M/O Facts Addition Subtraction Multiplication Division Recognise numbers 0-5, then 0-10, to 20 Count with and order numbers to 20 Find 1 more and 1 less than numbers to 5, then 10, to 20 Some number bonds Record marks they can interpret and explain Recognise odd and even numbers using apparatus Doubles and halves in context and using apparatus Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. Children should count with and be able to order nos to 20 The cardinality of numbers must be made explicit. e.g. The ‘eightness’ of 8 Using quantities and objects, they add two single-digit numbers and count on to find the answer. They develop ways of recording calculations using images, pictures, objects etc. + = Say the number that is 1 more than a number to 20 In practical activities begin to use the vocabulary involved in addition Teachers model the use of the number line Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, objects etc. Use Numicon covers to ‘hide’ parts e.g. 6-2=4 Say the number that is 1 less than a number to 20 In practical activities begin to use the vocabulary involved in subtraction Bead strings or bead bars can be used to illustrate subtraction. 6-2=4 . Children will experience equal groups of objects. In songs and rhymes, they will count in 2s and 10s and begin to count in 5s. They solve problems, including doubling Overlaying Numicon They will work on practical problem solving activities involving equal sets or groups. Children will understand equal groups and share items out in play and problem solving. They solve problems, including halving and sharing. Overlaying Numicon
Recall and use multiplication and division facts for the 2, 5 and 10 times tables Recognise odd and even numbers 20 + 3 50 + 7 Commutativity Addition can be done in any order 2+3=5 and 3+2=5 Recording in different ways 5=3+2 0r 1+4=2+3; 3+4>5 80 + 9 - 50 + 7 30 + 2 Children would not be expected to record this as column subtraction in Year 2 Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems 5+7=12 so 12- =5 must be 7 Use x and ÷ signs to write multiplication and division statements 4 x5=20 and 20÷4=5 Solve problems involving multiplication and division using, material,arrays, repeated addition, mental methods and multiplication and division facts, including problems in context material,arrays, repeated addition, mental methods and multiplication and division facts, including problems in context
Y3 Add and subtract mentally including a number and ones, a 3-digit number and tens, , a 3-digit number and hundreds Multiplication facts for (2,5,10) 3,4,6 and 8 x tables up to 12X… Division facts for times tables 2,5,10,3,4,6 e.g.30 ÷ 6= 5; 6 = 30÷5 Count up and down in tenths…by dividing an object and in dividing 1-digit numbers or quantities by 10 x 5 = 20 3 x = 18 x = 32 Partitioning Jottings should be used to support this. Some children will require concrete apparatus at this point. 38 x 5 = (30 x 5) + (8 x 5) = 150 + 40 = 190 Counters numbered in 1s, 10s, or 100s could be used Children should then, when ready, move to reliable written methods Grid method: The grid method is important as it leads into the partitioning model (below) for mental multiplication and division of 2 digit by 1 digit numbers 2-digit by 1-digit numbers fractions with small denominators E.g Fractions of shapes Or Bar method e.g. NNS ITP fractions Recognise and show with diagrams equivalent fractions with small denominators Add and subtract fractions with the same denominators within 1 whole e.g. 5/7 + 1/7 = 6/7 Compare and order unit fractions and fractions with the same denominator e.g. Using measures 1 ½ litres, ¼ litre, 1 1/3 litre, ¾