1. Number and Place Value in KS1 and KS2
Spurcroft Primary School
Place value is a vital foundation in maths knowledge- is the basis for all number knowledge and children understanding what numbers are. All four operations rely on children knowing numbers and their meanings securely.

2. Mastery Deep, long-term understanding All pupils can achieve
Factual/procedural and conceptual fluency
1.) Through resources, multiple representations and applying to problems, children develop a deep, long term understanding.
2.) Spending longer on units help to embed learning with more opportunities to practice and apply.
3.) Encourage children to move from procedural (learning and reciting) to conceptual (knowing and applying to other contexts)
4.) All pupils moving together to avoid gaps and ceilings- elements of choice.
Embed learning

3. Key trends
Knowing numbers well from the outset and be able to use them fluently
Being able to manipulate and represent numbers in different ways- using resources and pictorially
Times tables are vitally important- expectations are a lot higher than they used to be!
Importance in regular counting to embed understanding
Fluency of number will support later objectives- mental addition, subtraction etc.

4. Year 1 Count in 2s, 5s and 10s. Use numbers up to 20 Count up to 100.
Counting in 2s 5s and 10s forwards and backwards.
Use numbers- work with numbers up to 20 but be able to count up to 100.
Very practical- lots of representations using different resources- dienes, place value counters, numicon, multi-link, tens frames, number lines, arrow cards
Important that children recognise bonds to different numbers and ways of making them

5. Curriculum Objectives- Year 2
Count in 2s, 3s, 5s and 10s.
Use numbers up to 100.
Beginning to use mathematical symbols to compare numbers
Times tables to now include 3 and start from any number
Be able to work with numbers up to 100.

6. Curriculum Objectives- Year 3
Count in 4s, 8s, 50s and 100.
Read, write and use numbers up to 1000.
To know 4 and 8 times tables (along with 2, 3, 5, 10)
Quite a big jump from 100 to 1000.

7. Curriculum Objectives- Year 4
Begin using negative numbers.
Count in 6s, 7s, 9s, 25s and 1000s.
Begin using numbers beyond 1000.
To know 6,7 and 9 times tables along with others
Begin using negative numbers in context (mostly for counting backwards through 0)
Roman numerals

8. Curriculum Objectives- Year 5
Know all times tables!
Use numbers up to one million.
Read Roman numerals to 1000.
All multiplication tables should be learnt fluently by now
Another big jump from 1000 to 1 million! Children need to be secure with PV understanding.

9. Curriculum Objectives- Year 6
Use numbers up to ten million!
Calculate with negative numbers.
Less objectives- all others need to be secure for these to be learnt efficiently.
Knowledge from all other year groups will be drawn upon in the Y6 unit.

10. Real Life Context Links
Money-
How many ways can you make 10p? 24p? etc.
Reading prices, counting money out etc.
Measure-
Reading amounts and identifying value of digits
Measure own height/weight or measuring when cooking
Temperature- to include negative numbers (y4)
Other-
House numbers (odd/even/greater than/less than)
Counting objects when shopping
Making numbers of objects (e.g. ‘find me 12…)
Making real life links as much and as often as possible will help them to see the value of what they’re learning as well as recognise links between different topics of maths e.g. measure relates to place value and so does money.

11. How are we teaching children to master these objectives?
Reasoning is important for children to explain their thinking as well as just ‘knowing it’- more able can find this a challenge sometimes.
Knowing numbers- part part whole is knowing that a whole can be made up of different parts. As simple as knowing that two is made up of one and one.
Multiple representations is a big part of mastery and shows depth of understanding.

12. CPA
Children who ‘don’t get maths’ have sometimes progressed through too quickly (procedural knowledge) Ensures that children have a deep understanding of numbers/concepts before they move on to the ‘abstract’- just using numbers to represent. Also means children have a variety of strategies to support e.g. a place value chart to identify values.

13. What can you do at home? Daily practice of times tables
KS1- children counting out objects for you as often as possible
Practise partitioning numbers to identify the value of digits
Practise ordering numbers
Using contexts as often as possible e.g. counting number of blue cars, counting objects when shopping etc.
Showing a number and children writing in words/ vice versa
KS2- looking at larger numbers as often as possible and value of digits
Times tables- 10 minutes each day- on the way to school, on the way home, while cooking etc

14. Some useful websites
– ‘Hit the Button’ game and other times tables games
– variety of times tables games
– place value games
-games for KS1 and KS2

15. What will you see today?
Children representing numbers in different ways using a variety of resources and in books
Children using the part-part-whole model to partition and develop fluency
A progression between the concrete, pictorial and abstract across all year groups
Send parents to relevant classrooms-

16. Where to go! Year 1 and Year 2- stay in Mapledurham Hall
Year 3- Juniper class
Year 4- Pine class
Year 5- Mulberry class
Year 6- Maple Class
(Evaluation form!)
Parents are free to go between different classes