1. Marvellous Maths at East Preston Infant School!

2. Aims of today
To get an insight into how Maths is taught at East Preston Infant School.
To take away some ideas to support your children at home.
To work with some of our Maths team and take part in a variety of maths activities.

3. Reception I like the number 100. I like the shape. Max
Maths is numbers. I like to do counting. I am good at counting. I like to count in 2’s and I know how to count in 2’s all the way up to 20, all on my own.
Lily
Maths is like a numberline. I like to play maths games. I’m good at putting things in the right order Scarlett
I like the number 100. I like the shape.
Max
Maths is learning…plussing…I am good at counting in 2’s.
Luca

4. Year One
I like doing sums. I like seeing Magical Maths Bee and Counting Cat. They help us with our learning.
Daisy
I like
I like counting with numicon.
Olivia P
I like going upstairs and doing my maths. I do times tables on my tablet. 12x12 is 144.
Joshua
I like numbers going up into the hundreds. I like it when we use the spinner for 10’s, 20’s and 100’s.
Michael

5. Year two
I like the times tables. I am good at taking away, multiplying and telling the time. We need maths so we can pay our bills.
Matty
I like adding numbers and taking them away. I am good at adding and equalling.
Edward
I like maths because in maths we get to learn different shapes and numbers. We get to do different activities. I am good at counting in 2s, 5s and 10s. I f you didn’t have maths you wouldn’t be able to add up money.
Grace
I like maths because it is fun. I am good at 12x12….144 and dividing and adding.
Noah

6. Maths at East Preston Infant School= + x %
subtract
more
add
sum
difference
less
Here is a receipt for some shopping. How much did I spend? How much change did I get from £5?

7. The New Maths Curriculum
Children should:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems 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 an argument, justification or proof using mathematical language.
Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
This process is referred to as ‘mastery’ because children have a deep understanding of mathematical concepts rather than learning processes by rote. They should then be able to apply this learning in any context.

8. So what are the children
expected to learn?

9. EYFS curriculum
Mathematics
This involves providing children with opportunities to:
 practise and improve their skills in counting numbers, calculating simple addition and subtraction problems
 describe shapes, spaces, and measures
ELG 11 Numbers: children count reliably with numbers from 1 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 2 single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
ELG 12 Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

10. Year 1 curriculum 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.
Number –addition and subtraction
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.

11. Fractions Measurement 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.

12. Geometry, position and direction
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].
 describe position, direction and movement, including whole, half, quarter and three-quarter turns.

13. Number – number and place value
Year 2 curriculum
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.

14. Number – addition and subtraction
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
 adding three one-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.

15. 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.
Fractions
 recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity
Write simple fractions, for example, 1/2 of 6=3 and recognise the equivalence of ½ and 2/4

16. 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.

17. 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
 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
 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 totalling and comparing categorical data.

18. Number Sense!
Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts.

19. Little Big Maths
This is a daily oral and active maths activity which helps children to become numerate. Each class follows a simple chronological process. We learn to count, recall counting facts, apply them in to new contexts, and then layer all of that to get calculations. It is very visual, rhythmic and multisensory. The children have prompts all around the room to reinforce the mathematical learning. Each teacher has their own special little big maths personality which helps to engage the children. The repetition within the sessions encourages concepts to become embedded , allowing children to transfer their knowledge in all areas of mathematics. The concepts we cover in LBM are as follows:

20. Recalling facts
It is important that children recognise number bonds, different pairs of numbers with the same total.
6 + 2
3 + 2 5 8
7 + 3
5 + 3 10
1 + 4
6 + 4
6 + 1 7
6 + 3
3 + 4 9 6
5 + 4
3 + 3

21. Place Value
Place value is at the heart of the number system. All digits have a value and a secure understanding of this will enable children to use and understand different calculation methods.

22. Partitioning using resources Most children need to visualise the partitioning process. To help them understand the value of each digit. We use many different resources to help them gain this understanding.

24. Money, money, money!

25. Multiplication and Division
POW!

27. Activity ideas Keep Counting!
Backwards and forwards in 1s, 2s, 5s, 10s (Reception & Year 1)
Backwards and forwards in 1s, 2s, 5s, 10s, 3s (Year 2)
Remember to start from different numbers!
You could start counting and your child carry on for you.
Try stopping mid way – can they tell you the next number?
Sing counting songs
Play counting games – spot things on a journey or play board
games

28. Place value activities
I’m thinking of a number game. Give them clues about the number e.g. it is greater than 25 and less than 30. It has 7 units.
ICT games
Using lego or construction toys to make 2-digit numbers.
Apply to money talk about 10p and 1p. Or 20p and 5p. Or 50p and 2p.

29. Telling the time
Reception children - children should use everyday language to talk about time. For example, this morning, this afternoon, yesterday, last week, last year, tomorrow etc.
Children in Year 1 - children should be more confident in using everyday language to talk about time. They also need to be able to tell the time for o’clock and half past times. They start to use time in word problem e.g. I left home at 1pm and it took me 30 mins to get to school. What time did I arrive at school?
Children in Year 2 - children should be fluent in using everyday language to talk about time. They also need to be able to tell the time for o’clock,half past, quarter past, quarter to and 5 minute interval times and draw the hands on a clock face to show these times. They also need to be able to compare and sequence times.
We can suggest using the language of time as much as possible when talking about day to day events. E.g. we’re going to Grandads at 2.00pm instead of just this afternoon. Use time to help children do daily tasks e.g. brush teeth for 2 minutes, get dressed in 5 minutes etc.

30. Money activity ideas
In modern life we so often put everything on a card children are getting less and less real life experience of money.
It is really important for children to handle money in a variety of situations and gain an understanding of it’s worth.
Let your child experience receiving change. Let them count up money and discuss equivalence of amounts.
Play with money from purse/wallet. Set up your own shop at home where they can buy/sell things and get change. Help them save their own money from relatives/birthdays etc.

31. There are shapes everywhere!
Shape and measure
There are shapes everywhere!
Point them out. Get children to discuss their sides and points. Are they 3D or 2D? What are they called?
Shopping in the supermarket is a great place to discuss shapes. The cereal boxes are cuboids. The oranges are spheres, the baked beans are cylinders and the toblerone is a triangular prism!
Cooking and bathtime are great opportunities to discuss measures. Let them play with different containers in the bath. Let them help you measure out ingredients when cooking.

32. Vocabulary
Odd
Greater than
Fewer
Number bond
Equal
Double
Half
More than
Less than
Digit
Even

33. Thinking is at the heart of Mathematics and therefore should be at the heart of mathematical teaching and learning.

34. Q & A with some of the Maths Team
MATHS PLAYTIME
Q & A with some of the Maths Team