Number

Patterns/

Relationships

Measures

Handling Data

Shape

Sorting - in play and using both random and structured materials.

Sort for 1 criterion and then re-sort for another.

Sorting 3-4 property materials.

(Ref. New Heinemann Maths –“Sorting” booklet.)

Matching – one to one correspondence, equal/unequal sets.

Cardinal Numbers – oral counting up to 10 and number rhymes.

Make sets and recognise the numerals 1-10.

Count a set of up to 10 objects and state “how many”.

Read and write numbers up to 10.

Ordinal Numbers – order sets of up to 10 objects.

Order numbers 1-10 and know which number is one more or less in a sequence.

Identify missing numbers in a sequence.

Partition sets within 10 using objects.

(Ref. NHM – “Numbers to 10” booklet.)

Addition 0-5 -using objects in the context of everyday life.

Introduce + and = symbols in the context of practical work.

(Ref. NHM – Addition to 5” booklet.)

Shop using 1p coins.

Copy simple patterns using colour, shape and size.

Continue and complete repeated patterns.

Devise simple repeating patterns.

Develop language associated with: -

Length- long/short, longer/shorter, “the same as”.

Weight – heavy/light, heavier/lighter/same as.

Capacity – big/small, full/empty.

Sort random materials undirected.

Compare pairs of objects for similarities and differences.

Sort for 1 criterion including idea of negation e.g. “red” and “not red”.

Select a different single criterion and then re-sort the objects.

Record data using representative objects initially for 1-2 sets.

Use and discuss mapping diagrams to show relationships between members of 2 sets e.g. boys and girls in class.

Explore 2D and 3D shapes in free play using natural, scrap and commercial materials.

Make pictures and patterns with 2D shapes through well-planned play.

Make constructions with 3D shapes through well-planned play.

Trace, print and draw with 2D shapes.

Sort 2D and 3D shapes with guidance.

Time

Area

Space

Develop language associated with time – include events within the experiences of the pupils e.g. break-time, story-time, home time. (Our busy day – sequencing daily routines.)

Cover surfaces using paint and paper.

Develop the vocabulary of prepositional language that arises naturally in school.

Number

Patterns/

Relationships

Measures

Handling Data

Shape

Estimate to 10: Shown a set of objects estimate to within 2 giving oral/Practical responses.

Extend addition to 10:

Estimate answers sensibly

Use and interpret the + and = symbols.

Use the number line to:

Count on and link counting on to addition

Addition facts to 10:

Explore number stories using a variety of practical materials

Appreciate the commutative nature of addition

Develop recall

Develop an understanding of the commutative properties of addition, e.g. 3+2=2+3

(Ref. New Heinemann Maths –“Addition to 10”)

Take away0-5 – extend to 10:

Take away from sets of up to 5 objects in the context of everyday life experience/games/rhymes.

Difference 0-10:

Find by comparison, the difference between two sets of everyday objects and develop associated language.

Take away 0-10:

Introduce the subtraction symbol in a practical context, use, interpret and record the subtraction symbol

Use the number line to:

Count back and link counting back to subtraction.

Subtraction facts to 10:

Explore patterns in subtraction using a variety of materials and develop recall.

(Ref. New Heinemann Maths –“Subtraction to 10”)

Explore numbers to 20:

Count orally, write numerals make sets recognise the spoken number and associated symbols.

(Ref. New Heinemann Maths –“Numbers to 20”)

Recognise 1p, 2p, 5p and 10p coins

Carry out simple shopping activities within10p requiring no change using1p, 2p, and 5p coins.

(Ref. New Heinemann Maths –“Money”)

Copy, continue and devise patterns using symbols and numbers.

Explore practically addition and subtraction patterns.

Explore simple function machines.

Extend addition and subtraction patterns up to 10 using:

Practical materials

Materials with recording

Recording on its own

Understand the use of a symbol to represent an answer.

Investigate odd and even numbers using practical materials.

Length/ Weight

Compare 2 objects with respect to length/weight.

Order three or four objects to extend the language of length/weight

Capacity

Compare capacity of 2 containers.

Develop the language associated with the notion of volume in relation to size – “big”, “small”.

Order three or four containers with respect to capacity.

(Ref. New Heinemann Maths –“Shape, measure and Data Handling”)

Use and discuss mapping diagrams to show relationships between members of two sets.

Record, compare and interpret data which represents people/objects using:

Drawings or pictures

Gummed paper shapes

Sort people/objects for 2 criteria on diagrams such as Tree, Venn or Carroll.

Respond to questions about resulting displays.

(Ref. New Heinemann Maths –“Shape, measure and Data Handling”)

Sort 3-D shapes giving reasons e.g. roll, slide, stack

Sort 2-D shapes giving reason, e.g. 3 sides, 4 corners.

Name 2-D shapes- square, rectangle, triangle,

Circle.

(Ref. New Heinemann Maths –“Shape, measure and Data Handling”)

Time

Area

 Space

Appreciate sequence of time within the day and develop associated language e.g. morning/ evening, day/night.

Use a variety of arbitrary units to measure time e.g. egg timer, handclaps.

Recognise special times on the clock face.

Know through sequencing;

Days of the week

Months of the year

Seasons.

Develop the language associated with area by comparing two surfaces.

Cover surfaces using non-standard unit shapes, which leave gaps.

Follow instructions for movement along a line, e.g. forwards, backwards and sideways.

(Ref. New Heinemann Maths –“Shape, measure and Data Handling”)

Number

Patterns/

Relationships

Numbers to 20: Add using materials / number line.

Explore number stories in a variety of ways.

Show awareness of 10 as an important number.

Estimate numbers up to 15, then 20.

Mental Addition of totals no greater than 20:

Add 1 or 2 to any number.

Add doubles and near doubles.

Add any number on to 10.

Extend numbers to 30 / 50 / 100:

Count orally. Count forward / back from a given number.

Recognise numerals in spoken and written form.

Explore numbers in a variety of ways i.e. sequence and order. Estimate within 30 / 50.

Preparation for Place Value:

Investigate and discuss number through grouping and exchanging activities to at least 30 / 50.

Order numbers.

Use 1-30 grid / 1-50 grid / 100 square, abacus, base 10 materials to explore the composition of numbers to 50 / 100 as tens and units.

Appreciate that the position of the tens digits indicates its value.

Extend concept of place value:

Explore the idea of exchange using base 10 materials.

Explore addition using a 1-30 grid, 1-50 grid, 100 square:

Add without bridging the 10.

Add with bridging the 10.

Explore extended addition using 100 square:

Problem solving within 30, 50, 100.

Understand and solve number stories.

Use 1-50 grid / 100 square to explore adding:

Add 10 and multiples of 10.

Add 11 & 21 and 9 & 19.

Use 100 square to develop personal methods for adding any two 2-digit numbers:

Record horizontally.

Explore addition using a variety of practical apparatus e.g. abacus, base 10, games and calculator.

Present results orally and in written form.

Explore addition and subtraction to appreciate their relationship.

Subtract within 20:

Use materials / number line to take away and find the difference.

Subtract mentally within 20:

Take 1 or 2 from any number.

Take 10 from any number.

Explore subtraction using a 1-30 grid / 1-50 grid / 100 square:

Subtract without bridging the 10.

Subtract with bridging the 10.

Use 1-30 grid / 1-50 grid / 100 square to explore subtraction:

Take away 10 and multiples of 10.

Subtract 9 and 19.

Take away 11 and 21.

Use personal methods to subtract from a 2-digit number:

Subtract a single digit.

Subtract a 2-digit number.

Record horizontally.

Explore subtraction using a variety of practical apparatus, e.g. abacus, base 10, games and calculator:

Present results orally and in written form.

Recognise 20p and 50p coins and establish relationships with all coins up to 50p.

Carry out shopping activities and games to build up confidence using a range of coins up to 20p then 50p.

Establish relationships between all coins up to £1.

Explore and use patterns in addition and subtraction facts to 20

Count orally from a given number forwards and backwards in ones, twos, fives and tens to 20, 50 and 100.

Understand the use of a symbol to stand for an unknown number, e.g. 5+*=9.

Recognise and record odd and even numbers.

Use extended addition to predict subsequent numbers, e.g.

  3+2=

13+2=

23+2=

        =35

        =45

Measures

Handling Data

Shape

Appreciate the conservation of length / weight through practical experience.

Use parts of the body to measure lengths.

Use arbitrary units of measuring and comparing lengths, weighting objects and measuring capacity.

Appreciate the need for a standard unit of length, weight and capacity through practical investigation.

Use and understand vocabulary of standard measurements, more / less than a litre, longer / shorter than a metre, heavier / lighter than a kg.

Represent pictorially and discuss the result of sorting for 2 criteria using given Tree, Venn and Carroll diagrams.

Collect information relevant to a topic and record in a given table.

Organise and discuss the recording of data in pictograms and simple block graphs.

Introduce use of baseline, horizontal and vertical.

Discuss appropriate title and labels.

Sort and name 3-D shapes, cube, cuboid, cylinder, cone and sphere.

Examine properties of 3D shapes.

Recognise and describe 2D shapes with prompting.

Recognise simple directional symbols form the environment, e.g.

Time

Area

Space

Become familiar with the 12-hour clock – language and representation – leading on to telling the time: in hours, in half hours.

Introduce analogue and digital time relating to hour and half hour intervals.

Continuous reinforcement of days, months and seasons.

Recognition of ordinals up to 31^st through calendar work.

Sequencing activities involving our day using hour and half hour.

Cover surfaces with non-standard unit shapes, which do not leave gaps.

Recognise turning movements, e.g. left, right, half turn, and full turn.

Follow instructions involving movements and turning.

Number

Patterns/

Relationships

Develop vertical addition through formal recording:

-totalling to 50, 99

-estimate answers to nearest 10.

Count, read, write and order numbers to 500 then 1000: explore practically.

Recognise that the hundreds digit in a 3-digit number has a higher value than the 10s digit number and/or the units digit.

Develop mental skills:

-quick recall of number facts to 20

-add three single digit numbers.

Approximate numbers up to 1000 to:

the nearest 10

-the nearest 100.

Introduce multiplication practically using repeated addition or equal sets:

-use and interpret symbols.

Introduce the concept of fractions using whole shapes and sets of objects:

-halves, quarters’ thirds, fifths and tenths.

-introduce notation

-explore links with division.

Carry out shopping activities with money values up to £1:

-no change

-with change

Investigate amounts of money using the least number of coins.

Apply knowledge of money to situations requiring addition and subtraction up to £.

Understand monetary values over £1 and use correctly the £ p signs.

Appreciate and use the conventional way of recording money.

Extend subtraction within 100:

-no exchange

-1 exchange

-estimate answers before calculating

Introduce the concept of division within 25 through sharing and grouping activities:

-          Develop recall

-          introduce recording using the division symbol

-          develop the link between multiplication and division.

Introduce repeated subtraction as an approach to division

-          explore remainders in practical contexts

Recognise whole numbers which are exactly divisible by 2, 4 , 5 and 10.

Investigate odd and even numbers

Understand and work with simple function machines for addition and subtraction. Find:

-          input

-          output

-          function

Find the number patterns and equivalent forms of 2- digit numbers, e.g.

41 + 29 = 40 + 30 =70

41+32=40+30+1+2+73

Explain orally patterns, which arise in various situations, e.g., calendar patterns.

Introduce the relationship between multiplication and division.

Understand and work with simple function machines for multiplication and division. Find:

-          input

-          output

-          function

Measures

Handling Data

Shape

    Explore shorter lengths to introduce the centimetre.

    Introduce measurement in metres and centimetres using a variety of instruments:

- select the appropriate instrument.

Introduce measurement using the litre as a standard unit.

Estimate and compare capacity in terms of a litre 

  -gradually extend to a half litre.