Counting Counting groups of objects around the classroom individual and then together verbally. eg. ‘One two three four …’ Using counting throughout the day – as children line up, getting toys out, sorting children into groups etc. One more than Starting by counting a set of objects. Add one more object to the group and work out new total. Number problems Starting with objects: + = Then pictures: eg. + = Then moving on to using numbers: eg. = 2 + 1 All using numbers up to 20. Children are encouraged to read number sentences aloud in different ways “Three add two equals 5” and “5 is equal to three and two” Symbols and vocabulary More than + (addition, plus, altogether) = (equals) One less than Starting by counting a set of objects. Take one object from the group and count how many objects are left. Using counting Counting a group of objects, then removing one or more objects and recounting. ‘One two three four five.’ ‘One two three.’ Number problems Starting with objects: - = Then pictures: eg. - = Then moving on to using numbers: eg. 3 - 1 = or 3 - = 2 All using numbers up to 20. Skip counting Counting in 2s, 5s, 10s. eg. counting on fingers: ‘Two four six eight.’ Using skip counting throughout the day – as children line up, getting toys out, sorting children into groups etc. Use of Numicon can be used to visualise the repeated adding of the same number. These can then be drawn around or printed as a way of recording. Use pictorial representations for grouping eg. Children will have opportunities to solve real life problems and use of practical quipemtn to count in repeated groups of the same size eg Sharing Children will see and hear representations of division as both grouping and sharing eg. within a group of children playing a game or playing with toys. At snack time, breaking up pieces so eveybody gets an equal amount. Halving objects between two children. eg. Eight lego bricks into two groups of four Grouping eg. Mum has 6 socks. She grouped them into pairs – how many pairs did she make? Year 1 Addition Subtraction Multiplication Division
Year 3 Addition Subtraction Multiplication Division Using partitioning to add 200 + 50 + 6 100 + 40 + 5 300 + 90 + 11 Written Methods up to three-digits Continue to determine when calculations are best carried out using mental strategies. Use partitioning to subtract Three-digit – three digit Children will continue to determine when calculations are best carried out suing mental strategies. Develop use of the formal written method. Children will explore how the process relates to numbers with zeros as place holders. Children will then begin to complete calculations by exchanging: Then moving onto exchanging with place holders Use partitioning to multiply Begin to use understanding of place value and partitioning to carry out multiplication of two-digit by one-digit numbers. Children will then begin to use grid approaches to illustrate as appropriate using practical apparatus to support. Develop expanded recording in columns and then move to formal written method, using practical apparatus to support as required. Solve word problems Mark drives 19 miles to work every day and 19 miles back. He does this on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. How many miles does he travel to work and back in one week? Times Tables Know 3, 4 and 8 multiplication tables Repeated subtraction Using a numberline eg. 15 ÷ 3 = 0 3 6 9 12 15 Division with remainders Practically, using cubes/counters to solve problems eg. New symbols and vocabulary Remainder Year 4 Addition Subtraction Multiplication Division