Wigton Infant School

Mathematics

At Wigton Infant School we are embedding the maths mastery approach from Nursery to Year 2.

A key concept behind Maths Mastery is that of Growth Mindset - the belief that every child can achieve and become a confident mathematician. Children are taught maths through small steps, and through questioning, explaining and discussing they deepen their understanding of mathematical learning. 

Maths Mastery follows the '5 big ideas' approach where fluency, variation, representation & structure, mathematical thinking and coherence are interlinked into our maths teaching. The following diagram shows the elements to the mastery approach. 

The Primary Mathematics Teaching for Mastery Specialist Teacher

 

 

Power Maths

We use the scheme 'Power Maths' in Reception, Year 1 and Year 2. It is a full mastery approach with all the elements of mastery embedded into the programme. 

 

For more information on Power Maths please look at the following link:

https://www.pearson.com/content/dam/one-dot-com/one-dot-com/international-schools/pdfs/primary-curriculum/power-maths/Power-Maths-programme-guide.pdf

 

Take a look at the maths teaching in our school in Nursery, Reception, Year 1 and Year 2. 

Name
 power-maths-ks1-calculation-policy.pdfDownload
Showing 1-1 of 1

Maths Assessment

Assessment in the Early Years - Nursery and Reception

In Nursery and Reception, assessment is usually through observation of children and discussion of mathematical concepts. Throughout the Early Years Foundation Stage the children are working towards gaining learning in the following areas:


Early Learning Goal: Number
Children at the expected level of development will:
- Have a deep understanding of number to 10, including the composition of each number;
- Subitise (recognise quantities without counting) up to 5;
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to
10, including double facts.


Early Learning Goal: Numerical Patterns
Children at the expected level of development will:
- Verbally count beyond 20, recognising the pattern of the counting system;
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Assessment in Key Stage One - Year 1 and Year 2

In Year 1 and Year 2 the children complete summative assessments at the end of each term. These assessments are linked to the units of learning they have been taught and give an indication of if the child is working towards the expected level, at the expected level or above the expected level. The teacher will also use their own assessment of the child's learning to inform assessment. The children are working towards the following requirements of end of year expectations:

Year 1

Number and 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; count in multiples of twos, fives and tens
 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.

Addition and Subtraction
 read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20
 add and subtract one-digit and two-digit numbers to 20, including zero
 solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

Multiplication and Division
 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.

Measurement
 compare, describe and solve practical problems for:
 lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] 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]
 time [for example, quicker, slower, earlier, later]
 measure and begin to record the following:
 lengths and heights
 mass/weight
 capacity and volume
 time (hours, minutes, seconds)
 recognise and know the value of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
 recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Properties of shape
 recognise and name common 2-D and 3-D shapes, including:
 2-D shapes [for example, rectangles (including squares), circles and triangles]
 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Position and Direction
 describe position, direction and movement, including whole, half, quarter and three quarter turns.

Year 2

Number and 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 two-digit 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
 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 recall and use addition and subtraction facts to 20 fluently, and derive and use
related facts up to 100
 add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
 a two-digit number and ones
 a two-digit number and tens
 two two-digit numbers
 adding three one-digit numbers
 show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
 recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Multiplication and Division
recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
 calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
 show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
 solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

 Fractions
recognise, find, name and write fractions 3 1 , 4 1 , 4 2 and 4
3 of a length, shape, set of objects or quantity
 write simple fractions for example, 2 1 of 6 = 3 and recognise the equivalence of 4 2 and 2 1 .

Measurement
 choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
 compare and order lengths, mass, volume/capacity and record the results using >, <
and = recognise and use symbols for 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
 compare and sequence intervals of 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 and the number of hours in a day.

Properties of shape
identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
 identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
 identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
 compare and sort common 2-D and 3-D shapes and everyday objects.

Position and Direction
 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 three-quarter turns (clockwise and anticlockwise).

Statistics
 interpret and construct simple pictograms, tally charts, block diagrams and simple tables
 ask and 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