Maths Makes Sense 1 end-of-block objectivesassets.oxfordowl.co.uk/2014/10/02/09/42/01/200/mms_w… · Web viewWrite the addition, subtraction, multiplication

Maths Makes Sense Maths Makes Sense and the Foundation Phaseand the Foundation Phase

Framework in WalesFramework in WalesFor Maths Makes Sense

Foundation, 1 and 2 (Foundation Phase)

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Maths Makes Sense and the Foundation Phase Framework in Wales


This document is intended to help you use the Maths Makes Sense resources for children aged 4 to 7, alongside the Mathematical Development requirements for the Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales.

This chart shows you how the Maths Makes Sense Foundation end-of-week objectives and the Maths Makes Sense 1 and 2 end-of-block objectives correlate to the Foundation Phase Framework in Wales. The simple lay-out, provided in an editable format, will assist you with your planning so that you are able to integrate Maths Makes Sense seamlessly into your classroom.

Maths Makes Sense complements the principles of the Foundation Phase Framework in Wales. Maths Makes Sense provides opportunities for children to be actively engaged in seeing, doing, and most importantly, understanding maths. In particular, Maths Makes Sense Foundation allows time for the children to practise and consolidate their learning through structured play activities and challenges within the areas of the classroom and outdoors.

You may wish to consider the following lesson structure that Maths Makes Sense employs in order to fully complement the Foundation Phase Framework philosophies:

Direct instruction taught as a whole class on the carpet area (with emphasis on freedom of movement around the classroom and a choice of activities)

Guided practice, Partner teaching and reviews taught in small groups (focused tasks) so that the children can receive the level of assistance they need in order to complete the task successfully

Daily practice completed in small groups with a Teaching Assistant or as a whole class, depending on the task.

Following main teaching, enhance areas of the classroom and the outdoors with equipment and resources to allow the children to apply or practise their new mathematical skills and knowledge.

To find out more about Maths Makes Sense, please visit our website: www.oup.com/oxed/primary/mms/


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Maths Makes Sense Foundation

Block 1

Maths Makes Sense Foundation end-of-week objectives

Foundation Phase Framework

Block 1, Week 1 Count objects up to 3 Say how many objects (0–3) when

asked to ‘count how many’ Sort objects into groups of the same

type, e.g. beads or pictures of frogs Recognise the numerals 0, 1, 2, 3

and say the number Match the number of objects (0–3) to

the correct numeral.

SkillsCommunicate mathematically develop their mathematical language across the range of

mathematics, and use it in their role-play and in communicating/talking to adults about their work.

RangeNumber develop an interest in numbers understand number and number notation:

use number names accurately, matching the symbol to the sound

count, read, write, compare and order numbers, and appreciate the conservation of number

investigate patterns and relationships: match pairs of objects in practical contexts, leading to an

understanding of one-to-one correspondenceHandling data collect, represent and interpret data:

sort and classify sets of objects using one or more criteria.

Block 1, Week 2 Sort and match objects according to

size Use vocabulary related to size, e.g.

little, medium, big, huge.



RangeMeasures and money understand and use measures:

compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers

Handling data collect, represent and interpret data:


Block 1, Week 3 Count to ten forwards and backwards Write the numerals 0, 1, 2, and 3 in

the air Use positional language, such as

over, under, through, behind, e.g. Goldilocks is inside the three bears’ cottage.



RangeNumber develop an interest in numbers understand number and number notation:




Shape, position and movement understand and use the properties of position and movement:

develop an awareness of position and movement during their own physical activities.

Block 1, Week 4 Count and match arrangements of up

to six items, e.g. dots on dominoes Count beyond ten in everyday

contexts, e.g. footsteps and pennies.

SkillsReason mathematically recognise patterns, sequences and relationships through practical

activities and discussion.RangeNumber develop an interest in numbers understand number and number notation:


use numbers naturally in their play and daily activities, including number rhymes, songs and stories and counting activities from Wales and around the world

experiment with numbers, and observe numbers and patterns in the environment and everyday life


understanding of one-to-one correspondenceHandling data collect, represent and interpret data:


Block 1, Week 5 Write numerals (0, 1 and 3) in a

variety of contexts Use positional language, e.g. up,

down, over, under, straight Count more than three objects, e.g.

pennies.



RangeNumber understand number and number notation:





Block 2



Block 2, Week 1 Act the Real Story for addition Maths

Stories with 1-digit whole numbers by following verbal instructions, i.e. Get ready to get some more

Use the counting action and count the cups out loud when asked to, Look at the Maths Table and count




Say, [number] cups when asked, How much is there here?

Count objects (1–8) and match to the correct numeral.





understanding of one-to-one correspondence.

Block 2, Week 2 Act out a basic Real-Life Story with

pennies for addition Maths Stories with 1-digit whole numbers following verbal instructions

Use vocabulary relating to addition, e.g. Get ready to get some more

Use the counting action and count (1–10) pennies out loud when asked to, Look at the Maths Table and count

Say, [number] pennies when asked, How much is there here?





calculate in a variety of ways: begin to develop their mental calculation strategies during

counting and grouping activities, games and through day-to-day classroom activities.

Block 2, Week 3 Act the Real Story with cups for

addition Maths Stories with 1-digit whole numbers

Count 1–10 forwards and backwards.






counting and grouping activities, games and through day-to-day classroom activities.

Block 2, Week 4 Match shapes by recognising

similarities, e.g. same number of sides

Begin to use mathematical names for 2D shapes.



RangeNumber investigate patterns and relationships:

match pairs of objects in practical contexts, leading to an understanding of one-to-one correspondence

Shape, position and movement understand and use the properties of shapes:

[recognise similarities and differences of 2-D and 3-D shapes;] know the names of more common [3-D and] 2-D shapes.

Block 2, Week 5 Act the Real Story using cups from

written 1-digit whole number addition Maths Stories, including zero

Look at an addition Maths Story with 1-digit whole numbers and read what

SkillsCommunicate mathematically present their work orally, pictorially and in written form, moving on

to using more formal methods of recording when they are developmentally ready.


it says, e.g. 2 + 4 + 3 = 9 Look at an addition Maths Story with

1-digit whole numbers and read what it means, e.g. two cups, add four cups, add three cups, equals nine cups.

Say one more than and one less than a given number (0–10).




counting and grouping activities.

Block 3



Block 3, Week 1 Recognise and name 2D shapes:

rectangle, square, triangle, circle, oval

Sort and match 2D shapes (rectangle, square, triangle, circle, oval) by counting the number of straight sides.



RangeShape, position and movement understand and use the properties of shapes:

recognise similarities and differences of 2-D [and 3-D] shapes; know the names of more common [3-D and] 2-D shapes

sort shapes according to one or more criteriaHandling data collect, represent and interpret data:


Block 3, Week 2 Act the Real Story, using cups, as the

teacher writes addition Maths Stories with 1-digit whole numbers

Look at the Maths Story and read what it says for addition Maths Stories with 1-digit whole numbers

Look at the Maths Story and read what it means for addition Maths Stories with 1-digit whole numbers

Use the counting action and count out loud when asked to, Look at the Maths Table and count

Say, for example, [number] children when asked How much is there here?






counting and grouping activities and through day-to-day classroom activities.

Block 3, Week 3 Act the Real Story with cups for

addition and subtraction Maths Stories with 1-digit whole numbers

Use the words and actions for: add, take away and equals

Count from zero in ones up to 99 Say one more than or one less than

for 1-digit whole numbers.


mathematics, and use it in their role-play and in communicating/talking to adults about their work

present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready.


use number names accurately, matching the symbol to the


sound count, read, write, compare and order numbers, and

appreciate the conservation of number calculate in a variety of ways:

begin to develop their mental calculation strategies during counting and grouping activities and through day-to-day classroom activities.

Block 3, Week 4 Write familiar numbers 0, 1, and 3 Write new numbers 4, 6, and 8 Make and continue a pattern with, for

example, repeated colours, shapes or sizes.

SkillsReason mathematically recognise patterns, sequences and relationships through practical

activities and discussion investigate repeating patterns and relationships and make simple

predictions.RangeNumber understand number and number notation:

count, read, write, compare and order numbers, and appreciate the conservation of number.

Block 3, Week 5 Act the Real Stories using cups for

addition and subtraction Maths Stories with 1-digit whole numbers

Look at the Maths Story. Read what it says for 1-digit whole numbers, e.g. 2 + 1 – 1 = 2 (two, add one, take away one, equals two)

Look at the Maths Story. Read what it means for 1-digit whole numbers, e.g. 2 + 1 – 1 = 2 (two cups, add one cup, take away one cup, equals two cups)

Sequence numbers from 0 to 10.






counting and grouping activities and through day-to-day classroom activities.

Block 4



Block 4, Week 1 Write new numbers 2, 5, 7, and 9 Sequence numbers 0–10 Order objects or pictures and say:

first, second, third, etc. up to tenth.





Block 4, Week 2 Act the Real Story for addition and

subtraction Maths Stories with 1-digit whole numbers

Copy addition and subtraction Maths Stories with 1-digit whole numbers

Match pairs of numbers (0–20) to a




variety of objects. RangeNumber understand number and number notation:



counting and grouping activities, games and through day-to-day classroom activities


understanding of one-to-one correspondence.

Block 4, Week 3 Compare heights using vocabulary of

short and tall Order height as shorter than and

taller than, shortest, tallest Order objects or pictures and say:

first, second, third, etc. up to tenth.






Measures and money understand and use measures:

compare and order two or more objects in terms of mass or length/height by direct observation, [and for capacity and volume by filling or emptying containers].

Block 4, Week 4 Share up to 15 objects equally Use scales to weigh objects and

ingredients Use the vocabulary heavy, light,

heavier, lighter, heaviest and lightest.



RangeNumber calculate in a variety of ways:

begin to develop their mental calculation strategies during counting and grouping activities and through day-to-day classroom activities


compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers

use uniform non-standard units for comparison, and see the need for standard units of measure; use standard metric units of length, mass and capacity



Block 4, Week 5 Copy addition and subtraction Maths

Stories with 1-digit whole numbers Use the vocabulary of height, e.g. tall,

short, and weight, e.g. heavy, light.





compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers.

Block 5



Block 5, Week 1 Recognise and say a half when

asked, How much is there here? and when shown the symbol ‘½’

Act a Real Story for an addition and subtraction Maths Story with 1-digit whole numbers and halves, using whole and half cups

Show that two half cups make a whole cup by pretending to glue them together

Count and match pennies to objects costing up to 10p.






counting and grouping activities and through day-to-day classroom activities

investigate patterns and relationships: begin to understand the relationships between addition and

subtraction, [between multiplication and division,] and between halving and doubling

match pairs of objects in practical contexts, leading to an understanding of one-to-one correspondence

Measures and money understand and use money:

develop an awareness of the use of money and it’s value, initially through role-play.

Block 5, Week 2 Write the symbol ½ accurately Say a half cup when shown a half cup

and asked How much is there here? Say a half when shown the symbol ½

or words ‘a half’ or ‘one half’ and asked What does this say?

Identify and name 2D shapes.







subtraction, [between multiplication and division,] and between halving and doubling


recognise similarities and differences of 2-D [and 3-D] shapes; know the names of more common [3-D and] 2-D shapes.


Block 5, Week 3 Copy addition and subtraction Maths

Stories with 1-digit whole numbers and halves

Sort 2D shapes by type, i.e. tessellating and non-tessellating.




begin to understand the relationships between addition and subtraction, [between multiplication and division,] and between halving and doubling


recognise similarities and differences of 2-D [and 3-D] shapes; know the names of more common [3-D and] 2-D shapes

sort shapes according to one or more criteria understand and use the properties of position and movement:

fit together and move shapes and solids in various ways.

Block 5, Week 4 Say what is ‘one more than’ for

numbers or objects up to 20 Act out addition and subtraction Real-

Life Stories for 1-digit whole numbers, e.g. two parcels, add three parcels, take away one parcel, equals four parcels

Weigh parcels and say which is heavier/lighter or heaviest/lightest.

SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate mathematically develop their mathematical language across the range of




calculate in a variety of ways: progress from counting on or back in steps, to mental

mathematics involving [all 4] operations with small numbers, [using their own methods to record their calculations]


compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers.

Block 5, Week 5 Act out addition and subtraction Real-

Life Stories with 1-digit whole numbers, e.g. five letters, take away one letter, take away one letter, equals three letters

Use positional language, e.g. left, right, up, down, over.






subtraction, [between multiplication and division, and between halving and doubling]




Block 6



Block 6, Week 1 Say o’clock for time on the hour Measure one or five minutes using

sand timers Count the number of actions, e.g.

counting jumps or numbers, using a sand timer.






recognise the time of day in relation to regular daily activities; understand the passage of time in relation to daily activities and life events

gradually read the time to the quarter hour on an analogue clock, [and relate this to digital time].

Block 6, Week 2 Say a quarter cup when shown a

quarter cup and asked, How much is there here?

Say a quarter when shown the symbol or word and asked, What does this say?

Act the Real Story using quarter, half and whole cups for addition and subtraction Maths Stories with 1-digit whole numbers and fractions

Talk about time using the vocabulary of minutes, hours, o’clock, early and late.






recognise the time of day in relation to regular daily activities; understand the passage of time in relation to daily activities and life events


Block 6, Week 3 Copy ¼ accurately and continue to

write ½ accurately Say which number is one more than

or one less than another, up to 20.




Block 6, Week 4 Collect information to make a block

graph Find and talk about the information on

a block graph Count up to 20 and beyond (up to

99).

SkillsSolve mathematical problems identify, collect and organise information in purposeful contextsCommunicate mathematically use a variety of ways to represent collected dataReason mathematically


interpret information presented in simple graphs or diagrams.RangeNumber understand number and number notation:



collect data for a variety of defined purposes and from a variety of sources, including ICT

represent collected data initially using real objects, pictures or diagrams, progressing to a variety of simple charts, graphs, diagrams, tables or databases.

Block 6, Week 5 Identify and name 2D shapes and

numbers, including fractions, in everyday contexts, e.g. a circle-shaped clock and the school’s telephone number

Use positional language to describe walks and journeys.



RangeNumber recognise that some numbers/numerals will have personal

meaning/significance to them and others understand number and number notation:


Shape, position and movement recognise shapes in their environments understand and use the properties of position and movement:



Maths Makes Sense 1

Block 1

Maths Makes Sense 1 end-of-block objectives


Block 1, Arithmetic 1 Copy addition and subtraction Maths

Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + ½ + ½ = 3

Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + ½ + ½ = 3

Look at a Maths Story and read what it says, e.g. Two, add a half, add a half, equals three. Look at a Maths Story and read what it means, e.g. Two cups, add a half cup, add a half cup, equals three cups.

SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and

materials to solve practical problemsCommunicate mathematically develop their mathematical language across the range of

mathematics, and use it in their role play and in communicating/talking to adults about their work

present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready

devise and refine informal, personal methods of recording mental calculations, gradually moving to using words and symbols in number sentences.





subtraction, [between multiplication and division,] and between halving and doubling.

Block 1, Geometry Draw straight lines by joining named

dots using a ruler, e.g. draw line AB Draw open or closed shapes by

joining named dots using a ruler, e.g. draw closed shape ABCD.

SkillsSolve mathematical problems [select and] use appropriate mathematical ideas, equipment and

materials to solve practical problemsCommunicate mathematically present their work orally, pictorially and in written form, moving on

to using more formal methods of recording when they are developmentally ready

RangeShape, position and movement play with shapes; make models and pictures

Block 1, Data and Measure Make shapes with dm sticks from

written instructions specifying the number of sides, number of sticks and whether the shape should be open or closed

Find the length of a shape by counting dm and respond accurately to the questions: What is the length? How long is this shape? How far is it from one end to the other? What is the distance from one end to the other? What is the total length of the sticks? What is the total length of the



RangeShape, position and movement play with shapes; make models and pictures understand and use the properties of shapes:

make increasingly more complex or accurate models and patterns of shapes

sides? Find the perimeter of a closed shape

made with dm sticks. Recognise that open shapes do not have a perimeter.


[use uniform non-standard units for comparison, and see the need for standard units of measure;] use standard metric units of length, [mass and capacity].

Block 1, Arithmetic 2 Look at an addition or subtraction

Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it says, e.g. Three, add a half, take away a half, add zero, equals three

Look at an addition or subtraction Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it means, e.g. Three cups, add a half cup, take away a half cup, add zero cups, equals three cups

Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 3 + ½ − ½ + 0 = 3.


materials to solve practical problemsCommunicate mathematically develop their mathematical language across the range of

mathematics, and [use it in their role play] and in communicating/talking to adults about their work








Block 1, Reasoning Distinguish between how many and

how much by responding accurately to the questions How many cups did I count? e.g. Six, and How much is there here? e.g. Six cups

Distinguish between a half cup and a quarter cup as physical objects and their names, ‘a half’ and ‘a quarter’

Identify and use the phrase Same Value: Different Appearance for different arrangements of cups which have the same value, including half cups and quarter cups

For an addition Maths Story with 1-digit whole numbers, a half and a quarter, look at the Maths Story and read what it says, e.g. A half, add a half, equals one; look at the Maths Story and read what it means, e.g. A half cup, add a half cup, equals one cup

Write numbers 0–9 accurately.




Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber understand number and number notation:




counting and grouping activities, [games and through day-to-day classroom activities]



Block 2



Block 2, Arithmetic 1 Copy a written addition Maths Story

with multiples of ten, a hundred or a thousand, e.g. 200 + 500 = 700

Look at an addition Maths Story with multiples of ten, a hundred or a thousand and read what it says, e.g. Two (pause) hundred, add five (pause) hundred, equals seven (pause) hundred.






begin to develop their mental calculation strategies during counting and grouping activities, games and through day-to-day classroom activities.

Block 2, Geometry Read instructions for making a shape

from a grid, e.g. 5 sticks, 5 sides, open, and use dm sticks to make the correct open or closed shape

Find and record the perimeter of closed shapes made with dm sticks, e.g. 5 dm

Measure a named straight line, e.g. line AB, in centimetres with a ruler

Record the length of a named straight line, e.g. line AB, in centimetres, e.g. 4 cm.

SkillsReason mathematically interpret information presented in simple graphs or diagrams.RangeMeasures and money understand and use measures:

[use uniform non-standard units for comparison, and] see the need for standard units of measure; use standard metric units of length, [mass and capacity]

choose units and measuring equipment appropriate to a relevant measuring task; read a scale with some accuracy

Shape, position and movement play with shapes; make models and pictures understand and use the properties of shapes:

make increasingly more complex or accurate models and patterns of shapes.

Block 2, Data and Measure Use the appropriate actions for length

to show 1 cm, 1 dm and 1 m Use the appropriate actions for mass

to show 1 g and 1 kg.


[use uniform non-standard units for comparison, and see the need for standard units of measure;] use standard metric units of length, mass [and capacity].

Block 2, Arithmetic 2 Copy multiplication Maths Stories

with 1-digit whole numbers, e.g. 2 × 4 = 8

Act the Real Story using multiplication Maths Stories with 1-digit whole numbers, e.g. 2 × 4 = 8

Look at the Maths Story and read what it says, e.g. Two, times four, equals eight. Look at the Maths Story and read what it means, e.g. Two cups, times four, equals eight cups.






begin to understand the relationships between [addition and subtraction,] between multiplication and division, [and between halving and doubling].

Block 2, Reasoning Say and show bigger, smaller and the

difference between by encircling cups on the Maths Table

Write numbers 0–9, ½ and ¼ accurately.



Reason mathematically recognise [patterns, sequences and] relationships through

practical activities and discussion.RangeNumber understand number and number notation:

use number names accurately, matching the symbol to the sound.

Block 3



Block 3, Arithmetic 1 Copy, on squared paper, vertical

additions with 2-digit whole numbers

Calculate answers to vertical additions with 2-digit whole numbers (no tricky columns) using number pairs for assistance.



Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber investigate patterns and relationships:

begin to understand the relationships between addition and subtraction, [between multiplication and division, and between halving and doubling].

Block 3, Geometry Using a labelled diagram of a 2D

shape, select the correct number of dm sticks and make the shape

Turn through one full turn, a quarter, a half and three quarters of one full turn, two full turns and three full turns.

SkillsSolve mathematical problems [select and] use appropriate mathematical ideas, equipment and

materials to solve practical problemsReason mathematically interpret information presented in simple graphs or diagrams.RangeMeasures and money understand and use measures:

[use uniform non-standard units for comparison, and see the need for standard units of measure;] use standard metric units of length, [mass and capacity]

Shape, position and movement play with shapes; make models and pictures understand and use the properties of shapes:


understand and use the properties of position and movement: develop an awareness of position and movement during their

own physical activities begin to understand angle as a measure of turn, and

recognise whole, half and quarter turns.

Block 3, Data and Measure Measure and record the length of a

line in whole centimetres using a ruler Say and write the mass, indicated by

pictures of bags of sugar and baked beans, in kilograms and grams, e.g. write 2 kg 3 g and say: Two kilograms and three grams

Draw pictures of bags of sugar and baked beans to represent the mass of items, in kilograms and grams, e.g. draw two kg bags of sugar and three baked beans to show 2 kg 3 g.





use uniform non standard units for comparison, and see the need for standard units of measure; use standard metric units of [length,] mass [and capacity]

choose units and measuring equipment appropriate to a relevant measuring task; read a scale with some accuracy.

Block 3, Arithmetic 2 Copy division Maths Stories with 1-

digit whole numbers Act the Real Story for division Maths

Stories with 1-digit whole numbers, e.g. 6 ÷ 3 = 2

For division Maths Stories with 1-digit whole numbers, look at the Maths Story and read what it says, e.g. Six, divided by two, equals three, and look at the Maths Story and read what it means, e.g. Six cups, divided by two cups, equals three.



devise and refine informal, personal methods of recording mental calculations, gradually moving to using words and symbols in number sentences

Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber understand number and number notation:


investigate patterns and relationships: begin to understand the relationships [between addition and

subtraction,] between multiplication and division, [and between halving and doubling].

Block 3, Reasoning Use an addition and subtraction

Maths Story with 1-digit whole numbers to make up a Real-Life Story about everyday objects or measures, e.g. Five bananas, take away three bananas, add two bananas, equals four bananas, and state what the Real-Life Story is about, e.g. bananas

Draw a picture to act a Real-Life Story.



devise and refine informal, personal methods of recording mental calculations, gradually moving to using words and symbols in number sentences

Reason mathematically interpret solutions to calculations within the context of the given

problem.RangeNumber investigate patterns and relationships:


Block 4



Block 4, Arithmetic 1 Copy vertical additions and

subtractions with 2-digit or 3-digit whole numbers, e.g.

Use the correct operation and

calculate vertical additions and subtractions with 2-digit or 3-digit whole numbers (no tricky columns), e.g.

SkillsSolve mathematical problems select and use appropriate mathematical ideas, [equipment and

materials] to solve practical problems.RangeNumber investigate patterns and relationships:


Block 4, Geometry Name 2D shapes (triangle,

quadrilateral, pentagon, hexagon, circle, ellipse) and for each polygon identify the number of sides

Use a dm stick to represent a turn through a half, a quarter or three quarters of one full turn, from one direction to another, e.g. from direction SB to direction SC.


recognise similarities and differences of 2-D[and 3-D] shapes; know the names of more common [3-D and] 2-D shapes

understand and use the properties of position and movement: follow instructions and give directions for simple movements recognise [translations] and rotations as movements, and

combine them in simple ways begin to understand angle as a measure of turn, and


Block 4, Data and Measure Associate particular volumes with

different objects, e.g. 1 ml with a small box, 5 ml with a teaspoon, 10 ml with a dessert spoon, 50 ml with a pupil cup and 250 ml with a beaker

Select correct combinations of 1p, 2p and 5p coins to buy and sell objects and show Same Value: Different Appearance for coins and objects.


use uniform non standard units for comparison, and see the need for standard units of measure; use standard metric units of [length, mass and] capacity


understand and use money: develop an awareness of the use of money and it’s value,

initially through role play recognise, use and sort coins; find totals, and give change.


Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + ½ + ¼ + ¼ + 1 = 4. Copy multiplication and division Maths Stories with 1-digit whole numbers, e.g. 6 ÷ 3 = 2

Act the Real Story using addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + ½ + ¼ + ¼ + 1 = 4. Act the Real Story using multiplication and division Maths Stories with 1-digit whole numbers, e.g. 6 ÷ 3 = 2.


materials to solve practical problemsCommunicate mathematically devise and refine informal, personal methods of recording mental

calculations, gradually moving to using words and symbols in number sentences.


progress from counting on or back in steps to mental mathematics involving all four operations with small numbers, using their own methods to record their calculations

investigate patterns and relationships:

begin to understand the relationships between addition and subtraction, between multiplication and division, and between halving and doubling.

Block 4, Reasoning Use an addition or subtraction Maths

Story with 1-digit whole numbers to make up a basic Real-Life Story and an embellished Real-Life Story, e.g. I went to the shops with Mummy. She bought me three apples. We went down the road. We met Daddy. He gave me two apples. Altogether I had five apples

Say what a basic Real-Life Story is about, e.g. apples, and give the context of the embellished Real-Life Story, e.g. going shopping

Use everyday vocabulary related to addition and subtraction, e.g. another, some more, lost, gave away in embellished Real-Life Stories involving addition and subtraction

Draw a picture of a basic Real-Life Story.





problem.RangeNumber calculate in a variety of ways:


Block 5




subtractions with 2-digit, 3-digit or 4-digit whole numbers, e.g.

Use the correct operation and calculate vertical additions and subtractions with 2-digit, 3-digit or 4-digit whole numbers (no tricky columns), e.g.





Block 5, Geometry Recognise the difference between,

and use actions for, 1D, 2D and 3D shapes

Identify 2D faces on 3D shapes, and name them as triangles, quadrilaterals, pentagons or hexagons.


mathematics, and use it in their role play and in communicating/talking to adults about their work.


recognise similarities and differences of 2-D and 3-D shapes; know the names of more common 3-D and 2-D shapes.

Block 5, Data and Measure Give change from ten pence in a

shopping context.


materials to solve practical problems.RangeMeasures and money understand and use money:

develop an awareness of the use of money and its value, initially through role play

recognise, use and sort coins; find totals, and give change.

Block 5, Arithmetic 2 Use an embellished Real-Life Story to

say what a basic Real-Life Story involving addition or subtraction with 1-digit whole numbers is about, e.g. pens

Use an embellished Real-Life Story to draw a basic Real-Life Story involving addition or subtraction with 1-digit whole numbers, e.g. draw three pens and cross out two, to leave one pen

Use an embellished Real-Life Story to say a basic Real-Life Story, e.g. Three pens, take away two pens, equals one pen

From an embellished Real-Life Story, find and write an addition or subtraction Maths Story with 1-digit whole numbers, e.g. 3 − 2 = 1.






Block 5, Reasoning Cut shapes into halves and quarters

by drawing lines accurately Shade a half, a quarter and three

quarters of a shape.



RangeShape, position and movement play with shapes; make models and pictures.

Block 6




subtractions with 2-digit, 3-digit or 4-digit whole numbers (no tricky columns), e.g.

Use the correct operation and calculate vertical additions and subtractions with 2-digit, 3-digit or 4-digit whole numbers (no tricky columns), e.g.

SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate mathematically present their work orally, pictorially and in written form, moving on




Block 6, Geometry Identify the 2D shapes that make up

the faces of 3D shapes (no curved faces).



RangeShape position and movement understand and use the properties of shapes:


Block 6, Data and Measure Draw the short and long hands on a

clock face to show duration, e.g. 1 hour 20 minutes, in preparation for telling the time.




RangeMeasures and money understand and use measures


Block 6, Arithmetic 2 Say what a simple word problem

involving addition or subtraction with 1-digit whole numbers is about, e.g. pens

Draw a basic Real-Life Story involving addition or subtraction with 1-digit whole numbers, e.g. draw three pens and cross out two, to leave one pen

Say a basic Real-Life Story, e.g. Three pens, take away two pens, equals one pen

From a simple word problem, find and write an addition or subtraction Maths Story with 1-digit whole numbers, e.g. 3 − 2 = 1

Answer a simple word problem involving addition or subtraction with 1-digit whole numbers, e.g. Ella had three pens. She gave two pens away. How many pens did she have left?




Reason Mathematically interpret solutions to calculations within the context of the given



Block 6, Reasoning Identify which months (January to

December) come before or after a particular month

Identify which day numbers (first to thirty-first) come before or after a particular day number

With assistance and as a group, collect, order and record information to create a bar chart.



use a variety of ways to represent collected data.RangeMeasures and money understand and use measures:

know and order days of the week, the months and seasons of the year

Handling data collect represent and interpret data:

collect data for a variety of defined purposes and from a variety of sources, including ICT

represent collected data initially using real objects, pictures or diagrams, progressing to a variety of simple charts, graphs, diagrams, tables or databases.

Maths Makes Sense 2

Block 1



Block 1, Arithmetic 1 Copy and calculate vertical additions

and subtractions with up to 4-digit whole numbers (no ‘tricky’ columns)

Copy and calculate addition, subtraction, multiplication and division Maths Stories with 1-digit whole numbers, including zero, ½ and ¼, e.g. 4 − 2 + 0 + ½ + ½ = 3.




begin to understand the relationships between addition and subtraction, between multiplication and division, and between halving and doubling.

Block 1, Geometry Read information from grids to find

the number and length of sides of shapes, the number of sticks needed to make them, and the perimeter of closed shapes

Identify a line of symmetry in 2D shapes

Use the vocabulary ‘line of symmetry’ and ‘not a line of symmetry’.




make increasingly more complex or accurate models and patterns of shapes.

Block 1, Data and Measure Draw hands on a clock face to show

the time to the quarter hour, e.g. quarter to six, five forty-five

Read the time from an analogue clock to the quarter hour, saying it as o’clock or past/to the hour, e.g. quarter to six, and in hours and minutes, e.g. five forty-five

Write the 12-hour time in figures, to the quarter hour, e.g. 5:45.




gradually read the time to the quarter hour on an analogue clock, and relate this to digital time.

Block 1, Arithmetic 2 Look at an embellished Real-Life

Story involving addition, subtraction or multiplication and identify what the basic Real-Life Story is ‘about’, e.g. apples (I peeled one apple to make a pie. I peeled another two apples for the pie. My pie had three apples in it)

Look at an embellished Real-Life Story involving addition, subtraction or multiplication and write the implied Maths Story, e.g. 1 + 2 = 3 (I peeled one apple to make a pie. I peeled another two apples for the pie. My pie had three apples in it).



Reason mathematically interpret solutions to calculations within the context of a given

problem.

Block 1, Reasoning Know that the inverse of add is take

away, and, for an addition Maths Story, write two related subtraction Maths Stories, e.g. for 3 + 2 = 5, write 5 − 2 = 3 and 5 − 3 = 2

For an addition Maths Story, use the commutative law to write the related addition Maths Story, e.g. for 3 + 2 = 5, write 2 + 3 = 5

For a multiplication Maths Story, use the commutative law to write the related multiplication Maths Story, e.g. for 2 × 3 = 6, write 3 × 2 = 6.

SkillsReason mathematically develop a variety of mental and written strategies of computation recognise patterns, sequences and relationships through practical

activities and discussion.RangeNumber investigate patterns and relationships:

begin to understand the relationships between addition and subtraction, between multiplication and division, [and between halving and doubling].

Block 2



Block 2, Arithmetic 1 Copy and calculate vertical additions

with up to 4-digit whole numbers and with a ‘tricky’ units column, using funny writing.





Block 2, Geometry Measure the length of sides of 2D

shapes in millimetres, e.g. AB = 45 mm

Draw and name diagonals of 2D shapes and measure them in millimetres, e.g. ‘miss-one-corner’ diagonal AB = 49 mm

Draw the symbol for a turn Recognise quarter turns in 2D shapes

as right angles and draw the symbol for a right angle.





[use uniform non-standard units for comparison, and see the need for standard units of measure;] use standard metric units of length, mass and capacity




understand and use the properties of position and movement: begin to understand angle as a measure of a turn, and


Block 2, Data and Measure Select and use measuring tools for

length to measure accurately in cm and in m

Select and use measuring tools for mass to measure accurately in g and in kg

Select and use measuring tools for volume to measure accurately in ml.


materials to solve practical problems.RangeMeasures and money understand and use measures:



Block 2, Arithmetic 2 Look at a Maths Story based on

simple information from a grid, e.g. 1 + 3 = 4, and say a basic Real-Life Story and say what the Real-Life Story is about, e.g. One pet add three pets equals four pets; the Real-Life Story is about pets.



Reason mathematically develop a variety of mental and written strategies of computation interpret solutions to calculations within the context of the given

problem.

Block 2, Reasoning For a multiplication Maths Story, e.g.

3 × 2 = 6, use the inverse of ‘times’ to write two division Maths Stories, e.g. 6 ÷ 3 = 2 and 6 ÷ 2 = 3

Write multiplication Maths Stories and division Maths Stories in a grid in preparation for long multiplication and division, e.g.

Use times tables to complete a division Maths Story, e.g. 18 ÷ 3 = 6.

SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesReason mathematically develop a variety of mental and written strategies of computation.RangeNumber investigate patterns and relationships:

begin to understand the relationships [between addition and subtraction,] between multiplication and division, [and between halving and doubling].

Block 3



Block 3, Arithmetic 1 Copy vertical subtractions with up to

4-digit whole numbers and a ‘tricky’ units column

Calculate vertical subtractions with up to 4-digit whole numbers and a ‘tricky’ units column using ‘funny counting’.



Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber calculate in a variety of ways:


× 4 ÷ 43 12 3 12

Block 3, Geometry Recognise and name 2D faces in 3D

shapes Recognise and name 2D faces in

pictures of 3D shapes Use the vocabulary side and corner

for 2D faces Use the vocabulary edge and vertex

for 3D shapes.



RangeShape position and movement understand and use the properties of shapes:


Block 3, Data and Measure Answer ‘How many?’ and ‘Difference

between’ questions about information presented in a grid or bar chart by recognising related addition and subtraction Maths Stories.



extract information from a variety of sources, including ICTReason mathematically interpret information presented in simple graphs or diagrams.

Block 3, Arithmetic 2 Say and write an addition Maths

Story to partition a 2-, 3- or 4-digit whole number, e.g. write 3246 = 3000 + 200 + 40 + 6, and say: Three thousand, two hundred and forty-six equals three thousand, add two hundred, add forty, add six

Read and copy mixed numbers accurately, e.g. copy 1¾ and read it as One and three quarters

Read subtraction Maths Stories as ‘difference between’ stories.



Reason mathematically develop a variety of written and mental strategies of computation.RangeNumber understand number and number notation:


Block 3, Reasoning For a simple word problem involving

addition, subtraction, multiplication or division, write what the basic Real-Life Story is about, e.g. pencils

For a simple word problem, identify the correct operations and write the addition, subtraction, multiplication or division Maths Story, e.g. 12 + 7 − 10 = 9

Answer the question in a simple word problem involving addition, subtraction, multiplication or division.



Reason mathematically interpret solutions to calculations within the context of a given

problem.RangeNumber understand number and number notation:



subtraction, between multiplication and division, [and between halving and doubling].

Block 4



Block 4, Arithmetic 1 Analyse and work with word problems

associated with simple Real-Life Stories, e.g. writing the Maths Story.

SkillsReason mathematically interpret solutions to calculations within the context of a given


experiment with numbers, and observe numbers and patterns in the environment and everyday life.

Block 4, Geometry Judge whether there is a line of

symmetry or not on a 2D shape Draw an arc to show turning through

an angle and draw a right angle symbol to show turning through a right angle

Name and label faces in 3D shapes.




recognise similarities and differences of 2-D and 3-D shapes; know the names of more common 3-D and 2-D shapes

understand and use the properties of position and movement: begin to understand angle as a measure of turn, and


Block 4, Data and Measure Write a cm length in dm and cm, e.g.

17 cm = 1 dm 7 cm, and a mm length in cm and mm, e.g. 28 mm = 2 cm 8 mm

Answer word problems by writing the change from £1.


problem.RangeMeasures and money understand and use measures:


understand and use money: develop an awareness of the use of money and its value,

initially through role play recognise, sort and use coins; find totals, and give change.

Block 4, Arithmetic 2 Complete different types of number

puzzle Continue a sequence of numbers or

shapes and describe the connection between the steps, e.g. for the sequence 1, 4, 7, 10, identify that the next two steps are 13, 16, and that each step is three larger than the previous step.



Reason mathematically recognise patterns, sequences and relationships through practical

activities and discussion investigate repeating patterns and relationships and make simple

predictions.RangeNumber calculate in a variety of ways:

begin to develop their mental calculation strategies during counting and grouping activities, games and through day-to-

day classroom activities investigate patterns and relationships:

explore patterns in number tables and sequences.

Block 4, Reasoning Write what the basic Real-Life Story

in a simple word problem involving addition, subtraction, multiplication or division is about, e.g. pencils

Write the addition, subtraction, multiplication or division Maths Story from the word problem, e.g. 12 + 7 − 10 = 9

Answer the question in a simple word problem involving addition, subtraction, multiplication or division, e.g. There are 12 pencils in a box. Julia puts 7 more pencils in the box. Alan takes out 10 pencils. How many pencils are left in the box? (9)

Say whether a division Real Story is Type 1, e.g. six cups, divided by two cups, equals three, or Type 2, e.g. six cups, divided by two, equals three cups.



Reason mathematically develop a variety of mental and written strategies of computation interpret solutions to calculations within the context of a given




subtraction, between multiplication and division, [and between halving and doubling].

Block 5



Block 5, Arithmetic 1 Calculate answers to one-step word

problems using addition, subtraction, multiplication or division, e.g. use addition to work out how far a tortoise walks altogether if it walks 8 m then 5 m.




begin to understand the relationships between addition and subtraction, between multiplication and division, [and between halving and doubling].

Block 5, Geometry Recognise 2D shapes and polygons

and name individual polygons Recognise and copy the names of

‘special’ triangles and quadrilaterals, e.g. equilateral, isosceles and right-angled triangles, squares and rectangles.





Block 5, Data and Measure Understand information presented in

a simple bar chart or pictogram, and use related language, e.g. title, label, bar, symbol

Answer simple questions and word



problems relating to bar charts and pictograms, e.g. Which fruit was the most popular?

extract information from a variety of sources, including ICTReason mathematically interpret information presented in simple graphs or diagrams.

Block 5, Arithmetic 2 Complete a variety of number puzzles Find halves and quarters of numbers

and objects.

SkillsSolve mathematical problems develop a variety of mathematical approaches and strategies.RangeNumber calculate in a variety of ways:

begin to develop their mental calculation strategies during counting and grouping activities, games and through day-to-day classroom activities

investigate patterns and relationships: begin to understand the relationships [between addition and

subtraction, between multiplication and division, and] between halving and doubling.

Block 5, Reasoning Select and use appropriate

measuring tools to solve word problems involving measures

Use the ‘Think About the Word Problem!’ steps to solve real-life measuring problems, e.g. identify instructions and questions.


materials to solve practical problemsReason mathematically interpret solutions to calculations within the context of a given

problem.RangeMeasures and money understand and use measures:


Block 6




Stories with up to 4-digit whole numbers as vertical additions or subtractions (with or without a ‘tricky’ first column) and calculate answers.



Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber calculate in a variety of ways:

begin to develop their mental calculation strategies during counting and grouping activities, games and through day-to-day classroom activities


subtraction, [between multiplication and division, and between halving and doubling].

Block 6, Geometry Range

Recognise squares, rectangles, isosceles triangles and equilateral triangles in different orientations

Recognise 3D shapes as ‘polyhedra’ or ‘not polyhedra’

Recognise prisms and pyramids Use nets to make 3D shapes, and

identify which nets make cubes.


recognise similarities and differences of 2-D and 3-D shapes; know the names of more common 3-D and 2-D shapes


sort shapes according to one or more criteria.

Block 6, Data and Measure Measure length in millimetres Record a measurement in mm, in cm

and mm, in cm using a decimal point, and to the nearest cm, e.g. 24 mm, 2 cm 4 mm, 2.4 cm and 2 cm

Read the time from an analogue clock for any five-minute interval, in hours and minutes, e.g. five forty, eleven thirty-five

Write the 12-hour time for any five-minute interval in figures, e.g. ‘5:40’, ‘11:35’

Work out the time one hour after a 12-hour time, and record the new time in figures.


materials to solve practical problems.RangeMeasures and money understand and use measures:



gradually read the time to the quarter hour on an analogue clock, and relate this to digital time.

Block 6, Arithmetic 2 Use the vocabulary of place value,

e.g. thousands, hundreds, tens and units

Write the number shown on an abacus

Sort odd and even numbers using Carroll and Venn diagrams.

SkillsSolve mathematical problems identify, collect and organise information in purposeful contextsCommunicate mathematically develop their mathematical language across the range of


extract information from a variety of sources, including ICT.RangeNumber understand number and number notation:




Block 6, Reasoning Use a multiplication Maths Story, e.g.

3 × 4 = 12, with Type 1 and Type 2 Real Stories, to write Maths Stories about thousand, e.g. 3000 × 4 = 12000 and 3 × 4000 = 12000; hundred, e.g. 300 × 4 = 1200 and 3 × 400 = 1200; and ‘ty’, e.g. 30 × 4 = 120 and 3 × 40 = 120

Use the inverse of multiplication to complete division Maths Stories with 1-digit, 2-digit, 3-digit and 4-digit whole numbers.

SkillsSolve mathematical problems develop a variety of mathematical approaches and strategies.RangeNumber investigate patterns and relationships:

begin to understand the relationships [between addition and subtraction,] between multiplication and division, [and between halving and doubling].

For coverage of the following, please see Daily practices as detailed below:

Foundation Phase Framework Maths Makes Sense Daily Practices

SkillsSolve mathematical problems estimate solutions to calculations; check their answers in various ways.

Maths Makes Sense 2, Block 5, Geometry, Lesson 3

Maths Makes Sense 2, Block 6, Geometry, Lesson 5.

SkillsSolve mathematical problems estimate the size of a measure.

Maths Makes Sense 2, Block 3, Reasoning, Lesson 4

Maths Makes Sense 2, Block 3, Arithmetic 1, Lesson 5

Maths Makes Sense 2, Block 5, Geometry, Lesson 4

Maths Makes Sense 2, Block 6, Arithmetic 1, Lesson 2

Maths Makes Sense 2, Block 6, Arithmetic 1, Lesson 5.


sequence two or more familiar events.

Maths Makes Sense 2, Block 6, Reasoning, Lesson 2.

Documents

Maths Makes Sense 1 end-of-block objectivesassets.oxfordowl.co.uk/2014/10/02/09/42/01/200/mms_w… · Web viewWrite the addition, subtraction, multiplication