Using these materials - Derbyshire · numbers to 10 15 o Read write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. o Represent

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SSSEN Bridging the Gap Materials - Mathematics

Guidance Notes – February 2016

Using these materials

Please be aware there is no local or national guidance to schools on tracking progress for children working belowage related expectations and/or between P-Scales and National Curriculum Expectations.

They are not intended as a curriculum to be worked through but as suggestions for learning steps that will help tobridge the gap between P-Scales and Y1 end of year National Curriculum expectation assessment criteria.

These materials are intended only to support schools in developing their own learning, assessment and trackingsystems.

The suggestions are intended as a starting point and not necessarily a finite list.

Where appropriate these materials have been colour coded to link with the 2016 Interim teacher assessmentframework for pupils working below the test standard; Pre-key stage 1 and Pre-key stage 2.https://www.gov.uk/government/publications/pre-key-stage-1-pupils-working-below-the-test-standard

https://www.gov.uk/government/publications/pre-key-stage-2-pupils-working-below-the-test-standard

In the ‘Statement on the interim recommendations of the Rochford Review’ published December 2015 one of thenext steps stated is to;

“Review P scales and consider whether any changes are required to ensure consistency with the new national

curriculum and with broader statutory assessment arrangements.”

Which may provide national guidance on progress, assessment and attainment between the current P8 and Y1 of

the National Curriculum.

https://www.gov.uk/government/publications/rochford-review-interim-recommendations

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https://www.gov.uk/government/publications/rochford-review-interim-recommendations


MATHEMATICS

Links to interim Pre-Key Stage 2 Standards

Foundations for the expected standard (also KS1 growing development of the expected standard)

Early development of the expected standard

Growing development of the expected standard

Mathematics – Number, Measurement and Geometry P8 Number Pupils join in with rote counting to and beyond 10, for example they say or sign number names in counting activities. They continue to rote count onwards from a given small number, for example , continue to rote count in a game using dice and moving counters up to 10; continue to say, sign or indicate the count aloud when adult begins counting the first two numbers. Pupils recognise differences in quantity, for example, in comparing given sets of objects and saying which has more or less, which is the bigger group or smaller group. They recognise numerals from one to nine and relate them to the sets of objects, for example: labelling sets of objects with correct numerals. In practical situations they respond to “add one” to or “take one away” from a number of objects, for example, they add one more to three objects in a box and say, sign or indicate how many are now in the box; at a cake sale say, sign or indicate how many cakes are left when one is sold. They use ordinal numbers (first, second, third) when describing position of objects, people events, for example, indicate who is first in a queue or line; who is first , second, third in a race or competition. Pupils estimate small number (up to 10) and check by counting, for example, suggesting numbers that can be checked by counting, guessing then counting the number of: pupils in a group; adults in the room; cups needed at break time.

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P-Scales Bridging the gap End of Year 1 Expectation

Number – number and place value

o Pupils join in with rotecounting to and beyond10, for example they say orsign number names incounting activities. Theycontinue to rote countonwards from a givensmall number, for example, continue to rote count ina game using dice andmoving counters up to 10;continue to say, sign orindicate the count aloudwhen adult beginscounting the first twonumbers.

o Joins in rote counting to 1215 20

o Rote counts to 10consistently

o Continue rote count from agiven point.

o Aware of the number zero.o Joins rote counting to 30 50 80 o Counting forwards form any given

point to 30 50 80o Counts between two given

numbers i.e. 4 to 15o Counting across 10s boundaries

form any given point.o Count forwards and backwards

from0 to 20o Counting backwards form any

given point to 30 50 80o Understand that the 1 in 16 = 10 (1

ten)o Understand that the 6 in 16 = 6

units

o Count to and across 100forwards and backwardsbeginning with 0 or 1 or fromany given number

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o They recognise numeralsfrom one to nine and relatethem to the sets ofobjects, for example:labelling sets of objectswith correct numerals.

o Match and sequencenumerals to 8 10

o Match quantities to 8 10o Begin to recognise numbers

to 10.o Find numbers on a number

line to 10.o Write numbers to 5.

o Pupils can read and write numeralsfrom 0 to 9

o Draw objects to 10.o Record numbers of real objects to

10.o Record dots in different

arrangements to 10.o Record numerals to 20 40 60 80

100o Rote counts to 100 accurately.o Rote count in 10s to 100 accurately.o Rote count in 5s to 100 accurately.o Rote count in 2s to 20 40 60 80

100o Rote count in 10s from 100 to 0o Extends a number sequence

counting on in twos i.e. 1, 3, 5o Extends a number sequence

counting back in twos i.e. 10, 8, 6o Find numbers on a number line to

30 50 80 o Place four non sequential numbers

on a number line.o Use number line to support counting

in twos, fives and tens

o Count, read and writenumbers to 100 in numerals.

o Count in multiples of twos,fives and tens.

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o Pupils recognise differences in quantity, for example, in comparing given sets of objects and saying which has more or less, which is the bigger group or smaller group.

o See above

o Pupils compare quantities to 20 40 60 80 Larger Smaller Fewer More

o Locate numbers on a number line to 20, recognising the: Number before and after Number one more and one less

o Given a number identify one more and one less

o Identify and represent numbers using objects and pictorial representation including the number line, and use of the language of: equal to, more than, less than (fewer), most, least.

o They recognise numerals from one to nine and relate them to the sets of objects, for example: labelling sets of objects with correct numerals.

o See above

o Recognise numerals to 10 15 o Write numerals to 10 15 o Read number words to 5 10 15 o Spell number words to 5 10 15

o Read and write numbers from 1 to 20 in numerals and words.

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Number – addition and subtraction

o In practical situations theyrespond to “add one” to or“take one away” from anumber of objects, forexample, they add onemore to three objects in abox and say, sign orindicate how many arenow in the box; at a cakesale say, sign or indicatehow many cakes are leftwhen one is sold.

o Add one object and counthow many now to 10

o Remove one object andcount how many now to 10

o Pupils recognisedifferences in quantity, forexample, in comparinggiven sets of objects andsaying which has more orless, which is the biggergroup or smaller.

o Recognise and use the symbol + foraddition.

o Recognise and use the symbol - forsubtraction.

o Recognise and use the symbol = forequals.

o Use concrete and pictorialrepresentation to support additionand subtraction to 10 15

o Understand that the sum does notchange no matter what the objectsare called

o Pupils can use number bonds from1 to 5 e.g 0+5,1+4,2+3,3+2,4+1,5+0

o Pupils can use concrete apparatusto demonstrate the commutative lawand inverse relationships involvingaddition and subtraction e.g. 3+2=5so 2+3=5 and 5-3=2 and 5-2=3

o Pupils memorise and reason withnumbers to 10 and beyond e.g. 3 +4 = 7, 7 – 4 = 3, 3 = 7 – 4

o Demonstrate rapid recall of numberbonds – able to add and subtractnumbers to 10 15

o Read write and interpretmathematical statementsinvolving addition (+),subtraction (-) and equals (=)signs.

o Represent and use numberbonds and related subtractionfacts within 20.

o Add and subtract one- digitand two- digit numbers to 20,including zero.

o Solve one –step problems thatinvolve addition andsubtraction, using concreteobjects and pictorialrepresentations, and missingnumber problems suchas 7 = - 9.

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Number – multiplication and division

o Pupils recognisedifferences in quantity, forexample, in comparinggiven sets of objects andsaying which has more orless, which is the biggergroup or smaller group.

o See above – number and placevalue: for recognition ofconnections of number patterns,counting in twos, fives and tens.

Confidently use concrete apparatus and pictorial representation with numbers up to 10 to :

o Answer simple addition problemsrelated to real life.

o Answer simple subtraction problemsrelated to real life.

o Solve one- step problemsinvolving multiplication anddivision, by calculating theanswer using concreteapparatus, pictorialrepresentations and arrayswith the support of a teacher.

Number – fractions

o Recognises half of a basic shapeo Recognises a quarter of a basic

shape.o Recognises half of even numbers to

10o Recognises a quarter of basic

numbers e.g. 4, 8, 12, 16.o Recognise a half of a length or

mass.o Pupils can put up to 20 items in

groups of 2 or 5 or into 2 or 5 equalgroups e.g. give pupil 5 hoops andask them to share 15 objectsequally between the hoops.

o Recognise, find and name ahalf as one of two equal partsof an object, shape orquantity.

o Recognise find and name aquarter as one of four equalparts of an object, shape orquantity.

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Measurement and Geometry

P8 Shape, Space and Measures Pupils compare objects directly, focusing on one dimension such as length or height where the difference is marked and can indicate the ‘long one’ or the ‘tall one’(for example comparing two plants placed side by side and indicate the tall one, or comparing two zips and indicating the long one). They show awareness of time, through some familiarity with names of days of the week and significant times of their day, such as meal times, bedtimes (for example, ordering events of their day on a visual daily timetable, understanding and using names of days of the week, ‘no school on Saturday or Sunday’, ‘swimming on Wednesday’). They respond to mathematical vocabulary such as ‘straight’, ‘circle’, ‘larger’ to describe the shape and size of solids and flat shapes (for example, when shopping pupils find boxes with straight edges to pack into the carrier bag; identify the larger circle when stacking two cans). They describe shapes in simple models, pictures and patterns (for example, stamping shapes in sand and describing them, using a set of flat shapes to make pictures or patterns, naming some of the shapes used, identifying specific shapes from pictures, simple models and patterns).

Measurement

Solve practical problems: o Pupils compare objects directly,

focusing on one dimension such as length or height where the difference is marked and can indicate the ‘long one’ or the ‘tall one’(for example comparing two plants placed side by side and indicate the tall one, or comparing two zips and indicating the long one).

Solve practical problems: o To compare objects directly where

difference is not marked e.g. lengths, heights, mass or weight, capacity and volume.

o To use non-standard measures: o Length e.g. how many hand

spans across a table? o Weight e.g. how many unifix

cubes for a packet of biscuits?

o Capacity e.g. how many marbles in a beaker?

o Height e.g. how many pencils are you tall?

o Compare, describe and solve practical problems for:

o lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)

o mass or weight (e.g. heavy/light, heavier than, lighter than)

o capacity/volume (e.g. full/empty, more than, less than, quarter, half)

o time (quicker, slower, earlier, later)

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Time: o They show awareness of

time, through some familiarity with names of days of the week and significant times of their day, such as meal times, bedtimes (for example, ordering events of their day on a visual daily timetable, understanding and using names of days of the week, ‘no school on Saturday or Sunday’, ‘swimming on Wednesday’).

o Time e.g. how many claps can I do whilst you write your name?

o Recognise and sort coins: o 1p 2p 5p 10p 20p 50p

o To know the value and equivalence of:

o 1p 2p 5p 10p 20p 50p o To know:

o days in a week o weeks in a month o months in a year o seasons o To understand the language

of time e.g. o first/last o first/next/last o now/next o day/night o quick/slow o early/late

o Measure and begin to record: o Lengths and heights,

mass/weight o Capacity and volume o Time (hours, minutes,

seconds) o Recognise and know the value

of different denominations of coins and notes.

o Sequence events in chronological order using language such as before and after, next , first, today, yesterday, tomorrow, morning, afternoon and evening.

o Recognise and use language related 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.

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Geometry

Properties of Shape

They respond to mathematical vocabulary such as ‘straight’, ‘circle’, ‘larger’ to describe the shape and size of solids and flat shapes (for example, when shopping pupils find boxes with straight edges to pack into the carrier bag; identify the larger circle when stacking two cans). They describe shapes in simple models, pictures and patterns (for example, stamping shapes in sand and describing them, using a set of flat shapes to make pictures or patterns, naming some of the shapes used, identifying specific shapes from pictures, simple models and patterns).

o Sorting shapes; 2-D/3-D discriminate between.

o Recognising 2-D/3-D shapes in the environment

o Recognise and name common 2-D and 3-D shapes, including:

o 2-D shapes (e.g. rectangles (including squares), circles and triangles)

o 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres).

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Position and Direction

o To describe position using: o In o On o under

o Respond to: o Left/right o Top/middle/bottom o On top of/in front of o Next to/at the side of o Above o Between o Around o Near/close to/ far o Up/down o Forwards/backwards o Inside/outside

o To respond to: o Clockwise o Half turn o Quarter turn o Three quarter turn

o Describe position, directions and movements, including half, quarter and three quarter turns.

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Documents

Using these materials - Derbyshire · numbers to 10 15 o Read write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. o Represent