Mathematics at Leyland Methodist Schools
Early Years Foundation Stage (EYFS)
Mathematics in EYFS comes under two strands, each of which has an Early Learning Goal (ELG) below:
Number- Children at the expected level of development will: have an understanding of number to 10, linking names of numbers, numerals, their value, and their position in the counting order, subitise (recognise quantities without counting) up to 5, and automatically recall number bonds for numbers 0-5 and for 10, including corresponding partitioning facts.
Numerical Patterns- Children at the expected level of development will: automatically recall double facts up to 5+5, compare sets of objects up to 10 in different contexts, considering size and difference and explore patterns of numbers within numbers up to 10, including evens and odds.
Key Stage 1
The principal focus of mathematics teaching in KS1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools).
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at KS1.
Lower Key Stage 2
The principal focus of mathematics teaching in lower KS2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including numbers facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing reading word knowledge and their knowledge of spelling.
Upper Key Stage 2
The principal focus of mathematics teaching in upper KS2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means of solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
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