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PROGRAMME OF STUDY
Knowledge, skills and understanding
Teaching should ensure that appropriate connections are made between the sections on number and shape, space and measures . During key stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems. The mathematics programmes of study and the National Numeracy Strategy Framework for teaching mathematics are fully aligned. The Framework provides a detailed basis for implementing the statutory requirements of the programme of study for key stage 1 in mathematics.
> counting and using numbers to at least 10 in familiar contexts
> recognising numerals 1 to 9
> talking about and creating simple patterns
> beginning to understand addition as combining two groups of objects and subtraction as 'taking away'
> describing the shape and size of solid and flat shapes
> using everyday words to describe position
> using early mathematical ideas to solve practical problems. Note about sections
>There is no separate section of the programme of study numbered Ma1 that corresponds to the first attainment target, using and applying mathematics . Teaching requirements relating to this attainment target are included within the other sections of the programme of study. Building on the early learning goals
>Pupils' prior experience of mathematics includes:
> counting and using numbers to at least 10 in familiar contexts
> recognising numerals 1 to 9
> talking about and creating simple patterns
> beginning to understand addition as combining two groups of objects and subtraction as 'taking away'
> describing the shape and size of solid and flat shapes
> using everyday words to describe position
> using early mathematical ideas to solve practical problems.
Using and applying shape, space and measures
1) Pupils should be taught to:
Problem solving
a) try different approaches and find ways of overcoming difficulties when solving shape and space problems
b) select and use appropriate mathematical equipment when solving problems involving measures or measurement
c) select and use appropriate equipment and materials when solving shape and space problems
Communicating
d) use the correct language and vocabulary for shape, space and measures
Reasoning
e) recognise simple spatial patterns and relationships and make predictions about them
f) use mathematical communication and explanation skills.
Understanding patterns and properties of shape
2) Pupils should be taught to:
a) describe properties of shapes that they can see or visualise using the related vocabulary
b) observe, handle and describe common 2D and 3D shapes; name and describe the mathematical features of common 2D and 3D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres
c) create 2D shapes and 3D shapes
d) recognise reflective symmetry in familiar 2D shapes and patterns.
Understanding properties of position and movement
3) Pupils should be taught to:
a) observe, visualise and describe positions, directions and movements using common words
b)
recognise movements in a straight line (translations) and rotations, and combine them in simple ways [ for example, give instructions to get to the headteacher's office or for rotating a programmable toy]
c) recognise right angles.
Understanding measures
4) Pupils should be taught to:
a)
estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform nonstandard units [for example, a straw, wooden cubes] , then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'threeandabit litre jugs']; compare the durations of events using a standard unit of time
b) understand angle as a measure of turn using whole turns, halfturns and quarterturns
c) estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division.
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