Based on three strands, which should underpin all mathematics… FLUENCY: in the fundamentals of mathematics, through varied and frequent practise with increasingly complex concepts over time; REASONING: relationships and generalisations; developing an argument, justification or proof using mathematical language; PROBLEM SOLVING: applying their mathematics to a range of problems with increasing sophistication.

There are fewer objectives to cover in a year, but many of these objectives are more difficult, with many being moved ‘down’ from a higher year group. This should mean that ‘deep learning’ rather than ‘superficial learning’ takes place; Children’s learning will be extended in depth within their own year group’s expectations rather than moving onto another year’s expectations; Children need to achieve all their year group’s objectives in order to be at ‘expected’ level. Fewer Things; Greater Depth e.com/watch?v=I4a DZEZaF_A Purple Learners

What is reasoning? -Use what you know -Logical thinking - Applying different strategies - Talking / discussing maths thinking Show me a four-digit number with a tens unit of ‘6’. And another. And another … Always/Sometimes/Never: Hexagons have six lines of symmetry

Working systematically Trial and improvement Logical reasoning Spotting patterns Visualising Working backwards

[KEY] Count from 0 in multiples of 4, 8, 50 and 100. [KEY] Find 10 or 100 more or less than a given number. [KEY] Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). [KEY] Solve number problems and practical problems involving working with and estimating numbers up to 1000 in a variety of units. [KEY] Add and subtract numbers mentally, including three-digit number and ones. [KEY] Add and subtract numbers mentally, including three-digit number and tens. [KEY] Add and subtract numbers mentally, including three-digit number and hundreds. [KEY] Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. [KEY] 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. [KEY] Count up and down in tenths. [KEY] Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. [KEY] Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. KEY] Recognise and show, using diagrams, equivalent fractions with small denominators. KEY] Measure, compare, add and subtract: lengths (m,cm,mm); mass (kg,g); volume,capacity (l,ml). [KEY] Add and subtract amounts of money to give change, using both £ and p in practical contexts. [KEY] Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12- hour and 24-hour clocks. [KEY] Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn. [KEY] Identify whether angles are greater than or less than a right angle. [KEY] Interpret and present data using bar charts, pictograms and tables.

 Know number bonds to 10, 20 and 100.  Know the place value headings of ones, tens, hundreds and thousands  Know some multiplication facts up to 12 × 12 Know some multiplication facts up to 12 × 12  Know some division facts related to tables up to 12 × 12  Know time facts involving years, months, weeks, days, hours, minutes and seconds  Know 12- and 24-hour clock conversions

Elicitation Differentiated Ladder Tasks Learning Tasks and Reasoning Move learning on Guided groups Guided marking Assessment Consolidate Revisit Topic maths Gapscarousel Problem Solving Mental Arithmetic SPTO

Reading Word Reading Comprehension Writing Composition Transcription (spelling and handwriting) Grammar Communication Speaking and Listening Performing English across the curriculum Reading, Writing and Communicating for a real purpose.

[KEY] Beginning to read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. [KEY] Listening to and discussing a range of fiction, poetry, plays, non-fiction and reference books or textbooks. [KEY] Identifying themes and conventions in a range of books. [KEY] Drawing simple inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. [KEY] Beginning to predict what might happen from details stated and implied. [KEY] Retrieve and record simple information from non-fiction.

[KEY] Organising simple paragraphs around a theme. [KEY] Creating simple settings, characters and a basic plot in narratives. [KEY] Beginning to use simple organisational devices in non-narrative material [for example, headings and sub-headings]. [KEY] Proof-read for some spelling and punctuation errors. [KEY] Using the present perfect form of verbs in contrast to the past tense. [KEY] Using conjunctions, adverbs and prepositions to express time and cause. [KEY] Understanding the use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]. [KEY] Beginning to use inverted commas to punctuate direct speech.

First, a warm-up... Using, "Inverted commas." Ben cried who ate my cake Feeling frightened, Amelia whimpered who is there

COLD WRITEIdentify gaps and targets Immersion Planning Writing Addressing gaps Guided groups Guided marking HOT WRITEAssess Revisit Topic writingGaps and spag SPTO

Handouts: -Key objectives -Maths written methods