Mathematics

​The purpose of Mathematics education is to offer pupils intellectual excitement and challenge; to provide them with a sense of delight and wonder; to equip them with knowledge and skills and the ability and confidence to use and apply these to meet the needs of present and future society. Nursery Hill Primary School aims to ensure that all pupils, irrespective of gender, race and culture, have access to a wide range of stimulating problems and activities which will include the appropriate Programmes of Study of the National Curriculum 2014 and the EYFS curriculum. As they move from home into school and from primary into secondary education, their mathematical experience should be continuous and progressive, producing competent and confident young mathematicians. We ensure that the statutory requirements of the National Curriculum 2014 and EYFS are met and so too are their aims:

• To become fluent in the fundamentals of Mathematics
• Reason mathematically
• Solve problems

End of Key stage expectations:

Foundation stage

 

Early Learning Goals -

Number - Children have a deep understanding of number to 10, including the composition of each number. Subitise (recognise quantities without counting) up to 5. Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns - Children can verbally count beyond 20, recognising the pattern of the counting system. Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

​Key stage 1

 

Expected standard –

• The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).
• The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations.
• The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).
• The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33).
• The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ− 14 = 28).
• The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins).
• The pupil can identify 1/3, 1/4, 1/2, 2/4, 3/4 and knows that all parts must be equal parts of the whole.
• The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).
• The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).
• The pupil can read the time on the clock to the nearest 15 minutes.
• The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).

Key stage 2

 

Expected standard –

• The pupil can demonstrate an understanding of place value, including large numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the difference between the largest and smallest whole numbers that can be made from using three digits; 8.09 = 8 + 9 ?; 28.13 = 28 + + 0.03).
• The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8). • The pupil can use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut from the roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?).
• The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1 5 or 0.2 or 20% of the whole cake).
• The pupil can calculate using fractions, decimals or percentages (e.g. knowing that 7 divided by 21 is the same as 7 21 and that this is equal to 1 3; 15% of 60; 11 2 + 3 4; 7 9 of 108; 0.8 x 70).
• The pupil can substitute values into a simple formula to solve problems (e.g. perimeter of a rectangle or area of a triangle).
• The pupil can calculate with measures (e.g. calculate length of a bus journey given start and end times; convert 0.05km into m and then into cm).
• The pupil can use mathematical reasoning to find missing angles (e.g. the missing angle in an isosceles triangle when one of the angles is given; the missing angle in a more complex diagram using knowledge about angles at a point and vertically opposite angles).

Maths is an essential skill, but it can feel daunting for some children and adults. By making Maths part of everyday life, you can help your child to feel confident when working with numbers and shapes.

 

Here are just a few activities that you can do with your child to help make Maths fun and relevant.

• ​Weighing out ingredients for baking
• Playing games such as Ludo, Snakes and Ladders, Dominoes or card games
• Sorting objects (e.g. socks, buttons) by colour or size
• Calculating how much change is needed when paying for the shopping
• Working out the best offers in the supermarket (e.g. 3 for 2 or percentage discounts)

The following websites have lots of information about how Maths is taught in school as well as games that you can play with your child to help them learn while having fun.