Number, place value and money

S: Place value in two-digit numbers

Day 1: Place numbers on 0 to 100 landmarked line

S: Count in 1s from 100 to 200

Day 2: Place numbers on 100 to 200 line, then 0 to 1000 landmarked line

S: Count on and back in tens from any single or two-digit number

Day 3: Place value in 3-digit numbers, compare pairs of numbers, use

S: Place value in three-digit numbers

Day 4: Write amounts in £ and p

S: Count in 10s between 100 and 200 using 101 to 200 square

Day 5: Place value addition/subtractions with money, e.g. £1 + 50p + 4p and £3.67 – 60p

Mental addition and subtraction

S: Addition facts for numbers 6 to 10

Day 1: Know addition and subtraction facts for all numbers to 20,  focus is on pairs of single digits with totals between 10 and 19 such as 7+8 or 6+9 etc.

S: Doubles 1 to 10

Day 2: Use the = sign to represent equality (e.g. 17 + 3 = 15 + 5), focus is on pairs to 10 and 20

S: Pairs to 10

Day 3: Add several small numbers, spotting pairs to 10 or 20 or doubles

S: Complements to multiples of 10, e.g. 46 + □ = 50

Day 4: Revise using number facts to add a single-digit number to a two-digit number without crossing tens, e.g. use 5 + 2 to work out 65 + 2 or 45 + 2; Extend to crossing the tens e.g. 63 + 8 using place value to help

S: Mixed number facts bingo

Day 5: Revise using number facts to subtract a single-digit number from a two-digit number without crossing tens, e.g. use 5 - 2 to work out 65 – 2; extend to crossing the tens e.g. 63 - 8 using place value to help

Mental addition and subtraction

S: Add pairs of multiples of 10, e.g. 40 + 30, 60 + 50

Day 1: Add two-digit numbers by partitioning, either units >10 or tens >100

S: Number bonds – to 10, the other numbers up to 10,

Day 2: Add two-digit numbers by partitioning, include units >10 and tens >100 PLENARY: Have totals of a pair of two-digit prices, e.g. 46p + 58p, so convert answer to £.p

S: Complements to multiples of 10, e.g., 57 + □ = 60.

Day 3:  Counting up subtraction, subtract by finding a difference.   Introduce Maths Frog (very important as lots of chn’s maths will be based on this!)  Frog always jumps along the number line, because she is Maths Frog, she always jumps to the next 10.  Use Frog to help children to find a difference between two numbers, 72 – 56. 

S: Subtraction number bonds to 10, e.g. 10 – 3, 10 – 6 etc.

Day 4: Use frog to subtract any pair of two-digit numbers – Make sure chn know that Maths Frog makes this easy – we always hop to the next ten!

S: Use place value to add and subtract, e.g. 40 + 5, 45 – 5, really quick!

Day 5: Find change (‘counting up’) from a pound – show children that Maths Frog makes this easy too! 

SHAPE

S: Find lines of symmetry

Day 1: Recognise symmetry and complete symmetrical drawings

S: 2-D shape

Day 2: Describe, name, sort  and draw 2D shapes (symmetry, polygon/non polygon, i.e. curved or straight only sides, need vocab)

S: Telling the time

Day 3: Describe, name and sort 2D shapes (including right angles)

S: Naming 3-D shapes

Day 4: Describe, name and sort  3D shapes (begin to learn the words polyhedron, faces, edges and vertices) 

S: Number bonds to 10 and 20

Day 5: Describe, name and sort  3D shapes (begin to learn the words polyhedron, faces, edges and vertices) 

Mental multiplication and division

S: Doubles to double 15, doubles of multiples of 10

Day 1: Double two-digit numbers up to 50

S: Halve even numbers to 30, halves of even multiples of 10, i.e. 20, 40, 60, 80

Day 2: Halve even two-digit numbers, a few of halving numbers like 13 by halving 10 and halving 3, also half of 30, 50 70, 90

S: Count in 5s and 10s to at least 100

Day 3: Revision of 5 and 10 times table, there is a focus on division and on revising commutativity

S: Count in 2s from 0, then any number, revise odd and even             

Day 4: Revision of 2 times table, again, a focus on division

S: 2, 5 and 10 times tables, mixed fact bingo or similar

Day 5: Recognise multiples of 2, 5 and 10

Number, place value and money

S: Place value in three-digit numbers (e.g. with place value grid hundreds, tens and ones)

Day 1: Place value additions, e.g. 400 + 50 + 6, and 450 + 6, 406 + 50, get these really secure

S: Compare pairs of three-digit numbers, using > and

Day 2: Place value additions and subtractions, e.g. 456 – 6, 456 – 50, 456 – 56, etc. zap a digit, get really secure

S: £ and p place value

Day 3: Place value money additions, and subtractions e.g. £2.05 + 30p, e.g. £4.56 – 50p 

S: Count on and back in ones from three-digit number

Day 4: Add 1, 10 and 100 to any three-digit number, including 399 + 1, 495 + 10

S: Count on and back in tens from three-digit number

Day 5: Subtract 1, 10 and 100 from any three-digit number, including 400 – 1, 406 – 10

Mental addition and subtraction

S: pairs to 20, and related subtractions

Day 1: Adding using place value to help: e.g. 456 + 20, 456 + 200, 456 + 2. with just one digit changing, e.g. not 456 + 70. Plenary has two digits changing, e.g. 456 + 110, or 456 + 101.

S: Addition of any single-digit pair of numbers – e.g. card swap

Day 2: Place value subtractions, e.g. 450 – 200, 456 – 20, 456 – 2. These do not cross tens or hundreds, e.g. 326 – 40 is not ok, but 356 – 40 is fine.

S: Add and subtract multiples of 10 to or from any two-digit number, perhaps guess what’s been added, 45 + □ = 65

Day 3: Add and subtract near multiples of 10 to/from two-digit numbers, e.g. 45 + 29, 45 + 31, teaching uses sequences of calculations: 45 + 30, then 45 + 29, +31 Additions do not cross 100, e.g. 54 + 31 but not 54 + 81

S: Count on and back in 10s from any three-digit number

Day 4: Add near multiples of 10 to 3-digit numbers, e.g. 345 + 21, 345 + 19, teaching uses sequences of calculations: 345 + 20 and then near multiples. Additions do not cross 100s except in plenary

S: Count in 2s from any three-digit numbers say where odd or even

Day 5: Subtract near multiples of 10 from 3-digit numbers, similar to above but subtracting not adding.

Mental addition and subtraction

S: Count in 5s to at last 100 and back again

Day 1: Bonds to 100, multiples of 5

S: Complements to multiples of 10, e.g. 34 + □ = 40

Day 2: Bonds to 100, any two-digit numbers

S: Bonds to 20, quick fire, 17 + □ = 20

Day 3: Subtraction by counting up, using Frog, either side of 100, 103 – 93 or 108 – 87. This uses number bonds to 100 in stages, so  108 – 87 is 87 hop 3, hop 10, then hop 8. The first two hops are to the 100. Some children may do this in one hop!   The difference between the two numbers is less than 25

S: Complements to 100 (use bead bar as image, cover some with a cloth

Day 4: Subtraction by counting up using Frog, either side of 100, 113 – 78 etc.  The difference between the two numbers should not be more than 35

S: Change from £1 (use money line)

Day 5: Subtraction by counting up using Frog, either side of 100, 112 – 76 (difference between the two numbers not more than 40)

MEASURES/DATA Time, bar charts, pictograms

S: 5 times table

Day 1: Revise telling time to the nearest 5 minutes on both analogue (include Roman numerals) and digital clock – times past the hour (include ¼ and ½ past)

S: Pairs of multiples of 5 which make 60, e.g. 45 + □ = 60

Day 2: Revise telling time to the nearest 5 minutes on both analogue (include Roman numerals) and digital clock – times to the hour (include ¼ to)

S: Units of time – seconds in a minute, minutes in an hour, hours in a day, days in a week, days in month, months in a year, days in a year

Day 3: Tell the time to the nearest 5 minutes, to and past, analogue (include clocks with just marks to denote multiples of 5 min, not numbers) and digital, am and pm.

S: Order months of the year

Day 4: Time events in seconds,  record in a bar chart, one step is 10 seconds or even 5 seconds depending on the event

S: 2 times table

Day 5: Collect and represent data in pictograms, one picture represents two units

Mental multiplication and division

S: Count in 3s from 3 to at least 30

Day 1: 3 times table, including division facts and making sure that chn can see division as ‘how many lots of 3 in... 27’?   It is the connection between multiplication and division that is a focus as well as learning the facts for the 3x table.

S: Count in 4s from 4 to at least 40

Day 2: 4 times table, including division – see above note.

S: Division facts for 10 times table

Day 3: Write division facts to go with multiplications, use inverses. (E.g. how many groups of 4 is 28 can be written as  ? x 4 = 28 AND as 28 ÷ 4 = ?  These two statements are equivalent as multiplication is the inverse of division.  S: Division facts for 5 times table

Day 4: Division within tables, but with remainders  - the focus is to get the concept of a remainder – something left over – on the map and to ensure that chn ‘get’ this!

S: Division facts for 2 times table

Day 5: Division within tables, but with remainders – rehearsing this to get it secure.

Fractions

S: Count in steps of ½ along a number line

Day 1: Concept of ½, 1/3 and ¼ - parts of shapes and (importantly) strips  This (a fraction strip) will be v important for much work on fractions. ASK if not sure!

S: Doubles to double 15

Day 2: Find ½ of quantities, including of odd numbers, e.g. ½ of 7, ½ of 15.

S: Sort odd and even numbers

Day 3: Halving chains investigation (make longest chain they can, Start with a number: If the number is even, halve it, if the number is odd, add 1. Keep going until they get to 1. Try starting with different two-digit numbers, do larger numbers produce longer chains?

S: 4 times table

Day 4: Find ¼  and ¾ of quantities, use fraction strips

S: 3 times table

Day 5: Find 1/3 and 2/3 of quantities, use fraction strips

ASSESS AND REVIEW

Firm up the content of this week once the new National Curriculum is out.

Potentially a day each on five key things from the term. e.g.

• place value and ordering
• add two-digit numbers by partitioning
• find a difference
• division with remainders
• find fractions of amounts.

Starters on number facts (all four rules), include 3 and 4 times tables

Prep III

AUTUMN

DRAWING

• Developing drawing from imagination, observation and experience
• School calendar design

PAINTING

• Investigating different
• Art from a different time or culture: Land Art

COLLAGE

3D

TEXTILES

• Working with natural materials

PRINTING

• Art from a different time or culture : printing with natural materials