January 26th 2016

Our 2014 national curriculum states that “the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace” and that “pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content”.

The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence, competence and a deeper understanding – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.

IN RECEPTION IN YEAR ONE

Spot the mistake:

5,6,8,9

What is wrong with this sequence of numbers?

True or False?

I start at 2 and count in twos. I will say 9. True or

False?

IN YEAR TWO IN YEAR THREE

Continue the pattern

90 = 100 – 10

80 = 100 – 20

Can you make up a similar pattern starting with the numbers 74, 26 and 100?

Make up an example

Create numbers where the digit sum is three.

E.g. 120, 300, 210

What is the largest/smallest number?

IN YEAR FOUR IN YEAR FIVE

Do, then explain

5035 5053 5350 5530 5503

If you wrote these numbers in order starting with the largest, which number

would be third?

Explain how you ordered the numbers.

Missing numbers

6 x 0.9 = x 0.03

6 x 0.04 = 0.008 x

Which numbers could be written in the boxes?

IN YEAR SIX

Which is correct?

Which of these number sentences is correct?

3 + 6 x 2 =15

6 x 5 – 7 x 4 = 92

8 x 20 ÷ 4 x 3 = 37

Open-Ended Questions

Jack went into a shop with £10. He only got silver

coins in his change. What amount could he NOT have spent? Why?

1 32 4 125 11109876

400

30

2

Jane has three bears. Two more are added. How many does she have now?

8 people are on the bus. 4 more get on. How many people are on the bus now?

In a school, there are 76 boys and 93 girls. How many children in total?

There were eight balloons, but two of them popped. How many are left?

There are 20 children in a class, but three are away. How many are there today?

ADDITION SUBTRACTION

� 29 + 46 =

� 17 + 15 + 13 =

� 25 + 26 =

� £3.99 + £4.99 =

� 4.6 + 5.4 =

� 16 – 5 =

� 25 – 19 =

� 2003 – 1998 =

� £10.00 – £6.99 =

� 5.2 – 2.6 =

If three children have two cats each, how many cats do they have altogether?

• Cooking.Measure ingredients and set the timer together.

• Practise counting up to twenty and then back to one.

• Find the same amount of different items to help your child understand what numbers mean. For example, find 3 spoons, 3 hats, or 3 socks.

• Play shops. You could make pretend money or use Monopoly money for your play shop, and use items around the house as shop items. By 'buying' things with play money, your child begins to understand that different things cost different amounts of money.

• Cooking. Measure ingredients and set the timer together.

• Play with cards. Take 2 cards and add the numbers together, the player with the highest number wins. Try it with subtraction, multiplication, and division too.

• Play board games like Connect 4, Jenga, Yahtzee, Snakes and Ladders or Dominos.

• Explore quantities by asking them to think about how many different ways they can make 50p. For example how many 10p coins do you need to make £1.

• Cooking.Measure ingredients and set the timer together.

• Use newspapers. Talk to your child about percentages in special offers, the probability in the weather reports, the length of TV shows and compare the salaries in the jobs section.

• Solve maths problems at home. For example 'we have 3 pizzas cut into quarters, if we eat 10 quarters, how many will be left?

• Journeys. Ask them questions like how many miles or kilometres have we travelled, how many are left and what time should we get to our destination

• http://www.familymathstoolkit.org.uk/activities-for-children

• http://www.warrenroadprimary.co.uk/subject-information/numeracy-lessons/