Links to the Primary Framework for Mathematics - … year group may fit into the blocks and units of learning within the Primary Framework for Mathematics. ... pews/seating areas to

Links to the Primary Framework for Mathematics

A maths visit to a place of worship Below is a list of suggested links between where the maths visit activities, and Learning Intentions for each year group may fit into the blocks and units of learning within the Primary Framework for Mathematics. For EYFS, we have linked the activities to the Overview of Learning section of the framework. NB: The visits can take place during any time in the learning sequence, though it would possibly be best placed either at the start of a unit of learning as a stimulus, or at the end as a consolidation experience.

Year groups Area of Mathematical learning:

Foundation Stage

Year 1 Year 2 Year 3&4 Year 5&6

Number and the number system

Overview of Learning 6 Overview of Learning 7

Block A Unit 1 Block B Unit 1

Block E Unit 1-3

Block A Unit 1 Block B Unit 1

Y3 Block A Unit 3 Y4 Block A Unit 2&3 Y3 Block B Unit 2&3 Y4 Block B Unit 1&3

Y3&4 Block E Units 1-3

Y5&6 Block A Units 1-3 Y5&6 Block B Units 2&3

Shape, Space and Measure


Block B Units 2&3 Block D Units 1&2

Y3&4 Block B Units 1-3 Y4 Block D Units 2&3

Y5&6 Block C Units 1-3 Y6 Block D Units 1&3

Handling Data


Block C Unit 1&3 Block C Unit 1-3 Y3&4 Block C Units 1-3 Y3 Block E Units 1&3

Y5&6 Block C Units 1-3

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A maths visit to a place of worship (Foundation Stage)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a place of worship. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions):

• Teachers may want to discuss the names of certain parts of the church such as font, porch benches etc. Context for learning:

• To work in three groups and move around the three different activities – number, shape space and measures and data handling.

Number: Learning Intention:

• To be able to recognise numbers to 10 and place them in the correct order.

Learning Outcomes:

• I can recognise and order numbers to 10. • I can recognise numbers to 10 and order

them with help. • I can recognise numbers to 5.

Probing Questions:

• What number do you have? • What comes next? • What comes after…..?

ICT opportunities:

• Taking photograph of the correct order to display in school.

• Make number lines with the photographs they took at the church.

Shape, Space and Measure: Learning Intention:

• To be able to find and match 2D shapes. Names the shapes and describe their properties.

Learning Outcomes: • I can name some 2D shapes and

confidently describe their properties. • I can name some 2D shapes and with help

am beginning to describe their properties. • I can name some 2D shapes.

Probing Questions:

• What shapes can you see? • What does the shape look like? • Can you describe the shape?

ICT opportunities: • The use of the digital camera to take

photos and print them off when they return to school.

Handling Data, U&A: Learning Intention:

• To be able to collect data to make a pictogram and be able to answer simple questions about this graph.

Learning Outcomes: • I can I can make a pictogram and answer

simple questions about it. • I can make a pictogram. • I can make a pictogram with help.

Probing Questions:

• How many…… are there? Which has the most? Which has the least? How do we know?

ICT opportunities: • Using 2go graph package to create graphs

when they get back to school.

Follow-up learning/something to bring back: • Children to print off photographs when they return to school, they can then be displayed as part of a shape display. They could also be used as a

talking point for further discussion on naming and describing shapes.

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Suggested Shape, Space and Measure & AT1 Activities:

• Go on a shape hunt around the church to name and describe 2D or 3D shapes. • Find items in the church from positional or directional clues. • Order two or three items from the church by length or height. • Talk about, recognise and recreate simple patterns by using church items.

Suggested Number & AT1 Activities:

• Counting items in the church • Searching for numbers in the church • Ordering numbers on the church pew • Count items found in the church, combine them

together to work out how many altogether. • Count items from the church and take some

away, work out how many left.

Suggested Data Handling & AT1 Activities:

• Make tally charts of things they see at the church.

• Make pictograms of evidence found. • Discuss findings from pictograms.

Points to consider:

• Sensitivity when visiting places of worship

• Refer to local SACRE guidance on visiting places of worship

• Faiths/beliefs of particular children.

Links to other buildings/visits:

• Mosques • Stately home, • Town/village hall


Success Criteria linked to: A maths visit to a place of worship

Foundation Stage Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to recognise numbers to 10 and

place them in the correct order.

Steps to success: 1) To count up to 10 2) To recognise numbers to 10 3) Place the numbers in the correct order. 4) To be able to spot there is a mistake in the sequence

of numbers. 5) To be able to correct the mistake in the sequence.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to find and match 2D shapes.

Names the shapes and describe their properties.

Steps to success: 1) To be able to recognise 2D shapes – circle, square,

triangle, rectangle. 2) To be able to spot these shapes whilst walking around

the school. 3) To be able to name the shape once they have found it. 4) To be able to describe some of the properties of

some of the shapes. 5) To be able to describe all of the properties of all of

the shapes.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able make a pictogram using gathered

data.

Steps to success: 1) To be able to contribute to the class questions. 2) To be able to count how many people went for each

choice. 3) To be able to enter the right number of items into

the right column on the pictogram. 4) To be able to answer simple questions about the

pictogram.


A maths visit to a place of worship (Y1)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a place of worship. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): What is this place like? What is it used for? Context for learning:

• After class based learning, children are taken into ‘real’ situations to use and apply their Maths skills, knowledge and understanding. Number: Learning Intention:

• To be able to count reliably and begin to learn number bonds to 10 off by heart.

Learning Outcomes:

• I can count reliably. • I can remember my number bonds to 10

off by heart. • I can see number patterns to 10.

Probing Questions:

• I’m thinking of a number that I can add ** to, If my total is 10. What is my number?

• What type of number pattern can you see?

ICT opportunities: • Primary Games / Maths Invaders number

bond games.


• To be able to recognise, name and describe 2D & 3D shapes.

Learning Outcomes:

• I can recognise and name 2D shapes. • I can recognise and name 3D shapes. • I can describe 2D & 3D shapes.

Probing Questions:

• What is this shape like? Why? • What type of pattern can you see?

ICT opportunities:

• To add 2D & 3D shapes found to class data base.

Data Handling: Learning Intention:

• To be able to find out how many different shape windows can be found and use a tally chart to collect information.

Learning Outcomes: • I can collect information for a tally chart. • I can use a tally chart to record

information. • I can retrieve information from a tally

chart to represent findings. Probing Questions:

• What information does the tally chart tell us?

• How can we display this information back at school?

ICT opportunities: • To transfer tally chart information onto

block graphs or pictograms.

Follow-up learning/something to bring back: • Tally chart information to transfer back at school. How different would the same information look on a block graph compared to a

pictogram? • How many more / less than questions.



• Play ‘human’ number bonds counting reliably to 10 using two pews/seating areas. • Children to sit in both pews/seating areas to represent the number bonds. Can they begin to see a

pattern emerging and can they predict / record others? o eg 0 + 10 = 10 o 1 + 9 = 10 o 2 + 8 = 10 What comes next?


• Children to find, recognise & name 6 2D & 6

3D shapes with a partner (1 point for every shape) and also describe to one another the features of the shapes (1 point for at least two properties)

• Use a prepared worksheet to record their findings and score valuable points!

• Use Meter Monster to record measurements of different objects in the place of worship.

Points to consider:


• refer to local SACRE guidance on visiting places of worship


• Synagogues, • Mosques • Stately home, • Town/village hall


• Children to search for as many different shape windows as possible, in a given time, and record on a group tally chart. Transfer data back at school on to a block graph or pictogram.

• Children to classify the shapes they have recorded according to properties.

Success Criteria linked to: A Maths visit to a place of worship

(Y1) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to use number bonds to 10.

1. I know how to add / count on. 2. I can add 2 numbers to equal 10 with apparatus. 3. I know some number bonds to 10. 4. I know all the number bonds to 10 off by heart.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to recognise, name and describe

2D & 3D shapes.

1. Name 2D shapes. 2. Describe the properties of2D shapes, using shape

vocabulary (sides, corners, curved, straight) 3. Name 3D shapes. 4. Describe the properties of3D shapes using shape

vocabulary (inc edges, corners, flat, solid, and straight, curved.)

5. I can recognise and clearly sort 2D & 3D shapes into separate groups, using the properties as criteria.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to use a tally chart to collect

information.

1. Draw one vertical ‘strike’ to represent the number one.

2. Draw one horizontal ‘strike’ through every four vertical ‘strikes’ to represent the fifth mark..

3. Tally in groups of five. 4. Total the groups of 5, or count in groups of 5 to read

a tally score. 5. Represent it as a number.


A maths visit to a Place of Worship (Y2)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a place of worship. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): Who attends a place of worship regularly? Who has never been in a place of worship before? What do you think you may find that is mathematical in the place of worship? Context for learning:

• Mathematical opportunities in and around a place of worship. • Problem solving activities based on a real life experience.


• To be able to calculate using arrays for multiplication

• To present solutions to problems in an organised way

• To solve problems involving addition and multiplication

Learning Outcomes: • I can estimate roughly how many children

would fit into one pew/area of seating. • I can use my 2, 10 and 5 times tables to help

solve a problem. • I can show and explain clearly how I solved a

problem. Probing Questions:

• Can you find a quicker way than counting in ones?

• How is your method different from your partner’s method?

ICT opportunities: • ITP Multiarray


• To recognise and use whole, half and quarter turns

• To know that a right angle represents a quarter turn

• To work in a group Learning Outcomes:

• I can give instructions which are easy to follow.

• I can point out right angles. • I can work in a group and help the group to

think about different ways to do things. Probing Questions:

• Which of these shapes has a right angle? How can you check?

• How will you split the work so that everyone knows what they should do?

ICT opportunities: • Plan a route for a floor robot.


• To collect and record data • To present results in a block graph • To be able to answer a question by collecting

and recording data. Learning Outcomes:

• I can use a frequency chart to record the 1, 2 and 3-digit numbers that I can find.

• I can make block graphs and get information from other people’s graphs.

• I can use ICT to show results (block graph). Probing Questions:

• What information do we need and how are we going to collect it?

• What do you think we will find? Why?

ICT opportunities: • Present results in a block graph using ICT.

Follow-up learning/something to bring back: Digital photos of: children sitting in pews; right angles found; examples of 1, 2 and 3 digit numbers found.



• To calculate how many children it takes to fill 2, 5 and 10 pews/seating areas in the place of worship. • To count and record the number of pews/seating areas in the place of worship. • Look at the hymn board and calculate the sum of the digits for each hymn selected in the place of

worship.


• To plan a route in or around a place of worship. • Use ‘Metre Monster’ to measure the height of

key features of a place of worship. • Make a metre square, and use it to fill a space

in the place of worship, to find the area.


• To find all the 1, 2 and 3-digit numbers within a place of worship.

• Order numbers from smallest to largest from the hymn board.

• Record the number of graves by completing a tally chart.

Points to consider:

• sensitivity and respect when visiting places of worship.

• refer to local SACRE guidance on visiting places of worship.


• Mosques. • Stately home. • Town/village hall.


A maths visit to a place of worship (Y3/4)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a place of worship. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions):

• What type of mathematics could we find inside and outside the place of worship? Context for learning:

• Children will visit a place of worship to search for the mathematics that has been used in its construction. Number: Learning Intention:

• To be able to develop and use written methods to record, support and explain multiplication and division of 2-digit numbers by a 1-digit number, extending to include division with remainders,

• e.g. 15 × 9, 98 ÷ 6 Learning Outcomes:

• I can record how I work out a calculation showing each step.

Probing Questions:

• What skills do I need to solve 1,2 or 3 step word problems relating to our place of worship?

• What strategies will I use for working out my answers?

ICT opportunities: • Use calculators for addition and subtraction of

large numbers (dates found in the grounds).


• To be able to visualise 3-D objects from 2-D drawings and make nets of common solids.

• To be able to draw rectangles and measure and calculate their perimeters, find the area of rectilinear shapes drawn on a square grid by counting squares, and identify right angles in shapes.

Learning Outcomes:

• I can pick out irregular polygons that have at least one right angle .

• I can make a net for an open cube and fold it to check that it is correct.

Probing Questions: • What examples of shape can be seen in the place of

worship? • How could mathematics have helped architects and

builders to erect a place of worship?

ICT opportunities: • Use Roamer to navigate a section of the place of

worship.

Data Handling and U&A: Learning Intention:

• To be able to Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information.

• To be able to answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.

Learning Outcomes: • I can decide what information to collect to answer a

question. • I can collect data and put it in a table to help me

explore an idea and find out more about it. Probing Questions:

• What mathematical question could we investigate through gathering data during our visit to the place of worship?

• How could I record my data effectively and efficiently?

ICT opportunities: • Gather data on number of deaths in a selected

period and find the average age. • Create a presentation of the mathematical findings

linked to the visit. Follow-up learning/something to bring back: Each child should aim to bring back the following:

• Photo of an aspect of the building relating to shape - Photos could be used to categorize and investigate the benefits of that shape on the building. • The answer to their own question created during the pre-visit discussion - Questions and answers could form a learning log/learning wall display. • A piece of information that the child finds fascinating - Link this to aspects of SMSC that develops the spiritual capacity of the learning.


Suggested Number & AT1 Activities: • Estimate the capacity of the building and record the procedure used • Sample 20 grave stones and work out the average age of death. • Children could create questions for their peers to answer using calculations • Investigate when the church was built and finished. How long did it take to build? • Find out how old the building is. • Children could investigate key dates in the churches history and construct a time line displaying this

information – ordering.


• Calculate the perimeter and find the area of building. • Use ratio and proportion to draw out a scale map of the

building. • Discuss the implications for using non-standard units of

measure for building construction. • Use a Roamer to navigate the around the building. • Investigate the different types of quadrilateral s in the

building. Record 3D shapes investigative questions based on angles for them to problem solve.


• Sampling 20 grave stones, record the dates of death and find out which year/month was the most common for death/birth

• Children could investigate the ways in which the building is used. Calculate the amount of time people might spend in the church over the course of the week through examining timetables/church plans.

Points to consider:

• sensitivity when visiting places of worship






(Y3&4 ) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to develop and use written methods

to record, support and explain multiplication of 2-digit numbers by a 1-digit number.

(Suggested Steps to Success for Multiplication – Grid Method) 1. I have made a sensible estimate of the answer. 2. I have partitioned numbers with two or three digits. 3. I have used and applied my knowledge of tables to find

the product for each part of the grid. 4. I have an effective strategy for adding the products

together in order to find the answer. 5. I have checked my answer against my estimate. 6. I have used the inverse operation to check my answer.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to draw rectangles and measure and

calculate their perimeters.

1. Know the properties of a rectangle. 2. Accurately measure 90 degree angles. 3. Use a ruler accurately to draw parallel lines of required

length. 4. Add together the length of all 4 sides of the rectangle.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to present data by accurately

constructing appropriate graphs.

1. Draw axes accurately and label them. 2. Use intervals greater than one. 3. Draw bars to the correct intervals/ plot points & join

them accurately/place pictorial symbols to correct interval

4. Label graph. 5. Extract information from the graph. 6. Interpret the information presented.


A maths visit to a place of worship (Y5/6)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a place of worship. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): Who attends a place of worship regularly? Who has never been in a place of worship before? What do you think you may find that is mathematical in the place of worship? Which mathematical areas do you think you may focus on? Context for learning:

• To use the environment of the place of worship to create mathematical puzzles and problems and use the data and shapes within the place of worship to link the past and the present.


• To be able to tabulate systematically the information in a problem or puzzle: identify and record the steps or calculations needed to record it.

Learning Outcomes:

• I can identify differences between periods of time.

• I can identify the number of congregation the church holds.

• I can recognise number patterns in a range of places.

Probing Questions: • When was the place of worship built?

Find evidence of this. • How long has the graveyard been in use?

ICT opportunities: • Use Microsoft excel to order and sort

numbers.


• Select and use standard metric units. • Calculate the perimeter and area of

rectilinear shapes. Learning Outcomes:

• I can use appropriate measures to calculate lengths.

• I can calculate the perimeters of different parts of the place of worship.

• I can work out the area of specific parts of the place of worship.

Probing Questions: • Could I work out the volume of the altar? • Can I prove that the area of the floor of

the porch smaller than the floor of the ladies chapel?

ICT opportunities: • Could I plan a power point presentation

showing how I solved some of the mathematical problems within the place of worship?


• Solve problems by collecting, selecting, processing, presenting and interpreting data.

• Describe and interpret results and solutions to problems using mode, range, median and mean.

Learning Outcomes: • I can make a tally chart of the number of

deaths in a particular year. • I can plot this information on a bar or pie

chart. • I can find the mode, mean, median and

range of a selection of data. Probing Questions:

• How similar is the mean and median average?

• Can I present some of my information using a Venn or branching diagram?

ICT opportunities: • Can I draw a pie chart using excel?

Follow-up learning/something to bring back: Could I use an archive to work out why there were more deaths in some years than others? Did I spot any anomalies when identifying graves?


• Suggested Number & AT1 Activities: • Study gravestones and use the data appropriately. What was their age when they died? How many died

in particular decades? Years? Are there any reasons for this? • How many people can fit in the church? In pews? Choir stalls? How many hassocks are there?(kneelers) • Look at the number of the hymns or psalms sung last Sunday. Create worksheets around the different

numbers. Find differences, products, totals etc. • Identify the number of windows(panes of glass) in the church. How many pipes in the organ? • How high is the roof? Calculate using a stick and string. • How many steps up to the bells?


• Measure different parts of the church. Use appropriate units of measure and equipment. Convert one type of measurement to another. Discus the old imperial measurements and make comparisons with the modern day metric measures.

• Sketch the shape of the church. Measure different sections and calculate perimeters and areas of different parts.


• Use information from gravestones to present data in a variety of ways. Use bar and pie charts, branching and Venn diagrams and look at frequencies.

• Find the mean average of 20 people buried in the graveyard. Compare this average with the modes and median. Find the range of age from oldest to youngest.

Points to consider:







(Y5&6 ) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to solve a problem using a

systematic approach.

On completion of this block of work a child should be able to apply their mathematical skills to problem solving activities. The problems may be of differing types. Some may be visual where they recognise, shapes. Some may involve spotting particular patterns or solving puzzles. Some may be finding how many different answers there are for one question. Some questions may involve logical thinking. The most common type of problem solving are the story context problems where children have to decide what the problem is asking them to do and which rule of number do they need to use to enable them to solve it. They must remember that it is very important to show all their working out because they may have made a careless mistake but the thought processes they have gone through to find the answer may gain them marks.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to calculate the perimeter and

area of rectilinear shapes.

By the end of this block of work the children should know that the perimeter of a shape is the distance around the outside of it. They must realise that in a rectilinear shape there are four sides and they must add the lengths of each of the sides together. They must be careful that all the lengths are in the same unit of measurement. When finding the area of a rectangle or square they should know that the formula is the length of the shape multiplied by the width of the shape. Again both the length and the width must be in the same unit. They should realise that the perimeter is a length and measured in cm or m etc, whilst area is a space and is measured in squared units.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to use mode, range, median

and mean to find solutions to problems.

Children should realise that the mode is the most common value. The range of a group of objects is the difference between the highest and the lowest. The median of a group of numbers is found by placing the numbers in ascending/descending order and finding the middle value. If there are two middle values they find the mean of the middle two. Finding the mean of a group of numbers involves adding all the numbers together and dividing by the number of values there are. They should also realise that another word for mean, mode and median is average.


Documents

Links to the Primary Framework for Mathematics - … year group may fit into the blocks and units of learning within the Primary Framework for Mathematics. ... pews/seating areas to