Learning overview

Children continue to count in as many different contexts as possible. They count as far as they can towards one hundred. They count and record the number of children present each day. They count in a soft voice to ten, a loud voice to twenty, a soft voice to thirty, and a loud voice to forty, and so on. They continue the count after given a sequence such as twenty-four, twenty-five, twenty-six, ... They count forwards and backwards in ones and in tens. They begin to count in twos, at first to ten and then to twenty. When shown a numeral such as 16, they count out that number of small cubes and show that they have ten and six cubes. They count on from one number to another, for example, from 25 to 30, counting twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty, recording on their fingers that they have counted on five numbers. They count sounds such as chimes on a xylophone or beats on a drum, including groups of two beats. They continue to recognise a small number of objects without counting them and explain how they know. They estimate how many there are in a larger number of objects such as shells and check by counting.

Children use patterns and relationships to solve problems and puzzles. For example, they make simple patterns with numbers or shapes and refer to the resources to help them to describe the pattern. They explain how to continue the pattern using appropriate mathematical words.They use their developing calculation and problem-solving skills to identify whether a problem involves addition or subtraction, for example:

There are six pegs on the coat hanger. I clip on two more. How many pegs on the hanger now?
There are eight pegs on the coat hanger. Five are showing. How many are hidden under the cloth?

Children derive and learn to recall pairs of numbers with a total of 10. They derive and then recall addition facts for totals up to at least 5 and the related subtraction facts. They extend their recall of doubles of numbers up to at least 5 + 5.

Children continue to identify the number that is one or ten more or less than a given number, extending to a wider range of numbers and contexts, including the 100-square. They use this to support their calculating skills for examples such as 12 + 1, 13 – 1, 30 + 10 and 60 – 10. Children continue to develop their understanding of how to represent number stories with number sentences. This supports their use of appropriate mathematical vocabulary and symbols.

Children build models, pictures and patterns with 2-D shapes and 3-D solids. The experience helps them to name shapes and describe their features. They refine their everyday language to include appropriate mathematical terms. Children continue to develop mental images of these shapes by participating in activities such as:

Tell me where in the classroom you can see a circle, a square, a triangle, ... What about a cube? Can you see a cone anywhere?
I've hidden an object/shape/wooden numeral in this cloth bag. Pass it round and tell me what you think it is. How do you know?
Imagine a big triangle painted on the floor. How many corners does it have? How many sides?
Imagine holding a tin of beans, and turning it round and round in your hands. How many circles can you see?
Shut your eyes. Listen while I describe a shape to you ... Now open your eyes. Can you pick up the shape I was describing? Now describe a shape for someone else to guess.

Children sort numbers and shapes into groups and develop their information-processing skills. For example, they separate squares from rectangles and cubes from cuboids.They sort number cards to identify all the numbers that are even or all the numbers that they say when they count in fives. They identify capital letters made from only straight lines, distinguishing them from those with at least one curved line.

Children listen carefully to instructions, descriptions and explanations to pick out the key points such as the features of the shape that is being described. They take turns to speak, listen to others' suggestions and talk about what they are going to do. They develop their ability to work with others and become more familiar with taking an active part in paired or small-group work.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Intervention programmes

Supporting children with gaps in their mathematical understanding (Wave 3)

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