Maths
Parent Workshops
This year we have delivered a number of parent workshops in Maths across the age ranges. Here is what parents had to say afterwards:
Nursery
I would like to say thank you for inviting me to support my child, and I think this is the best way to teach him all the number eg. 110.
I enjoyed so much and I did not know that counting was so important now I understand.
Fantastic workshop I learn how I can teach my child at home
Year 1
Fantastic help for parents. Very encouraging and a chance to see your child work through activities, thank you very much.
This is very useful. I always wait for maths workshops. I hope school provide this again and again.
It was a great workshop, especially the ideas to support your child at home, how to do questions from your child. Thanks a lot.
Year 2
Very pleased with the help provided by the teachers, thye make is simple to teach the children at home. Mr Smith was excellent in providing the extra help in any information if further needed in how to improve on my sons maths skill. Very pleased overall 2.
Best workshop I have attended in school so far, very well executed. The plus point way having my child sitting next to me and showcasing the skills taught in the workshop. Thank you keep at it
Year 3
It’s really good to come and attend these sessions because it helps you to learn more and easy to help at home with child to do their homework.
This workshop is very good, its helps for both children and parents.
Year 4
I will try much harder to put time aside to practise their timetables with my child and try the tips.
These workshops are extremely helpful in helping me understand how I can help my sister enjoy and learn maths and the importance of learning. I think more of these workshops should take place.
Year 6
It is helpful for the children. We would like to do 2 more and learn. Workshops are very helpful for us and for the children.
Our Maths Curriculum – a mastery approach

The maths curriculum is designed with a mastery approach in mind  small sequential steps that allow fundamental skills to be fully embedded before moving onto more in depth features of mathematics. Learners are encouraged and supported to use concrete, pictorial and abstract representations to help build procedural and conceptual knowledge. The teaching of mathematical vocabulary is interwoven throughout the curriculum and should underpin the teaching of new concepts in order attempt to overcome the language barriers that can hinder progress.
National Curriculum Purpose of study
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A highquality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
National Curriculum Aims
The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
 can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Spoken language
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions
National Curriculum Key stage 1
The principal focus of mathematics teaching in key stage 1 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 key stage 1.
YEAR 1
AUTUMN 1

National Curriculum objectives: Place Value Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. Count in multiples of twos. Count, read and write numbers to 10 in numerals and words. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Given a number, identify one more or one less. Addition and Subtraction Represent and use number bonds and related subtraction facts (within 10)
Add and subtract one digit numbers (to 10), including zero.
Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs.
Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Geometry: Shape Recognise and name common 2D and 3D shapes, including rectangles, squares, circles and triangles, cuboids, pyramids and spheres.
Describe position, direction and movement, including whole, half, quarter and three quarter turns 
Place Value Addition and Subtraction (Within 10) Geometry: Shape 

AUTUMN 2

National Curriculum objectives: Place Value Count to twenty, forwards and backwards, beginning with 0 or 1, from any given number.
Count, read and write numbers from 1 to 20 in numerals and words.
Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
Count in multiples of twos and fives Addition and Subtraction Represent and use number bonds and related subtraction facts within 20.
Add and subtract one digit and two digit numbers to 20, including zero.
Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs.
Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7= ? – 
Place Value Addition and Subtraction (within 20) 

SPRING 1

National Curriculum objectives: Measurement: Time Represent and use number bonds and related subtraction facts within 20.
Add and subtract one digit and two digit numbers to 20, including zero.
Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs.
Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7= ? – Place Value Count to 40 forwards and backwards, beginning with 0 or 1, or from any number.
Count, read and write numbers from 140 in numerals and words.
Identify and represent numbers using objects and pictorial representations.
Given a number, identify 1 more or 1 less. Addition and Subtraction Add and subtract one digit and two digit numbers to 20, including zero.
Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs.
Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representation ns and missing number problems. 
Measurement: Time Place Value (within 50) (Multiples of 2, 5 and 10 to be included)
Addition and Subtraction (within 20)


SPRING 2 Measurement: Length and Height
Multiplication and Division Fractions

National Curriculum objectives: Measurement: Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] Measure and begin to record the following: lengths and heights Multiplication and Division: Count in multiples of twos, fives and tens.
Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Fractions: Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. 
SUMMER 1 Place Value Four operations

National Curriculum objectives: Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Read and write numbers from 1 to 20 in numerals and words
Four operations Represent and use number bonds and related subtraction facts within 20.
Add and subtract one digit and two digit numbers to 20, including 0.
Read, write and interpret mathematical statements involving addition (+) subtraction () and equals (=) signs.
Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.
Count in multiples of twos, fives and tens.
Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 
SUMMER 2
Measurement: Money Measurement: Weight and Volume

National Curriculum objectives: Measurement: Money Recognise and know the value of different denominations of coins and notes. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems Measurement: Weight and Volume Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Measure and begin to record mass/weight, capacity and volume. 
YEAR 2
AUTUMN 1
Place Value Addition and Subtraction 
National Curriculum objectives: Place Value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Recognise the place value of each digit in a twodigit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems. Addition and Subtraction Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a twodigit number and ones; a twodigit number and tens; two digit numbers; adding three one digit numbers.
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods. 
AUTUMN 2 Measurement – Length and mass Graphs Multiplication and Division 
National Curriculum objectives: Measurement length and mass Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) and mass (kg/g) to the nearest appropriate unit, using rulers and scales.
Compare and order length and mass and record the results using >, < and =. Graphs Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Ask+ answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
Ask and answer questions about totalling and comparing categorical data Multiplication and Division Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers.
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign.
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.
Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. 
SPRING 1
Money Geometry: Properties of Shape 
National Curriculum objectives: Money Recognise and use symbols of pounds (£) and pence (p); combine amounts to make a particular value.
Find different combinations of coins that equal the same amounts of money.
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. Geometry: Properties of Shapes Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line.
Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces.
Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].
Compare and sort common 2D and 3D shapes and everyday objects.
Order and arrange combinations of mathematical objects in patterns and sequences.
Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anticlockwise) 
SPRING 2
Fractions 
National Curriculum objectives: Fractions: Recognise, find, name and write fractions 1/ 3, 1/ 4, 2 /4 and and 3/ 4 of a length, shape, set of objects or quantity.
Write simple fractions for example, ½ of 6 = 3
Recognise the equivalence of 2 /4 and 1/ 2

SUMMER 1 Measurement: Time Measurement capacity and temperature

National Curriculum objectives: Measurement: Time Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Know the number of minutes in an hour & the number of hours in a day.
Compare and sequence intervals of time. Problem solving and efficient methods Measurement: Choose and use appropriate standard units to estimate and measure capacity (l/ml) and temperature (oC) to the nearest appropriate unit, using thermometers and measuring vessels.
Compare and order volume/capacity & record the results using >, < and =. 
SUMMER 2 Problem Solving

National Curriculum objectives: Investigations 
National Curriculum Lower Key stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number 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 word reading knowledge and their knowledge of spelling.
YEAR 3
AUTUMN 1 Place Value Addition and Subtraction

National Curriculum objectives: Place Value Identify, represent and estimate numbers using different representations. Find 10 or 100 more or less than a given number; recognise the place value of each digit in a threedigit number (hundreds, tens, ones). Compare and order numbers up to 1000 Read and write numbers up to 1000 in numerals and in words. Solve number problems and practical problems involving these ideas. Count from 0 in multiples of 50 and 100 Addition and Subtraction Add and subtract numbers mentally, including: a threedigit number and ones; a threedigit number and tens; a threedigit number and hundreds.
Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
Estimate the answer to a calculation and use inverse operations to check answers.
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
Add and subtract amounts of money to give change, using both £ and p in practical contexts. 
AUTUMN 2 Multiplication and Division Measure 
National Curriculum objectives: Multiplication and Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs.
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in context.
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.
Measurement Measure, compare, add and subtract: lengths (m/cm/mm).
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
Measure the perimeter of simple 2D shapes.
Continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed and simple equivalents of mixed units. 
SPRING 1 Multiplication and Division Measurement  Time 
National Curriculum objectives: Multiplication and Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Solve problems including missing number problems involving multiplication and division, positive integer scaling problems and correspondence problems in which n objects are connected to m objectives.
Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for twodigit numbers times onedigit numbers, using mental methods and progressing to formal written methods.
Measurement Time Tell and write the time from an analogue clock, including using Roman numerals, 12hour and 24hour clocks.
Estimate and read time with increasing accuracy to the nearest minute.
Record and compare time in terms of seconds, minutes and hours.
Use vocabulary such as o’clock, 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 calculate the time taken by particular events or tasks]. 
SPRING 2 Fractions

National Curriculum objectives: Fractions Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators.
Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators. Count up and down in tenths. Recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 
SUMMER 1
Fractions 
National Curriculum objectives: Fractions Recognise and show, using diagrams, equivalent fractions with small denominators. Add and subtract fractions with the same denominator within one whole. Compare and order unit fractions, and fractions with the same denominators. Solve problems that involve all of the above. Geometry: Properties of Shapes Recognise angles as a property of shape or a description of a turn. Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Draw 2D shapes and make 3D shapes using modelling materials. Recognise 3D shapes in different orientations and describe them. 
SUMMER 2
Measurement: Mass and Capacity 
National Curriculum objectives: Measurement Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm) Statistics Interpret and present data using bar charts, pictograms and tables. Solve one step and twostep questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts and pictograms and tables. 
YEAR 4
AUTUMN 1
Place Value Addition and Subtraction 
National Curriculum objectives: Place Value Count in multiples of 6, 7, 9. 25 and 1000.
Find 1000 more or less than a given number.
Count backwards through zero to include negative numbers.
Recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens and ones)
Order and compare numbers beyond 1000.
Identify, represent and estimate numbers using different representations.
Round any number to the nearest 10, 100 or 1000.
Solve number and practical problems that involve all of the above and with increasingly large positive numbers.
Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Addition and Subtraction Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.
Estimate and use inverse operations to check answers to a calculation.
Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why. 
AUTUMN 2
Multiplication and Division

National Curriculum objectives: Multiplication and Division Recall and use multiplication and division facts for multiplication tables up to 12 x 12.
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.
Recognise and use factor pairs and commutatively in mental calculations.
Multiply two digits and three digit numbers by a onedigit number using formal written layout.
Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Measurement Area Find the area of rectilinear shapes by counting squares

SPRING 1 Fractions 
National Curriculum objectives:
Fractions Recognise and show, using diagrams, families of common equivalent fractions.
Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number.
Add and subtract fractions with the same denominator. Time Convert between different units of measure, e.g. hour to minute.
Read, write & convert time between analogue and digital 12 and 24 hour clocks.
Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. 
SPRING 2
Decimals Measurement Money 
National Curriculum objectives: Decimals Recognise and write decimal equivalents of any number of tenths or hundredths Recognise and write decimal equivalents to 1/4, 1/2, 3/4 Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths Round decimals with one decimal place to the nearest whole number Solve simple measure and money problems involving fractions and decimals to two decimal places. Measurement Money Solve simple measure and money problems involving fractions and decimals to two decimal places.
Estimate, compare and calculate different measures, including money in pounds and pence. 
SUMMER 1 Perimeter and length Geometry Angles Shape and Symmetry Position and direction

National Curriculum objectives: Measurement: Perimeter and Length Convert between different units of measure e.g. kilometre to metre.
Measure and calculate the perimeter of a rectilinear figure (including squares) in cm and m Geometry: Angles Identify acute and obtuse angles and compare and order angles up to two right angles by size.
Compare and classify geometric shapes, including quadrilateral s and triangles, based on their properties and sizes Geometry Shape and Symmetry Identify lines of symmetry in 2D shapes presented in different orientations.
Complete a simple symmetric figure with respect to a specific line of symmetry Geometry: Position and Direction Describe positions on a 2D grid as coordinates in the first quadrant.
Describe movements between positions as translations of a given unit to the left/ right and up/ down.
Plot specified points and draw sides to complete a given polygon.

SUMMER 2 Statistics Measurement: Area and Perimeter

National Curriculum objectives: Statistics Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Measurement: Area and Perimeter Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.
Convert between different units of measure [for example, kilometre to metre]
Find the area of rectilinear shapes by counting squares. 
National Curriculum Upper Key stage 2
The principal focus of mathematics teaching in upper key stage 2 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 for 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.
YEAR 5
AUTUMN 1
Place Value Addition and Subtraction 
National Curriculum objectives: Place Value 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 powers of 10 for any given number up to 1 000 000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 Solve number problems and practical problems that involve all of the above Read Roman numerals to 1000 (M) and recognise years written in Roman numerals Addition and Subtraction Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Add and subtract numbers mentally with increasingly large numbers Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why. 
AUTUMN 2 Multiplication and Division Statistics 
National Curriculum objectives: Multiplication and Division: Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers Know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers Establish whether a number up to 100 is prime and recall prime numbers up to 19 Multiply numbers up to 4 digits by a one or twodigit number using a formal written method, including long multiplication for twodigit numbers Multiply and divide numbers mentally drawing upon known facts Divide numbers up to 4 digits by a onedigit number using the formal written method of short division and interpret remainders appropriately for the context Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3) Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. Statistics Solve comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables, including timetables. 
SPRING 1 Fractions 
National Curriculum objectives: Fractions Compare and order fractions whose denominators are all multiples of the same number Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5] Add and subtract fractions with the same denominator and denominators that are multiples of the same number Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Read and write decimal numbers as fractions Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. 
SPRING 2
Decimals Percentages 
National Curriculum objectives: Decimals Read, write, order and compare numbers with up to three decimal places. Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. Round decimals with two decimal places to the nearest whole number and to one decimal place. Solve problems involving number up to three decimal places. Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Percentages Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal. Solve problems which require knowing percentage and decimal equivalents of ½ ¼ 1/5 2/5 4/5 and those fractions with a denominator of a multiple of 10 or 25 
SUMMER 1 Angles Shapes

National Curriculum objectives: Geometry – Angles Know angles are measured in degrees; estimate and compare acute, obtuse and reflex angles. Draw given angles and measure them in degrees (˚). Identify: angles at a point and one whole turn (total 360 ˚), angles at a point on a straight line and ½ a turn (total 180˚) other multiples of 90˚. Geometry – Shapes Identify 3D shapes, including cubes and other cuboids, from 2D representations. Use the properties of rectangles to deduce related facts and find missing lengths and angles. Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. 
SUMMER 2 Position and Direction Converting Measure Number Prime Numbers Perimeter and Area Measures Volume

National Curriculum objectives: Geometry: Position and Direction Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Measurement: Converting Units Convert between different units of metric measure (for example, km and m; cm and m; cm and mm; g and kg; l and ml). Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Solve problems involving converting between units of time. Number – Prime Numbers Know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19. Perimeter and Area Measure and calculate the perimeter of composite rectilinear shapes in cm and m. Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes. Measures Volume Estimate volume (for example using 1cm3 blocks to build cuboids (including cubes) and capacity (for example, using water)). Use all four operations to solve problems involving measure. 
YEAR 6
AUTUMN 1
Place Value 
National Curriculum objectives: Place Value Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit.
Round any whole number to a required degree of accuracy.
Use negative numbers in context, and calculate intervals across zero.
Solve number and practical problems that involve all of the above
Addition, Subtraction, Multiplication and Division Solve addition and subtraction multi step problems in contexts, deciding which operations and methods to use and why.
Multiply multidigit number up to 4 digits by a 2digit number using the formal written method of long multiplication.
Divide numbers up to 4 digits by a 2digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions or by rounding as appropriate for the context.
Divide numbers up to 4 digits by a 2digit number using the formal written method of short division, interpreting remainders according to context.
Perform mental calculations, including with mixed operations and large numbers.
Identify common factors, common multiples and prime numbers.
Use their knowledge of the order of operations to carry out calculations involving the four operations.
Solve problems involving addition, subtraction, multiplication and division.
Use estimation to check answers to calculations and determine in the context of a problem, an appropriate degree of accuracy. 
AUTUMN 2 Fractions: 
National Curriculum objectives: Fractions Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
Compare and order fractions, including fractions > 1
Generate and describe linear number sequences (with fractions)
Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions.
Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example 1/ 4 x 1 2 = 1 8 ] Divide proper fractions by whole numbers [for example 1 /3 ÷ 2 = 1 6 ] Associate a fraction with division and calculate decimal fraction equivalents [ for example, 0.375] for a simple fraction [for example 3/ 8] Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. 
SPRING 1
Decimals Percentages Measurement 
National Curriculum objectives: Decimals Identify the value of each digit in numbers given to three decimal places and multiply numbers by 10, 100 and 1000 giving answers up to 3 decimal places (dp).
Multiply one digit numbers with up to 2dp by whole numbers.
Use written division methods in cases where the answer has up to two decimal places.
Solve problems which require answers to be rounded to specified degrees of accuracy. Percentages Solve problems involving the calculation of percentages [for example, of measures such as 15% of 360] and the use of percentages for comparison.
Recall and use equivalences between simple FDP including in different contexts. Measurement Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.
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, using decimal notation to up to 3dp.
Convert between miles and kilometres.
Recognise that shapes with the same areas can have different perimeters and vice versa.
Recognise when it is possible to use formulae for area and volume of shapes.
Calculate the area of parallelograms and triangles.
Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3). 
SPRING 2 Algebra Ratio Geometry and Statistics

National Curriculum objectives: Algebra Use simple formulae.
Generate and describe linear number sequences.
Express missing number problems algebraically.
Find pairs of numbers that satisfy an equation with two unknowns.
Enumerate possibilities of combinations of two variables. Number: Ratio Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.
Solve problems involving similar shapes where the scale factor is known or can be found. Geometry and Statistics Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.
Interpret and construct pie charts and line graphs and use these to solve problems.
Calculate the mean as an average.

SUMMER 1 Geometry: Properties of Shapes

National Curriculum objectives: Geometry: Properties of Shapes
Draw 2D shapes using given dimensions and angles.
Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons.
Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Geometry Position and direction Describe positions on the full coordinate grid (all four quadrants).
Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. 
SUMMER 2
Investigations 
Investigation 

Autumn 1 
Autumn 2 
Spring 1 
Spring 2 
Summer 1 
Summer 2 
Year 1 
Place Value
Addition and Subtraction 
Place Value
Addition and Subtraction Shape

Time Addition and Subtraction Measure Length and height

Multiplication and Division
Fractions 
Place Value Addition and Subtraction 
Money
Weight and Volume 
Year 2 
Place Value
Addition and Subtraction

Multiplication and Division
Measure Graphs 
Money Properties of shapes Fractions 
Fractions

Addition and Subtraction 
Investigations 
Year 3 
Place Value
Addition and Subtraction 
Multiplication and Division
Measurement

Multiplication and Division
Measurement

Fractions 
Properties of shape Fractions 
Measurement Statistics 
Year 4 
Place Value
Addition and Subtraction 
Multiplication and Division
Measurement

Fractions Time 
Decimals Money 
Perimeter and length Angles Shape and symmetry 
Shape position and direction Statistics Area and perimeter 
Year 5 
Place Value
Addition and Subtraction 
Multiplication and Division Statistics 
Fractions 
Decimals and percentages 
Angles Shapes Position and direction 
Measure converting units Prime numbers Perimeter and area Volume 
Year 6 
Place Value Addition and Subtraction Multiplication and Division

Fractions 
Decimals Percentages Measure

Algebra Ratio Geometry and Statistics 
Properties of Shape Geometry positions and direction 
Post SATs project work 