# Maths

**At Margaret McMillan Primary School, we want our children to leave school being confident mathematicians.**

To be confident at maths children need to have a clear understanding of the ‘learn by heart facts, appropriate to their age. Below are the expectations for what a child should know in each Year group. The best way to support your child is to make sure they know these key facts. Homework will be linked to these facts band there are a range of online games they can play which will help them remember this vital knowledge.

In maths lessons children work using concrete resources, models and pictorial representations so that they are not only able to get the answer to questions but can clearly and accurately state why and how.

Below are the facts and knowledge needed in each Year Group:

*Key:*

Instant recall (LBH)

Use of concrete resources allowed

Independent use of pictorial representations allowed (PR)

Using efficient mental strategies

### Reception

- To say numbers in order to 20
- Recognise numerals to 20
- To count reliably to 10 (1-2-1 correspondence)
- To order numbers to 10
- To find one more/less than (to 10)
- Recognise amounts up to 5 (subitising)
- To add 2 single digit numbers
- To subtract a single digit from a single digit

### Year 1

As reception plus

- Count, read and write numbers to 20
- Addition and subtraction facts for all numbers to 10 including missing number problems.
- ( e.g. 2+__=5)

- Number bonds to 10 inc. missing number problems using addition and subtraction
- To count on/back in 2’s 5’s and 10’s from 0
- To double all numbers up to 5(LBH) 10 (Resources)
- To find half of all even numbers up to 10(LBH) 20 (Resources)
- To add/subtract a 1-digit number to a 2-digit number (Answer up to 20)
- To add 10 to any 2-digit number

### Year 2

As previous year plus

- (Place value) To read, write and partition 2 digit numbers
- To count on/ back in 2s, 3s 5s from 0. In 10s from any number through 100
- To recall the 2, 5 and 10 times/division tables
- To double all numbers up to 10(LBH) 20 (Resources)
- To find half of all even numbers up to 20(LBH) 40 (Resources)
- Number bonds to 20 inc missing number problems using addition and subtraction
- Number bonds to 100 multiples of 10 inc missing number problems using addition and subtraction
- To model adding two 2-digit numbers using partitioning
- To model using partitioning to subtract a 2-digit number from a 2 digit number.
- To model adding & subtracting multiples of 10 to a 2-digit number.

### Year 3

As previous year plus

- To read, write and partition 3-digit numbers
- To add/subtract 2 digit numbers mentally using an efficient method.
- To recall the 3, 4 and 6 times tables and related division facts.
- To find 10 more/less than any 3-digit number.
- To find 100 more/less than any 3-digit number.
- To find doubles of numbers to 50.
- To find half of all even numbers to 100.
- Halve odd numbers up to 20.
- To count up/down in 50’s to 1000
- Number bonds to 100 inc missing number problems using addition and subtraction
- To model multiplying a 2-digit number by 10
- To model dividing a 3-digit multiple of 10 by 10

### Year 4

As previous year plus

- To read, write and partition 4-digit numbers.
- To recall the 7, 8 and 9 times tables and related division facts.
- To find 1000 more/less than any 5-digit number.
- To count up/down in 25’s to 1000.
- To find change from £10 (50p & £)
- To multiply a 1-digit number by a 2-digit number.
- To double amounts of money up to £50 (£ LBH) (50p PR)
- To halve amounts of money up to £100 (£ LBH) (50p PR)
- To multiply a 2-digit number by 10(LBH) & by 100 model
- To divide a 3-digit multiple of 10 by 10(LBH 340÷10=34) & a 4-digit multiple of 100 by 100 (model 2700÷100=27)

### Year 5

As previous year plus

- To read, write and partition 5 digit numbers.
- To count up/down in 15’s to 200.
- To recall the 11 and 12 times tables and related division facts.
- To recall number bonds to 1 (up to 2 decimal places).
- To recall number bonds to 20 (to 1 decimal place).
- To add/subtract decimal numbers (including money) using efficient mental methods.
- To recall all the prime numbers up to 19.
- To recall all the square numbers up to 144.
- To identify factors of numbers up to 100
- To identify multiples of numbers up to 12
- To double amounts of money up to £100
- To halve amounts of money up to £200
- To multiply and divide numbers by 10 & 100 to 2 decimal places

### Year 6

As previous year plus

- To read, write and partition 7-digit numbers.
- To add 2 numbers (up to 2 decimal places).
- To recall number bonds up to 1000.
- To count up/down going through zero.
- To find the difference between a positive and negative number.
- To halve/double decimal numbers.
- To multiply and divide numbers by 10, 100 & 1000 to 2 decimal places

### Mastery

At Margaret McMillan Primary School we believe that **all children** need a **deep** understanding of the mathematics they are learning so that:

future mathematical learning is built on solid foundations which do not need to be re-taught;

there is no need for separate catch-up programmes due to some children falling behind;

children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised.

We believe that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths’. With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.

**We follow a mastery curriculum** which is one set of mathematical concepts and big ideas for all. All pupils need access to these concepts and ideas and to the rich connections between them. There is no such thing as ‘special needs mathematics’ or ‘gifted and talented mathematics’. Mathematics is mathematics and the key ideas and building blocks are important for everyone.

We teach for mastery, which means using set of pedagogic practices that keep the class working together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum and for some to gain greater depth of proficiency and understanding. Challenge is provided by going deeper rather than accelerating into new mathematical content. Teaching is focused, rigorous and thorough, to ensure that learning is sufficiently embedded and sustainable over time. Long term gaps in learning are prevented through speedy teacher intervention. More time is spent on teaching topics to allow for the development of depth and sufficient practice to embed learning. Carefully crafted lesson design provides a scaffolded, conceptual journey through the mathematics, engaging pupils in reasoning and the development of mathematical thinking.

Mastery is not just being able to memorise key facts and procedures and answer test questions accurately and quickly. It involves knowing ‘why’ as well as knowing ‘that’ and knowing ‘how’. It means being able to use one’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations. The materials provided seek to exemplify the types of skills, knowledge and understanding necessary for pupils to make good and sustainable progress in mastering the primary mathematics curriculum.

primary national curriculum - mathematics