Phonics and reading Reception and Key Stage One
Mathematics Reception and Key Stage One
Laura Kirkham – Year Two Hannah Davies – Year One Faye Dangerfield - Reception
Non-negotiables for each year • These are provided in your pack – they set out the key learning objectives for each year. • They have a specific role in helping pupils meet the year group expectations. At Rodborough we believe that if pupils are not confident in these areas then they will find the rest of the curriculum difficult to access. • The maths curriculum is much broader than this!
Counting Reception: Count to 20
• • • • •
Year 1: Count forwards and backwards to 100 in ones and from any starting point Count in multiples of 2, 5 and 10
Songs and books Everyday objects Numicon Hundred square Number lines
Year 2: Count in multiples of 2, 3, 5 and 10 to 100 Count in tens from a 2-digit number
Place value Reception: Place numbers to 20 in order and say which number is one more or one less than a given number
Year 1: Read and write numbers to 20 in digits and words Read and write numbers to 100 in digits. Say ‘1 more’ and ‘1 less’ to 100.
Year 2: Compare and order numbers up to 100 Read and write all numbers to 100 in digits and words Recognise place value of any 2digit number
• Arrow cards • Numicon • Tens and units resources (or bundles of straws!)
Number facts Reception: Say which number is one more and one less than a given number
Year 1: Know bonds to 10 by heart Use bonds and subtraction facts to 20
• Numicon • Flip flops • Games – ping pong
Year 2: Recall and use addition and subtraction facts to 20 Derive and use related facts to 100
Addition and subtraction Reception: Using quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer
• • • •
Year 1: Add and subtract 1 digit and 2 digit numbers to 20, including zero Add any three 1-digit numbers with a total up to 20
Year 2: Add and subtract: 2-digit numbers and ones 2-digit numbers and tens Two 2-digit numbers Three 1-digit numbers Recognise and use inverse for addition and subtraction
Calculations progression document Numicon and real objects Mental strategies – use of facts Progress to number lines
Multiplication and division Reception: Solve problems, including doubling, halving and sharing
• • • •
Year 1: Solve simple multiplication and division with apparatus and arrays
Counting in groups Arrays – egg boxes etc Sharing and grouping for division How many left over? Remainders
Year 2: Calculate and write multiplication and division calculations using multiplication tables Recognise and use inverse for multiplication and division
Everyday maths Reception: Use everyday language to talk about time
• • • •
Year 1: Use language of day, week, month and year Tell time to hour and half past
Year 2: Tell time to five minutes, including quarter past and to the hour
Daily and weekly routines Telling the time Important dates and calendars Money – recognising coins and an opportunity to count in multiples
Thank you for coming! If you have any further questions, please come and ask one of us after the session.
Laura Kirkham – Year Two Hannah Davies – Year One Faye Dangerfield - Reception
Non-negotiables for each year • These are provided in your pack – they set out the key learning objectives for each year. • They have a specific role in helping pupils meet the year group expectations. At Rodborough we believe that if pupils are not confident in these areas then they will find the rest of the curriculum difficult to access. • The maths curriculum is much broader than this!
Counting Reception: Count to 20
• • • • •
Year 1: Count forwards and backwards to 100 in ones and from any starting point Count in multiples of 2, 5 and 10
Songs and books Everyday objects Numicon Hundred square Number lines
Year 2: Count in multiples of 2, 3, 5 and 10 to 100 Count in tens from a 2-digit number
Place value Reception: Place numbers to 20 in order and say which number is one more or one less than a given number
Year 1: Read and write numbers to 20 in digits and words Read and write numbers to 100 in digits. Say ‘1 more’ and ‘1 less’ to 100.
Year 2: Compare and order numbers up to 100 Read and write all numbers to 100 in digits and words Recognise place value of any 2digit number
• Arrow cards • Numicon • Tens and units resources (or bundles of straws!)
Number facts Reception: Say which number is one more and one less than a given number
Year 1: Know bonds to 10 by heart Use bonds and subtraction facts to 20
• Numicon • Flip flops • Games – ping pong
Year 2: Recall and use addition and subtraction facts to 20 Derive and use related facts to 100
Addition and subtraction Reception: Using quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer
• • • •
Year 1: Add and subtract 1 digit and 2 digit numbers to 20, including zero Add any three 1-digit numbers with a total up to 20
Year 2: Add and subtract: 2-digit numbers and ones 2-digit numbers and tens Two 2-digit numbers Three 1-digit numbers Recognise and use inverse for addition and subtraction
Calculations progression document Numicon and real objects Mental strategies – use of facts Progress to number lines
Multiplication and division Reception: Solve problems, including doubling, halving and sharing
• • • •
Year 1: Solve simple multiplication and division with apparatus and arrays
Counting in groups Arrays – egg boxes etc Sharing and grouping for division How many left over? Remainders
Year 2: Calculate and write multiplication and division calculations using multiplication tables Recognise and use inverse for multiplication and division
Everyday maths Reception: Use everyday language to talk about time
• • • •
Year 1: Use language of day, week, month and year Tell time to hour and half past
Year 2: Tell time to five minutes, including quarter past and to the hour
Daily and weekly routines Telling the time Important dates and calendars Money – recognising coins and an opportunity to count in multiples
Thank you for coming! If you have any further questions, please come and ask one of us after the session.
