MATHS – STANDARDS AND PROGRESSION
In Maths, we follow The ‘White Rose’ Scheme of Learning. You will see our Standards and Progression in Maths are tailored to the ‘Recovery Curriculum’ (see below). Initial objectives to be covered in September will take into account learning objectives missed and those that need revising, within this we have referred to the DfE Mathematics Guidance to ensure all pre-requisites are covered during our mathematics lessons.
|Year Group||Initial objectives to be covered in September|
– Begin to develop a sense of the number systems by verbally counting forwards to 20 and beyond.
– Begin to experience partitioning and combining numbers within 10.
– Know that 10 ones are equivalent to 1 ten. Know that multiplies of 10 are made up from a number of tens, for example, 50 is 5 tens.
– Count forwards and backwards to and from 40 (please refer to number facts sheet)
– Making number bonds
– To recognise and describe patterns with more complex numbers, in particular 2,3,5,10 (Quick starter activity)
– Know that 10 ones are equivalent to 1 ten, and that 40 (for example) can be composed from 40 ones or 4 tens.
– Know how many tens there are in multiples of 10 up to 100.
– Recognise the place value of each digit in two digit numbers, and compose and decompose two digit numbers using partitioning.
– Counting in 100s and 50s
– To be able to count in 4s and 8s -Understand the place value in 3 digit numbers including composing and decomposing numbers using partitioning.
– Know that 10 tens are equivalent to 100 and that 100 is 10 times the size of ten
– Know that 10 hundreds are equivalent to 1 thousand, and that 1,000 is 10 times the size of 100; apply this to identify and work out how many 100s there are in other four-digit multiples of 100.
– Recognise the place value of each digit in four-digit numbers, and compose and decompose four-digit numbers using standard and non-standard partitioning.
– Understand the relationship between powers of 10 from 1 hundredth to 1,000 in terms of grouping and exchange (for example, 1 is equal to 10 tenths) and in terms of scaling (for example, 1 is ten times the size of 1 tenth)
– Recognise the place value of each digit in numbers with units from thousands to hundredths and compose and decompose these numbers using standard and nonstandard partitioning.
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