Maths Curriculum
At Countess Anne mathematics is taught on a daily basis with children’s skills being built upon as set out below. We aim through our teaching of mathematics:
* That the learning of mathematics should be a satisfying and enjoyable activity, building self-esteem and giving a sense of achievement.
* That all children should be able to use their mathematical skills and knowledge with confidence and accuracy.
* To ensure that children achieve high standards in numeracy and other mathematical skills and knowledge.
* To develop children’s ability to apply their mathematical knowledge in practical and problem solving situations.
* To ensure that children are able to record their work appropriately, use equipment correctly and use the correct mathematical vocabulary.
* To enable the children to realise that Mathematics is relevant in many everyday situations in their lives and the world around them.
Please note:
- What is covered within each term is decided upon by the class teacher as they respond to the class’s previous year’s learning and the progress made to date in the different areas.
- A formal times tables test is introduced in year 3, with a weekly mental maths test being introduced in year 4.
- Year 3 is set for Maths to help ensure progress ready for what is covered in Phase 2 (Years 4, 5 and 6).
Year 1 Programme of Study |
NUMBER |
Number and place value Pupils should be taught to: □ identify using objects and pictorial representations and use the vocabulary of: equal to; more than; less than (fewer); most; least □ count from 0 to and across 100, forward and backwards, beginning with 0 or 1, and from any given number □ count, read and write numbers to 100 in numerals, count in different multiples including ones, twos, fives and tens □ given a number, identify one more and one less □ recognise odd and even numbers □ read and write numbers from 1 to 20 in numerals and words □ distinguish between and use ordinal and cardinal numbers. |
Addition and subtraction Pupils should be taught to: □ read, interpret and practise writing mathematical statements involving addition (+), subtraction (-) and equals (=) signs accurately □ add and subtract 1-digit and 2-digit numbers to 20 (9 + 9, 18 - 9), including zero □ add three 1-digit numbers □ recall and use number bonds and related subtraction facts within 20 □ solve simple word problems that involve addition and subtraction. |
Multiplication and division Pupils should be taught to: □ recognise and write the multiplication symbol (x) and the division symbol (÷) in mathematical statements, calculating the answer with the teacher using concrete objects □ solve word problems involving simple multiplication and division, with teacher support. |
Fractions Pupils should be taught to: □ recognise, name and write ½ as one of two equal parts of an object, shape or quantity □ recognise, name and write ¼ and ¾ as parts of an object, shape or quantity □ find ½, ¼ and ¾ of a shape or quantity. |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ recognise and name common 3-D and 2-D shapes, including: - 2-D shapes (e.g. square, rectangle, circle and triangle) - 3-D shapes (e.g. cube, pyramid and sphere). |
Position, direction, motion Pupils should be taught to: □ describe position, directions and movements including half, quarter and three- quarter turns. |
Measures Pupils should be taught to: □ compare, measure and record the following using standard units for: - lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) - lengths and heights (metres, centimetres) - mass (grams, kilograms) - capacity and volume (litres) - time (hours, minutes, seconds) □ compare, describe and solve practical problems for: - lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) - mass (e.g. heavy/light, heavier than, lighter than) - capacity and volume (full/empty, more than, less than, quarter, three quarters full or empty) - time (quicker, slower, earlier, later) □ recognise and use pounds (£) and pence (p) with different denominations of money, including coins and notes □ tell the time to the hour and half past the hour □ sequence events in chronological order using common terms such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening □ recognise and use the language of dates, including days of the week, weeks, months and years. |
Year 2 Programme of Study |
NUMBER |
Number and place value Pupils should be taught to: □ read and write numbers to at least 100 in numerals and in words □ recognise the place value of each digit in a 2-digit number (tens, ones) □ count in steps of 2, 3, 5 and 10, count in tens from any number, and give 10 more or less than a given number to 100 □ compare and order numbers from 0 up to 100; useand = signs □ arrange, read and write numbers in increasing and decreasing order □ solve word problems using place value and number facts with increasing precision. |
Addition and subtraction Pupils should be taught to: □ rapidly recall and use addition and subtraction facts to 20 □ add and subtract numbers with up to two 2-digits including using column addition without carrying and column subtraction without borrowing □ add and subtract numbers mentally including: - a 2-digit number and ones - a 2-digit number and tens - two 2-digit numbers □ use subtraction in ‘take away’ and ‘find the difference’ problems □ recognise and show that addition can be done in any order (commutative) and subtraction cannot □ recognise and use addition and subtraction as inverse operations including to check calculations □ solve word problems with addition and subtraction of numbers with up to 2-digits. |
Multiplication and division Pupils should be taught to: □ recall multiplication and division facts for the 2, 5 and 10 multiplication tables □ use the multiplication (x), division (÷) and equals (=) signs to read and write mathematical statements □ write and calculate mathematical statements for multiplication and division within the multiplication tables □ recognise and use the inverse relationship between multiplication and division to check calculations □ ensure pupils can recognise and show that multiplication can be done in any order (commutative) and division cannot □ solve word problems involving multiplication and division. |
Fractions Pupils should be taught to: □ recognise, name and write fractions 1/4, 1/3, 1/2, 2/3 and 3/4 of a whole □ count in halves and quarters to ten. |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ recognise and name common 3-D and 2-D shapes □ identify and describe the properties of 2-D shapes, including the number of sides, right angles and line symmetry □ identify and describe the properties of polygons and non-polygons □ identify and describe the properties of 3-D shapes including the number of edges, vertices and faces □ identify 2-D shapes on the surface of 3-D shapes, for example rectangle and square on a cuboid, circle on a cylinder, triangle on a pyramid □ compare and sort common 2-D and 3-D shapes and everyday objects. |
Position, direction, motion Pupils should be taught to: □ use mathematical vocabulary to describe position, direction and movement, including rotation as a turn and in terms of right angles for quarter and half turns (clock-wise and anti-clockwise), and movement in a straight line. |
Measures Pupils should be taught to: □ choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm/mm); mass (kg/g); temperature (°C); volume and capacity (litres/ml) to the nearest appropriate unit using rulers, scales, thermometers and measuring vessels □ compare and order lengths, mass, volume/capacity and record the results using >, < and = □ read relevant scales to the nearest numbered unit □ tell and write the time to 5 minutes including quarter past/to the hour and draw hands on a clock face to show these times □ recognise and use symbols for pounds (£) and pence (p); recognise coins and notes of different values; combine amounts to make a particular value and match different combinations of coins to equal the same amounts of money; add and subtract money of the same unit. |
Data Pupils should be taught to: □ construct and interpret pictograms, tables and simple graphs. |
Year 3 Programme of Study |
NUMBER |
Number, place value and rounding Pupils should be taught to: □ read and write numbers to at least 1000 in numerals and in words □ recognise the place value of each digit in a 3-digit number (hundreds, tens, ones) □ compare and order numbers up to 1000 □ count in multiples of 2, 3, 4, 5, 8, 10, 50 and 100 from 0; give 10 or 100 more or less than a given number. |
Addition and subtraction Pupils should be taught to: □ add and subtract numbers with up to 3 digits, including using columnar addition and subtraction □ accurately add and subtract numbers mentally including: pairs of one- and 2-digit numbers; 3-digit numbers and ones; 3-digit numbers and tens; 3-digit numbers and hundreds □ solve word problems including missing number problems, using number facts, place value, and more complex addition and subtraction. |
Multiplication and division Pupils should be taught to: □ recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables □ write and calculate mathematical statements for multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and written methods □ solve word problems involving the four operations, including missing number problems. |
Fractions Pupils should be taught to: □ identify, name and write unit fractions up to 1/12 □ compare and order unit fractions and fractions with the same denominators □ recognise fractions which are equivalent to 1 and pairs of fractions that add up to 1 □ perform calculations with addition and subtraction of fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7) □ count up and down in tenths; recognise that tenths arise in dividing an object into tenths and in dividing single digit numbers or quantities by ten. |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy □ recognise angles as a property of shape and associate angle as an amount of turning □ identify right angles, recognise that two right-angles make a half-turn and four a complete turn; identify whether angles are greater or less than a right angle □ identify horizontal, vertical, perpendicular, parallel and curved lines □ use a compass to draw circles and arcs with a given radius. |
Measures Pupils should be taught to: □ recognise and use full names and abbreviations for metric units of measure □ measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml); and time (hours/minutes/seconds) □ measure the perimeter of simple 2-D shapes □ tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12 hour and 24 hour digital clocks □ estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as am/pm, morning, afternoon, noon and midnight □ know the number of seconds in a minute and the number of days in each month, year and leap year □ compare durations of events, for example to calculate the time taken up by particular events or tasks □ add and subtract amounts of money to give change, using both £ and p. |
Data Pupils should be taught to: □ read, interpret and present data using pictograms and bar charts with scales □ solve problems using information presented in pictograms, bar charts and tables. |
Year 4 Programme of Study |
NUMBER |
Number, place value and rounding Pupils should be taught to: □ read and write numbers to at least 10,000 □ recognise the place value of each digit in a 4-digit number (thousands, hundreds, tens, and ones) □ order and compare numbers up to 10,000 □ count in multiples of 2, 3, 4, 5, 6, 7, 8, 9, 10, 25, 50, 100 and 1000 from any given number, and 10 or 100 more or less than a given number □ round any number to the nearest 10 or 100 □ read and write negative numbers; order, count forwards and backwards with positive and negative whole numbers through zero □ read Roman numerals to 100 and understand how Hindu-Arabic numerals included the concept of zero and place value □ solve word problems that involve negative and increasingly large positive numbers. |
Addition and subtraction Pupils should be taught to: □ add and subtract numbers using formal written methods with up to 4 digits □ accurately add and subtract numbers mentally including two 2-digit numbers □ estimate, within a range, the answer to a calculation and use inverse operations to check answers. |
Multiplication and division Pupils should be taught to: □ recall multiplication and division facts for multiplication tables up to 12 x 12 □ mentally perform multiplication and division calculations quickly and accurately, including multiplying by 0 and dividing by 1 □ multiply or divide 2-digit and 3-digit numbers by a 1-digit number using formal written methods; interpret remainders appropriately as integers □ recognise and use factor pairs within 144 □ solve word problems involving the four operations. |
Fractions Pupils should be taught to: □ identify and name equivalent fractions of a given fraction with denominator not greater than 12 □ write the equivalent fraction of a fraction given the denominator or the numerator □ reduce fractions to their simplest form □ add and subtract two fractions with common denominators within one whole. |
Decimals Pupils should be taught to: □ compare numbers with the same number of decimal places up to 2 decimal places □ find the effect of dividing a 2-digit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths □ recognise and write decimal equivalents to ¼, ½, ¾ and any number of tenths and hundredths. |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ identify lines of symmetry in 2-D shapes presented in different orientations □ compare and classify geometric shapes, including squares, rectangles and triangles based on their properties and sizes □ identify acute and obtuse angles and compare the size of different angles. |
Position, direction, motion Pupils should be taught to: □ describe positions, and movements between positions, on a 2-D grid, and as coordinates in the first quadrant □ plot specified points and draw sides to complete a given polygon □ recognise a symmetric figure and complete a symmetric figure with respect to a specific line of symmetry. |
Measures Pupils should be taught to: □ convert between different units of measure, for example: kilometre to metre; metre to centimetre; centimetre to millimetre; kilogram to gram; litre to millilitre; hour to minute; minute to second; year to month; week to day □ measure and calculate the perimeter of a rectilinear figure, where each side is labelled in centimetres and metres □ find the area of squares and rectangles and related composite shapes □ read and convert time between analogue and digital 12- and 24- hour clocks □ estimate, compare and calculate different measures, including money in pounds and pence. |
Data Pupils should be taught to: □ read, interpret and solve problems using information in bar graphs, including reading scales on the axes. |
Year 5 Programme of Study |
NUMBER |
Number, place value, approximation and estimation Pupils should be taught to: □ read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit □ count forwards or backwards in steps of 100, 1000 or 10,000 for any given number up to 1,000,000 round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000 □ estimate the answers to calculations involving addition, subtraction, multiplication and division □ read Roman numerals to 1000 (M) and recognise years written in Roman numerals. |
Addition and subtraction Pupils should be taught to: □ add and subtract whole numbers with up to 5 digits, including using formal written methods □ add and subtract numbers mentally with increasingly large numbers. |
Multiplication and division Pupils should be taught to: □ identify multiples including common multiples, and factors including common factors □ know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers □ establish whether a number up to 100 is prime and recall the prime numbers up to 19 □ multiply numbers up to 4-digits by a 1 or 2-digit number using a formal written method, including long multiplication □ accurately multiply and divide numbers mentally drawing upon known facts □ divide numbers up to 4 digits by a 1-digit number and 10 and interpret remainders appropriately □ multiply and divide numbers by 10, 100 and 1000 □ recognise and use square numbers and square roots, and the notation for square (2) and square root ( ) □ solve word problems involving addition and subtraction, multiplication and division. |
Fractions Pupils should be taught to: □ compare and order fractions with different denominators □ recognise mixed numbers and improper fractions and convert from one form to the other □ add and subtract fractions with the same denominator and related fractions;, write mathematical statements that exceed 1 as a mixed number: (e.g. 2/5 + 4/5 = 6/5 = 11/5) □ multiply proper fractions and mixed numbers by whole numbers. |
Decimals Pupils should be taught to: □ read and write decimal numbers as fractions (e.g. 0.71 = 71/100) □ recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents □ read, write, order and compare numbers with up to three decimal places |
□ add and subtract numbers with up to three decimal places. |
Percentage Pupils should be taught to: □ recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred” for example that 100% represents a whole quantity and 1% is 1/100, 50% is 50/100, 25% is 25/100, etc. □ write simple fractions as percentages and decimals as percentages (e.g. ½ = 50% = 0.5). |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ measure angles in degrees and draw a given angle, writing its size in degrees □ know angles are measured in degrees and identify:
- right-angles and ¼ turn (total 90o) - angles at a point on a straight line and ½ a turn (total 180 o) - angles at a point and one whole turn (total 360o) - reflex angles and compare different angles □ recognise and compare different triangles including: isosceles, equilateral and right-angled; identify and name the following: parallelogram; rhombus; trapezium □ construct shapes from given dimensions; state and use properties of a square and rectangle □ identify 3-D shapes including cubes and cuboids from 2-D representations. |
Position, direction, motion Pupils should be taught to: □ identify, describe and represent the position of a shape following a reflection or translation using the appropriate vocabulary. |
Measures Pupils should be taught to: □ add, subtract, multiply and divide units of measure (e.g. length, mass, volume, money) using decimal notation □ understand and use basic equivalencies between metric and common imperial units and express them in approximate terms □ measure force in Newtons (N) □ calculate, estimate and compare the area of squares, rectangles and related composite shapes using standard units, including centimetre squared (cm2) and metre squared (m2) □ recognise volume in practical contexts, for example using sand and water, 1 cm3 blocks or interlocking cubes to build cubes and cuboids. |
Data Pupils should be taught to: □ complete tables and bar graphs from given information and solve problems using data presented in bar graphs, tables and simple pie charts. |
Year 6 Programme of Study |
NUMBER |
Number, place value and rounding Pupils should be taught to: □ read, write, order and compare numbers up to 10 million and determine the value of each digit □ round any number to a required degree of accuracy □ recognise binary numerals to 15 (1111) and convert between binary and decimal numerals. |
Addition, subtraction, multiplication and division Pupils should be taught to: □ add and subtract negative integers □ multiply numbers with at least 4-digits by a 2-digit whole number using long multiplication □ divide numbers up to 4-digits by a 2-digit whole number using long division, and interpret remainders as whole number remainders, fractions, decimals or by rounding □ perform mental calculations, including with mixed operations and large numbers □ use estimation to check answers to calculations and determine, in the context of a problem, whether an answer should be rounded or written as a fraction or a decimal □ carry out combined operations involving the four operations accurately and state the order of operations □ solve word problems involving addition, subtraction, multiplication and division. |
Fractions Pupils should be taught to: □ add and subtract mixed numbers and fractions with different denominators □ multiply simple unit fractions by fractions and pairs of proper fractions, writing the answer in its simplest form □ divide proper fractions by whole numbers □ associate a fraction with division to calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8). |
Decimals Pupils should be taught to: □ identify the value of each digit to three decimal places and multiply and divide numbers up to three decimal place by 10, 100 and 1000 □ multiply and divide numbers with up to two decimal places by 1-digit and 2-digit whole numbers. |
Percentages Pupils should be taught to: □ use percentages for comparison and calculate percentages of whole numbers or measures such as 15% of 360 □ recall and use equivalences between fractions, decimals and percentages. |
Ratio and proportion Pupils should be taught to: □ use ratios to show the relative sizes of two quantities □ recognise equivalent ratios and reduce a given ratio to its lowest terms □ recognise and use division in the context of fractions, percentages and ratio. |
Algebra Pupils should be taught to: □ solve linear missing number problems, including those involving decimals and fractions, and find pairs of numbers that satisfy number sentences involving two unknowns □ use simple formulae expressed in words □ generate and describe linear number sequences, including those involving negative and decimal numbers, and proper fractions e.g. 1.4, 1.1, 0.8. |
GEOMETRY AND MEASURES |
Properties of shapes Pupils should be taught to: □ compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons □ illustrate and name parts of circles, including radius, diameter and circumference □ recognise, describe and build simple 3-D shapes, including making nets □ describe properties of cuboids and other common 3-D shapes including prisms and identify parallel planes and symmetries □ estimate the size of angles □ find unknown angles involving angles at a point, on a straight line, in a triangle (180o), in a quadrilateral (360°) and vertically opposite a ngles. |
Position, direction, motion Pupils should be taught to: □ describe positions on the full coordinate grid (all four quadrants) □ construct, translate and reflect simple shapes on the coordinate plane. |
Measures Pupils should be taught to: □ use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, including between miles and kilometres □ recognise that shapes with the same areas can have different perimeters and vice versa □ calculate the area of parallelograms and triangles □ recognise when it is necessary to use the formulae for area and volume of shapes □ Calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units, such as mm3 and km3 □ use decimal notation to three decimal places to solve problems involving calculation and conversion of measures. |
Data Pupils should be taught to: □ draw, read and interpret line graphs and use these to solve problems □ use and interpret averages including mean, median and mode and solve simple problems using different kinds of averages. |
Probability Pupils should be taught to: □ use the language associated with probability such as certain, equally likely, unlikely, impossible and use this to describe the likelihood of particular events. |