This is a very exciting time for Mathematics in Primary schools due to the New National Curriculum, which is now statutory in all year groups from 1 to 6. With the onset of the new curriculum, the bar has been raised therefore expectations are higher, providing even more opportunities for challenge and the development of higher mathematical thinking and reasoning. Irrespective of year group or ability, the children are now more than ever, being encouraged to reason mathematically and to verbalise their understanding, their questions, their methods and thought processes.

At Tyntesfield, we aim to produce thoughtful mathematicians who can use mathematical vocabulary to explain their thinking and who have the confidence to do this within a classroom environment. Gone are the days of passive textbook learning. Lessons now are completely interactive with the children’s voices and opinions being an integral part of the learning process.

We aim to make Maths fun for all by injecting each lesson with excitement, variety, enjoyment and enthusiasm. A positive and passionate approach from the teaching staff, ensures our children are constantly learning and developing their skills in so many ways so that they will be mathematically equipped for their lives in the future when they eventually leave us.

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Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number | | | count backwards through zero to include negative numbers | interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero | use negative numbers in context, and calculate intervals across zero |

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens | count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward | count from 0 in multiples of 4, 8, 50 and 100; | count in multiples of 6, 7, 9, 25 and 1 000 | count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 | |

given a number, identify one more and one less | | find 10 or 100 more or less than a given number | find 1 000 more or less than a given number | | |

5,6,8,9 What is wrong with this sequence of numbers?
I start at 2 and count in twos. I will say 9
10+1 = 11 11+1= 12 12+1 = 13 …….. |
45,40,35,25 What is wrong with this sequence of numbers?
I start at 3 and count in threes. I will say 13?
41+5=46 46+5=51 51+5=56 …… |
50,100,115,200 What is wrong with this sequence of numbers?
38 is a multiple of 8?
936-10= 926 926 -10 = 916 916- 10= 906 ……. |
950, 975,1000,1250 What is wrong with this sequence of numbers?
324 is a multiple of 9?
6706+ 1000= 7706 7706 + 1000 = 8706 8706 + 1000 = 9706 …… |
177000,187000,197000,217000 What is wrong with this sequence of numbers?
When I count in 10’s I will say the number 10100?
646000-10000= 636000 636000 –10000 = 626000 626000- 10000 = 616000 ……. |
-80,-40,10,50 What is wrong with this sequence of numbers?
When I count backwards in 50s from 10 I will say -200
The temperature is -3. It gets 2 degrees warmer. The new temperature is -5? |

Pupils very much enjoy coming to school... They feel safe in the stimulating environment into which they are warmly welcomed... One pupil stated that, ‘You can be yourself here.’