.

From the EYFS to Year 6, children are taught to think deeply about mathematics and acquire thorough conceptual understanding. Fluency, reasoning and problem-solving skills will usually be developed in every mathematics lesson and children will be confident in applying the mathematical knowledge that they have learnt to a range of contexts. The ways in which children are taught to use and work with number, including some of the concrete and pictorial methods used to develop understanding, can be found in our calculation policy. This, and the mathematics skills progression document, detail how knowledge and skills are introduced and developed across the seven years of primary school to provide children with a secure foundation in mathematics learning and prepare them well for secondary education.

Each term, classes will make links between what they are learning in mathematics and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children’s learning in mathematics will generally be recorded in their mathematics exercise books. Short arithmetic activities will often be carried out on whiteboards with these being marked together as a class to provide immediate feedback to the children. To encourage children to grow in confidence when setting out mathematics work correctly and using pictorial representations to support their learning there should not be an over-reliance on work sheets, but rather a balance between work written in books and work that might be better carried out on a sheet. Children may also record their learning in the classroom environment e.g. on the mathematics learning wall.

Teachers will assess children’s work regularly and this will be in an age-appropriate way and in line with our feedback policy. Termly assessments will be uploaded to Target Tracker and data will be analysed by SLT.

Children will have a clear understanding of how to improve their work through regular discussion with class teachers and teaching assistants.

Monitoring and Evaluating

The quality of education in mathematics will be monitored by SLT and the mathematics subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcomes through observation, work scrutinies, data analysis and pupil conferencing.

The subject leader will be responsible for managing the mathematics budget to ensure classes have sufficient resources to deliver high-quality lessons across the year.

Skills Progression

EYFS KS1 KS2
To count reliably with numbers from one to twenty.

To say which number is one more or one less than a given number from one to twenty.

To place numbers one to twenty in order.

To add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects.

To solve problems, including doubling, halving and sharing.

To use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems.

To explore characteristics of everyday objects and shapes and use mathematical language to describe them.

To recognise, create and describe patterns.

By the end of KS1 children should be able to:

  • Read scales in divisions of ones, twos, fives and tens
  • Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
  • Add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)
  • Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)
  • Recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary
  • Identify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the whole
  • Use different coins to make the same amount
  • Read the time on a clock to the nearest 15 minutes
  • Name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry
At the end of KS2, children are assessed against the expected standard in the SATs examinations which take place in May of Year 6.

These examinations assess the skills and knowledge children have acquired in Years 3, 4, 5 and 6 as detailed below.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To recite numbers in order to 10.

To realise not only objects but anything can be counted including steps, claps or jumps.

To count up to three or four objects by saying one number name for each item.

To count out up to six objects from a larger group.

To count actions or objects which cannot be moved.

To count objects to 10.

To count an irregular arrangement of up to ten objects.

To estimate how many objects they can see and check by counting them.

To count reliably from 1 to 20.

To use number names and number language spontaneously.

To know that numbers identify how many objects are in a set.

To show an interest in representing numbers.

To represent numbers using fingers, pictures or marks on paper.

To separate a group of three or four objects in different ways, beginning to recognise that the total is still the same.

To sometimes match numeral and quantity control correctly.

To select the correct numeral to represent 1 to 10 objects.

To find one more or one less from a group of up to ten objects or a given number from 1 to 20.

To show an interest in numerals in the environment.

To use some number names accurately in play.

To recognise some numerals of personal significance and 1-20.

To compare two groups of objects, saying when they have the same number.

To use the language of ‘more’ and ‘fewer’ to compare two sets of objects.

To show an interest in number problems.

To begin to identify own mathematical problems based on own interests and fascinations.

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

Count numbers to 100 un numerals; count in multiples of twos, fives and tens.

Identify and represent numbers using objects and pictorial representations.

Read and write numbers to 100 in numerals.

Read and write numbers from 1 to 20 in numerals and words.

Given a number, identify one more and one less.

 

 

Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.

Read and write numbers to at least 100 in numerals and in words.

Identify, represent and estimate numbers using different representations, including the number line.

Recognise the place value of each digit in a two-digit number (tens, ones).

Compare and order numbers from 0 up to 100; use <, > and = signs.

Use place value and number facts to solve problems.

 

 

Count from 0 in multiples of 4, 8, 50 and 100; find 10 more 100 more or less than a given number.

Identify, represent and estimate numbers using different representations.

Read and write numbers up to 1000 in numerals and in words.

Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).

Compare and order numbers up to 1000.

Solve number problems and practical problems involving these ideas.

Count in multiples of 6, 7, 9, 25 and 1000.

Count backwards through zero to include negative numbers.

Identify, represent and estimate numbers using different representations.

Read Roman numerals to 100 (I to C) and know that over time, the numeral system changes to include the concept of zero and place value.

Find 1000 more or less than a given number.

Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones).

Order and compare numbers beyond 1000.

Round any number to the nearest 10, 100 or 1000.

Solve number and practical problems that involve all of the above with increasingly large positive numbers.

Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.

Count forwards and backwards with positive and negative whole numbers, including through zero.

Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit.

Read Roman numbers to 1000 (M) and recognise years written Roman numerals.

Interpret negative numbers in context.

Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.

Solve number problems and practical problems that involve all of the above.

Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit.

Round any whole number to a required degree or accuracy.

Use negative numbers in context and calculate intervals across zero.

Solve number and practical problems that involve all of the above.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To find the total of items in two groups by counting all of them.

To begin to use the vocabulary involved in adding and subtracting in practical activities and discussion.

To add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects.

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

 

 

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.

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.

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
  • Adding three one-digit numbers

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
Estimate the answer to a calculation and use inverse operations to check answers.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.

Solve problems, including missing. Number problems, using number facts, place value and more complex addition and subtraction.

Estimate and use inverse operations to check answers to a calculation.

Add and subtract numbers with up to four digits using the formal written methods of columnar addition and subtraction where appropriate.

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

 

Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

Add and subtract whole numbers with up to four digits, including using formal written methods (columnar addition and subtraction).

Add and subtract numbers mentally using increasingly large numbers.

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.

Perform mental calculations, including with mixed operations and large numbers.

Use their knowledge of the order of operations to carry out calculations.

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To solve problems, including doubling, halving and sharing. 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. Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.

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

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x) division (÷) and equals (=) signs.

Solve problems involving multiplication and division, using material, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

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, using mental and progressing to formal written methods.

Solve problems including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems.

Recall multiplication and division facts for multiplication tables up to 12×12.

Use place value, known and derived facts to multiply and divide mentally, including:

  • Multiplying by 0 and 1
  • Dividing by 1
  • Multiplying together three numbers

Recognise and use factor pairs and commutativity in mental in mental calculations.

Multiply two-digit and three-digit numbers by a one-digit number using formal written layout.

Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one digit, integer scaling problems and harder correspondence problems.

Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.

Establish whether a number up to 100 is prime and recall prime numbers up to 19.

Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³).

Multiply numbers up to four digits by a one- or a two-digit number using a formal written method, including long multiplication for two-digit numbers.

Multiply and divide numbers mentally drawing upon known facts.

Divide numbers up to four digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.

Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

Solve problems involving multiplication and division, including by using their knowledge of factors and multiples, squares and cubes.

Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Solve problems involving addition, subtraction, multiplication and division and a combination of these.

 

Identify common factors, common multiples, and prime numbers.

Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Multiply multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.

Divide numbers up to four digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.

Divide numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

Perform mental calculations, including with mixed operations and large numbers.

Solve problems involving addition, subtraction, multiplication and division.

Use their knowledge of the four operations to carry out calculations involving the four operations.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To solve problems, including doubling, halving and sharing. 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 two equal parts of an object, shape or quantity.

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.

Recognise the equivalence of 2/4 and 1/2.

Write simple fractions e.g. ½ of 6 = 3

Count up and down in tenths; recognise that tenths arise from dividing and object into ten equal parts and in dividing one-digit numbers or quantities by ten.

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

Recognise and show, using diagrams, equivalent fractions with small denominators.

Compare and order unit fractions, and fractions with the same denominators.

Add and subtract fractions with the same denominator within one whole e.g. 5/7+1/7=6/7

Solve problems that involve all of the above.

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Recognise and show, using diagrams, families of common equivalent fractions.

Add and subtract fractions with the same denominator.

Solve problems involving increasingly difficult fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

Recognise and write decimal equivalents of any number of tenths or hundredths.

Recognise and write decimal equivalents to 1/4, 1/2 and 3/4.

Round decimals with one decimal place to the nearest whole number.

Compare numbers with the same number of decimal places up to two decimal places.

Find the effect of dividing a one- or two-digit number by 10 and 100.

Identify the value of the digits in the answer as ones, tenths and hundredths.

Solve simple measure and money problems involving fractions and decimals to two decimal places.

Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.

Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number e.g.

2/5+4/5=6/5=1 1/5

Compare and order fractions whose denominators are all multiples of the same number.

Add and subtract fractions with the same denominator and denominators that are multiples of the same number.

Multiply proper fractions and mixed numbers by whole numbers, supported by manipulatives and diagrams.

Read and write decimal numbers as fractions

e.g. 0.71 = 71/100

Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

Round decimals with two decimal places to the nearest whole number and to one decimal place.

Read, write, order and compare numbers with up to three decimal places.

Solve problems involving numbers with up to three decimal places.

Recognise the per cent symbol (%) and understand that per cent related to ‘number of parts per hundred’, and write percentages as a fraction with a denominator of 100, and as a decimal.

Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiples of 10 or 25.

Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions > 1.

Add and subtract fractions with different denominators and mixed numbers, using the concepts of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form e.g. 1/4 x 1/2 = 1/8

Divide proper fractions by whole numbers e.g. 1/3 ÷ 2 = 1/6

Identify the value of each digit in numbers given to three decimal places.

Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.

Multiply one-digit numbers with up to two decimal places by whole numbers.

Use written division methods in cases where the answer has up to two decimal places.

Solve problems which require answers to be rounded to specified degrees of accuracy.

Associate a fraction with division and calculate decimal fraction equivalents.

Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

Solve problems involving the calculation of percentages and the use of percentages for comparison.

Solve problems involving similar shapes where the scale factor is known or can be found.

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as

7 = [ ] – 9

 

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. Solve problems including missing number problems. Use simple formulae.

Generate and describe linear number sequences.

Express missing number problems algebraically.

Find pairs of numbers that satisfy and equation with two unknowns.

Enumerate possibilities of combinations of two variables.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To order two or three items by length or height.

To order two items by weight or capacity.

To use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems.

To use everyday language related to time.

To order and sequence familiar events.

To measure short periods of time in simple ways.

To begin to use everyday language related to money.

 

Compare, describe and solve practical problems for:

  • Lengths and heights e.g. long/short, longer/shorter
  • Mass/weight e.g. heavy/light, heavier than/lighter than
  • Capacity and volume e.g. full/empty, more than/less than, half full
  • Time e.g. quicker/slower, earlier/later

Measure and begin to record the following:

  • Lengths and heights
  • Mass/weight
  • Capacity and volume
  • TimeRecognise and know the value of different denominations of coins and notes.

Sequence events in chronological order using the language of time e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

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

Tell the time to the nearest hour and half hour and draw the hands on an analogue clock to show these times.

Choose and use appropriate standard units to estimate and measure, to the nearest appropriate unit, using the appropriate equipment:

  • Length/height (m/cm)
  • Mass (kg/g)
  • Temperature (°C)
  • Capacity (l/ml)

Compare and order length, 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 amount 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.

Measure, compare, add and subtract lengths (m/cm/mm), mass (kg/g) and volume/capacity (l/ml).

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 I – XII, and 12- and 24-hour clocks.

Estimate and read the time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and 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.

Measure the perimeter of simple 2D shapes.

Convert between different units of measure e.g. km to m, hour to minute.

Estimate, compare and calculate different measures.

Estimate, compare and calculate different measures including money in pounds and pence.

Read, write and convert 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.

Measure and calculate the perimeter of a rectilinear figure in centimetres and metres.

Find the area of rectilinear shapes by counting squares.

Convert between different units of metric measure e.g. km an m; cm and m; cm and mm; g and kg; l and ml.

Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.

Use all four operations to solve problems involving measure using decimal notation, including scaling.

Use all four operations to solve problems involving measure.

Solve problems involving converting between units of time.

Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.

Calculate and compare the area of rectangles, and include using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes.

Estimate volume e.g. using 1cm³ blocks to build cuboids and capacity e.g. using water.

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places.

Convert between miles and kilometres.

Use, read, write and convert between standard units, converting measurements of time from a smaller unit of measure to a larger unit and vice versa.

Recognise that shapes with the same area can have different perimeters and vice versa.

Recognise when it’s possible to use formulae for area and volume of shapes.

Calculate the area of parallelograms and triangles.

Calculate, estimate and compare the volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³) and extending to other units.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To show an interest in shape and space by playing with shapes or making arrangements with objects.

To show an interest in shape through sustained construction activities or by talking about shapes or arrangements.

To show an interest in shapes in the environment.

To use shapes appropriately for tasks.

To begin to talk about shapes in everyday objects e.g. ‘round’ and ‘tall’.

To begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

To select particular names shapes.

To show awareness of similarities of shapes in the environment.

To explore characteristics of everyday objects and shapes and use mathematical language to describe them.

To use positional language.

To describe their relative position, such as ‘behind’ or ‘next to’.

To use familiar objects and common shapes to create and recreate patterns and build models.

To recognise, create and describe patterns.

Recognise and name common 2D shapes e.g. triangles, rectangles (including squares), circles.

Recognise and name common 3D shapes e.g. cuboids (including cubes), pyramids and spheres.

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

Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line.

Identify 2D shapes on the surface of 3D shapes e.g. a circle on a cylinder and a triangle on a pyramid.

Compare and sort common 2D shapes and everyday objects.

Recognise and name common 3D shapes e.g. cuboids (including cubes), pyramids and spheres.

Compare and sort common 3D shapes and everyday objects.

Order and arrange combinations of mathematical objects in patterns and sequences.

Use mathematical vocabulary to describe position, direction and movement in a straight line and distinguishing between rotations as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

Draw 2D shapes.

Make 3D shapes using modelling materials; recognise 3D 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 make a complete turn; identify whether angles and greater than or less than a right angle.

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Compare and classify geometric shapes including quadrilaterals and triangles, based on their properties and sizes.

Identify lines of symmetry in 2D shapes presented in different orientations.

Identify acute and obtuse angles and compare and order angles up to two right angles by size.

Identify lines of symmetry in 2D shapes presented in different orientations.

Complete a simple symmetric figure with respect to a specific line of symmetry.

Describe positions on a 2D grid as coordinates in the first quadrant.

Describe movements between positions as translations of a given unit to the left/right and up/down.

Plot specified points and draw sides to complete a given polygon.</td>

Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Use the properties of rectangle to deduce related facts and find missing lengths and angles.

Identify 3D shapes, including cubes and other cuboids, from 2D representations.

Know that angles are measured in degrees; estimate and compare acute, obtuse and reflex angles.

Draw given angles and measure them in degrees.

Identify:

  • Angles at a point on one whole turn (total 360°)
  • Angles at a point on a straight line and 1/2 a turn (total 180°)
  • Other multiples of 90°

 

Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Draw 2D shapes using given dimensions and angles.

Compare and classify geometric shapes based on their properties and sizes.

Illustrate and name parts of circles including radius, diameter and circumference and know that the diameter is twice the radius.

Recognise, describe and build simple 3D shapes, including making nets.

Find unknown angles in any triangles, quadrilaterals and any regular polygons.

Recognise angles where they meet at a point, are on a straight line or are vertically opposite and find missing angles.

Describe positions on the full coordinate grid (all four quadrants).

Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To record, using marks that they can interpret and explain. 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 totaling and comparing categorical data.

Interpret and present data using bar charts, pictograms and tables.

Solve one-step and two-step questions using information presented in scaled bar charts, pictograms and tables.

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Complete, read and interpret information in tables, including timetables.

Solve comparison, sum and difference problems using information presented in a line graph.

Interpret and construct pie charts and line graphs and use these to solve problems.

Calculate and interpret the mean as an average.

Enrichment Activities
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