1. Early Years and KS1

2. Children are supported in developing their maths in Reception in a broad range of contexts in which they explore, enjoy, learn, practise and talk about their developing understanding. They are provided with opportunities to practise these skills and to gain confidence and competence in their use. The environment, both inside and out, plays a significant role in supporting young children’s mathematical learning. Young children learn best through play. During the year the children work towards achieving the Maths Early Learning Goal.

3. Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. They recognise some numerals of personal significance. This is broken down into:- Early addition Early subtraction Early multiplication Early division

4. Count on from a fixed number when combining two groups of objects Find the total number of items in two groups by counting all of them. Say the number that is one more than a given number. In practical activities and discussion, begin to use the vocabulary involved in adding. Use the language of ‘more’ to compare two sets of objects.

5. Compare groups or quantities using one to one correspondence to find the difference. Count back from a fixed number when taking away. Find one less by counting back. In practical activities and discussion, begin to use the vocabulary involved in subtracting. Use the language of ‘fewer’ to compare two sets of objects.

6. Count groups of the same number of objects and add them together.

7. Share objects equally by counting how many in each group

8. As children’s counting knowledge develops, they acquire skills that are the foundations of calculation. Children’s development from counting into calculation is seamless and each child develops their understanding of calculation in different ways and at different times.

9. Count up to twenty objects by saying one number name for each item. Recognise numerals to 20. Count actions or objects which cannot be moved. Count out objects from a larger group. Select the correct numeral to represent 1 to 5, then 1 to 10, then 1 to 20 objects. Count an irregular arrangement of up to twenty objects. Estimate how many objects they can see and checks by counting them. Record, using marks that they can interpret and explain. Begin to identify own mathematical problems based on own interests and fascinations

10. This stage arises directly out of the preceding ones – all their previous knowledge combines to support simple calculations with small numbers. Children use standard numerals and symbols in their calculations in a horizontal layout, show the operation in three steps and sometimes separate calculations from each other by a line, circle or box. This is the format we all know. 6 + 3 = 9

12. 12345678910

14. 4 + 3=7

16. 6- 2=4

18. 1 +2+2+5=10

19. Number bonds to 10 Doubles of numbers e.g. 4+4+5 Use the knowledge that subtraction is the inverse of addition: 6+8 = 14, 14–8 = 6, 8+6 = 14, 14-6 = 8 Use mental recall of addition and subtraction facts to 10: know 3+7 = 10 and use place value to derive 30+70 = 100 Understand halving as a way of ‘undoing’ doubling and vice versa: double 4 is 8, half of 8 is 4

24. Place value is how much a digit is worth within a number. For example the 9 in 95 has a value of 9 tens (90). The 5 in 95 has a value of 5 units. Therefore 90 + 5 = 95. 95 90 5 95

25. Place value is very important because it underpins a lot of the math work that we do. For example understanding place value makes adding numbers such as 50+30 much simpler. Instead of having to count on 30 times from 50, the child would know that they need 3 tens more than 50.

26. It becomes even more important when performing sums such as 38 + 40. If the child understands place value then they will know to have 4 more tens than 38 (78). This is much more simple than counting on 40 times.

27. If the child has a good understanding of place value then tasks such as recognising the greater number are far easier. TU 57 69 78 By knowing that the tens are worth more than units, the child can easily spot the larger number.

31. 4 x 4 = 16

33. Big maths should be 20 minutes per day Each part of CLIC should take 5 minutes

34. Mathletics is an award winning online maths program. How to get the most out of it Take an active role in your child's mathematics progress. Encourage your child to use Mathletics 3 to 5 times a week. Encourage a balance between the Full Curriculum section and Live Mathletics. Take time to work together with your child. The Support Centre in each activity will help show how to solve a particular problem. Encourage your child to do activities that challenge, rather than those he/she finds easy. If the Course is too difficult or too easy, then change to a more appropriate Course. Celebrate your child's successes. Print the Certificates out and put them on the fridge!