SUBJECT:
Mathematics
YEAR GROUP:
TEACHING STAFF:
Joanne Harrison SUBJECT CO-ORDINATOR:
Julie Aldridge
Year 3
Joanne Harrison
INTRODUCTION
Our aims in teaching Mathematics are:
To develop a good understanding of numbers and the number system by:
*
*
*
*
*
Maximising their counting ability.
Achieving a sound grasp of the properties of numbers and number sequences,
including negative numbers.
Achieving a good understanding of place value and ordering, including
reading and writing numbers.
Understanding the principles and practice of estimating and rounding.
Achieving a sound grasp of the concepts of fractions, decimals and
percentages, and their equivalence. Developing these concepts to gain
understanding of ratio and proportion.
To develop the ability to undertake calculations with confidence, accuracy and
improving speed by:
*
*
*
*
*
*
Achieving a good understanding of number operations and relationships.
Achieving rapid mental recall of number facts.
Maximising the ability to undertake mental calculation, including strategies
for deriving new facts from known facts.
Maximising the ability to undertake calculation using pencil and paper
methods.
Maximising the ability to undertake calculation using a calculator.
Developing the ability to check that the results of calculations are reasonable.
To develop a good ability to solve problems by:
*
*
*
Developing the ability to make decisions e.g. deciding which operation and
method of calculation to use (mental, mental with jottings, pencil and paper,
calculator etc.)
Being able to reason about numbers or shapes and make general statements
about them.
Improving the ability to solve problems involving numbers in context (e.g.
everyday uses such as money, measures etc.)
To develop a good knowledge and understanding of measures, shape and space
by:
*
*
Achieving a sound knowledge of measures, including the ability to choose
units and read scales logically and accurately.
Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a
good understanding of position, direction and movement.
To develop a good ability to handle data with confidence, accuracy and
improving speed by:
*
Improving the ability to collect, present and interpret numerical data with
understanding.
Our aims in Maths broadly reflect those set out in the National Numeracy Strategy.
Ginn’s Abacus numeracy textbooks are used to provide a progressive framework for
teaching from Years 3 to 6, although many others resources will be used to
supplement learning as deemed appropriate by the class teachers.
The following topics are taught in each term, with concepts and strategies being
developed each time.
*
Place Value (hundreds, tens, unit digits)
*
Addition strategies
*
Subtraction strategies
*
Multiplication strategies
*
Division strategies
*
Money (shopping and change)
*
Fractions
*
Time
Throughout the year the children will complete open-ended investigations that are
related to the topic being taught. These topics are taught in the following terms:
Autumn Term:
*
*
*
2-D Shape
Tally charts
Weights (grams and kilograms, reading scales)
Spring Term:
*
*
*
*
*
Properties on number (number sequences, negative numbers)
3-D Shape (nets)
Data handling (frequency charts, graphs, venn diagrams)
Calendars (months in year, days in week/year)
Measuring (metres and centimetres)
Summer Term:
*
*
*
*
*
*
Position and coordinates
Capacity (litres and millilitres)
Pictographs
Angles
Symmetry
Area/Perimeter
NFER assessment Papers: Non Verbal Reasoning and Progress in Maths 8.
SUBJECT:
Maths
YEAR GROUP:
TEACHING STAFF:
Simon Swain
SUBJECT CO-ORDINATOR:
Rebecca Garcia
Year 4
Joanne Harrison
INTRODUCTION
Our aims in teaching Mathematics are:
To develop a good understanding of numbers and the number system by:
*
*
*
*
*
Maximising their counting ability.
Achieving a sound grasp of the properties of numbers and number sequences,
including negative numbers.
Achieving a good understanding of place value and ordering, including
reading and writing numbers.
Understanding the principles and practice of estimating and rounding.
Achieving a sound grasp of the concepts of fractions, decimals and
percentages, and their equivalence. Developing these concepts to gain
understanding of ratio and proportion.
To develop the ability to undertake calculations with confidence, accuracy and
improving speed by:
*
*
*
*
*
*
Achieving a good understanding of number operations and relationships.
Achieving rapid mental recall of number facts.
Maximising the ability to undertake mental calculation, including strategies
for deriving new facts from known facts.
Maximising the ability to undertake calculation using pencil and paper
methods.
Maximising the ability to undertake calculation using a calculator.
Developing the ability to check that the results of calculations are reasonable.
To develop a good ability to solve problems by:
*
*
*
Developing the ability to make decisions e.g. deciding which operation and
method of calculation to use (mental, mental with jottings, pencil and paper,
calculator etc.)
Being able to reason about numbers or shapes and make general statements
about them.
Improving the ability to solve problems involving numbers in context (e.g.
everyday uses such as money, measures etc.)
To develop a good knowledge and understanding of measures, shape and space
by:
*
*
Achieving a sound knowledge of measures, including the ability to choose
units and read scales logically and accurately.
Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a
good understanding of position, direction and movement.
To develop a good ability to handle data with confidence, accuracy and
improving speed by:
*
Improving the ability to collect, present and interpret numerical data with
understanding.
Our aims in Maths broadly reflect those set out in the National Numeracy Strategy.
Ginn’s Abacus numeracy textbooks are used to provide a progressive framework for
teaching from Years 3 to 6, although many others resources will be used to
supplement learning as deemed appropriate by the class teachers.
Autumn Term:
*
*
*
*
*
*
*
*
*
*
Revision of Basic Skills (+, -, x, ÷)
Addition (horizontal and vertical up to 100’s carrying)
Subtraction (horizontal and vertical up to 100’s borrowing)
Nets
Measuring (perimeters, units, mm to m to km)
Multiplication (horizontal and vertical up to 100’s)
Bar Charts
Time
Timetables (interpretation)
Division (remainder and decimal remainder)
Spring Term:
NFER assessment Papers: Non Verbal Reasoning and Progress in Maths 9.
*
*
*
*
*
*
*
*
Revision of Basic Skills (+, -, x, ÷)
Weight
Money
Angles
Fractions
Area
Time
Volume
Summer Term:
*
*
*
*
*
*
*
*
*
Revision of work covered last term
Probability
Fractions
Length/Area
Angular Measurement
Graph Work (bar, line, scatter)
Pie Charts
Number Patterns
Problem solving
SUBJECT:
Maths
YEAR GROUP:
Year 5
TEACHING STAFF:
Lee Moore
Simon Swain
SUBJECT CO-ORDINATOR:
Joanne Harrison
INTRODUCTION
Our aims in teaching Mathematics are:
To develop a good understanding of numbers and the number system by:
*
*
*
*
*
Maximising their counting ability.
Achieving a sound grasp of the properties of numbers and number sequences,
including negative numbers.
Achieving a good understanding of place value and ordering, including
reading and writing numbers.
Understanding the principles and practice of estimating and rounding.
Achieving a sound grasp of the concepts of fractions, decimals and
percentages, and their equivalence. Developing these concepts to gain
understanding of ratio and proportion.
To develop the ability to undertake calculations with confidence, accuracy and
improving speed by:
*
*
*
*
*
*
Achieving a good understanding of number operations and relationships.
Achieving rapid mental recall of number facts.
Maximising the ability to undertake mental calculation, including strategies
for deriving new facts from known facts.
Maximising the ability to undertake calculation using pencil and paper
methods.
Maximising the ability to undertake calculation using a calculator.
Developing the ability to check that the results of calculations are reasonable.
To develop a good ability to solve problems by:
*
*
*
Developing the ability to make decisions e.g. deciding which operation and
method of calculation to use (mental, mental with jottings, pencil and paper,
calculator etc.)
Being able to reason about numbers or shapes and make general statements
about them.
Improving the ability to solve problems involving numbers in context (e.g.
everyday uses such as money, measures etc.)
To develop a good knowledge and understanding of measures, shape and space
by:
*
*
Achieving a sound knowledge of measures, including the ability to choose
units and read scales logically and accurately.
Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a
good understanding of position, direction and movement.
To develop a good ability to handle data with confidence, accuracy and
improving speed by:
*
Improving the ability to collect, present and interpret numerical data with
understanding.
Our aims in Maths broadly reflect those set out in the National Numeracy Strategy.
Ginn’s Abacus numeracy textbooks are used to provide a progressive framework for
teaching from Years 3 to 6, although many others resources will be used to
supplement learning, including differentiated mental arithmetic workbooks from
Schofield and Sims.
ONGOING NUMBER WORK THROUGHOUT THE YEAR:
Times table tests, mental operations for the four operations, sequencing, identifying
patterns, magic squares, mental arithmetic bingo and real life problems involving the
measures.
Autumn Term:
*
*
*
*
*
*
*
Place value, ordering and rounding
Multiplication and division, including mental methods, paper and pencil
methods for short and long multiplication and division; use of partitioning;
approximation and checking with a calculator. Multiplication and division as
commutatives; multiplication and division of decimals by 10, 100, 1000.
calculating decimal remainders to 2 d p.
Factors, multiples, primes and squares.
Vulgar fractions, including equivalent fractions, simplifying fractions, mixed
numbers, lowest common denominator, adding and subtracting fractions.
Fractions, decimals and percentages, including common fraction, decimal and
percentage equivalences, converting between fractions, decimals and
percentages, finding fractions, decimals and percentages of a number.
Data handling, including Mean, Medium, Mode, tally charts, bar charts, and
line graphs for continuous data.
Shape, including:
2D shape: angle facts, using a protractor to measure and construct angles and
shapes, calculating missing angles, perimeter, reflective and rotational
symmetry; congruence, tessellation and tangrams.
3D shape: identifying and drawing nets for cuboids, prisms and pyramids;
constructing 3D shapes from 2D nets.
Spring Term:
NFER assessment Papers: Non Verbal Reasoning and Progress in Maths 10.
*
*
*
*
*
*
*
Length, including metric, imperial and non-standard units; measuring and
converting between units; constructing scale models.
Time, including telling the time using am/pm and 24 hours clock, analogue
and digital conversations. Calculating durations and interpreting time tables.
Data handling work on travel graphs (Time/Distance/Speed)
Area, including formula for calculating area of triangles, squares and
rectangles. Calculating area of compound shapes; approximating area of
irregular shapes. Area problems.
Volume and capacity, including formula for calculating volume of cuboids,
estimating and measuring volume and capacity of different containers,
capacity problems.
Mass, including estimating and weighing classroom objects; reading scales
and solving weight problems.
Co-ordinates and transformations, including plotting points in four quadrants,
reflecting, rotating and translating shapes.
Probability: Expressing probability in general terms, using a probability line,
and as a vulgar fraction. Investigations using coins and dice; data handling
work constructing related frequency diagrams.
Summer Term:
*
*
*
*
Negative numbers, including graph work involving temperature; negative
decimal numbers. Money problems.
Sequences: identifying and extending number patterns; inventing own
sequences.
Properties of a circle, including use of compasses to construct circles, pie
charts; calculation of pi; circumference, diameter and area calculations.
Revision and Entrance Exam preparations, including revising the four
operations, measures, shape and data handling; mixed problems and timed
tests. Holiday exam practice to be set, using past Blundell’s papers.
SUBJECT:
Maths
YEAR GROUP:
TEACHING STAFF:
Richard Cross SUBJECT CO-ORDINATOR:
Sue Shelbourne
Year 6
Joanne Harrison
INTRODUCTION
Our aims in teaching Mathematics are:
To develop a good understanding of numbers and the number system by:
*
*
*
*
*
Maximising their counting ability.
Achieving a sound grasp of the properties of numbers and number sequences,
including negative numbers.
Achieving a good understanding of place value and ordering, including
reading and writing numbers.
Understanding the principles and practice of estimating and rounding.
Achieving a sound grasp of the concepts of fractions, decimals and
percentages, and their equivalence. Developing these concepts to gain
understanding of ratio and proportion.
To develop the ability to undertake calculations with confidence, accuracy and
improving speed by:
*
*
*
*
*
*
Achieving a good understanding of number operations and relationships.
Achieving rapid mental recall of number facts.
Maximising the ability to undertake mental calculation, including strategies
for deriving new facts from known facts.
Maximising the ability to undertake calculation using pencil and paper
methods.
Maximising the ability to undertake calculation using a calculator.
Developing the ability to check that the results of calculations are reasonable.
To develop a good ability to solve problems by:
*
*
*
Developing the ability to make decisions e.g. deciding which operation and
method of calculation to use (mental, mental with jottings, pencil and paper,
calculator etc.)
Being able to reason about numbers or shapes and make general statements
about them.
Improving the ability to solve problems involving numbers in context (e.g.
everyday uses such as money, measures etc.)
To develop a good knowledge and understanding of measures, shape and space
by:
*
*
Achieving a sound knowledge of measures, including the ability to choose
units and read scales logically and accurately.
Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a
good understanding of position, direction and movement.
To develop a good ability to handle data with confidence, accuracy and
improving speed by:
*
Improving the ability to collect, present and interpret numerical data with
understanding.
Our aims in Maths broadly reflect those set out in the National Numeracy Strategy.
Ginn’s Abacus numeracy textbooks are used to provide a progressive framework for
teaching from Years 3 to 6, although many others resources will also be used to
supplement learning, including differentiated mental arithmetic workbooks from
Schofield and Sims.
Autumn Term:
Revisiting place value and the four operations: Addition, Subtraction, Multiplication
and Division.
Fractions, Decimals and Percentages
Data Handling, including bar charts, conversion charts and Pie Charts
Angles
Length, Weight and Capacity
Properties of number
Co-ordinates
Reflection/Rotation/Translation
2D & 3D Shape
Area and Perimeter
Ratio/proportion
Averages
Probability
Preparation for Entrance Exams in January will include timed assessments and
practice using past papers from Blundell’s, other local schools and Common Entrance
Papers.
Spring Term:
De-brief following Maths Entrance Exam
NFER assessment Papers: Non Verbal Reasoning and Progress in Maths 11.
Assisted internet based Project: currency and exchange rates
Maths Challenge competition
Algebra
Shape and Space
Introduction to the History of Maths
Summer Term:
Preparation for SAT Practice Papers in June, including previous SAT papers
Autonomous Maths project: The Fibonacci Sequence
Year 6 Maths Trip to Exeter Cathedral
Designing, making and evaluating Maths based board games
Modern Maths and Computing