Ferndown Middle School Maths Curriculum KS1 & 2 .

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Ferndown Middle SchoolMaths Curriculum – KS1 & 2 Progression MapsNumber and Place ValueYear 1count to and across100, forwards andbackwards, beginningwith 0 or 1, or from anygiven numberComparingNumbers-use the language of: equal to, more than, less than (fewer), most, least-compare and order numbers from 0 upto 100; use , and signs- compare and order numbers up to dentify and represent numbers using objects and pictorial representations includingthe number line-identify, represent and estimatenumbers using differentrepresentations, including the numberline-Reading andwritingnumbers- read and write numbers from 1 to 20 in numerals and words.-read and write numbers to at least 100 innumeralsand in words--recognise the place value of each digit ina two-digit number (tens, ones)--given a number,identify one more andone lessYear3--count, read and writenumbers to 100 innumerals; count inmultiples of twos,fives and tensYear 2CountingUnderstanding Place Value-count in steps of 2, 3, and5 from 0, and in tens from anynumber, forward or backward-count from 0 inmultiples of 4, 8, 50 and100;Year 4- find 10 or 100 more or lessthan a given number-identify, represent and estimate numbers using differentrepresentationsread and writenumbers up to 1000in numeralsnand inwords-tell and write the time from ananalogue clock, including usingRoman numerals from I to XII, and12-hour and 24-hour clocks(copied from Measurement)recognise the place value of each digit in a three digit number(hundreds, tens, ones)RoundingProblemSolving-use place value and number facts tosolve problems--solve number problems and practical problems involving theseideas.--countbackwardsthrough zero toinclude negativenumbersYear 5- count inmultiples of 6,7, 9, 25 and1000order and comparenumbers beyond 1000-Year 6- find 1000 moreor less than agiven number-interpret negativenumbers in context,count forwards andbackwards with positiveand negative wholenumbers, includingthrough zerocount forwards or backwards insteps of powers of 10 for anygiven number up to 1000 000-compare numbers with thesame number of decimalplaces up to two decimalplaces(copied from Fractions)-read, write, order and compare numbers to at least 1 000 000 anddetermine the value of each digit (appears also in Reading andWriting Numbers)--read, write, order andcompare numbers to atleast 1 000 000 anddetermine the value ofeach digit (appears also inComparing Numbers)-use negative numbers in context, and calculate intervals acrosszeroread, write, order and compare numbers up to 10 000000 anddetermine the value of each digit (appears also in Reading andWriting Numbers)identify, represent and estimate numbers using differentrepresentationsread Roman numerals to 100 (I to C) and know that over time,the numeral system changed to include the concept of zero andplace value.-read Roman numerals to1000 (M) and recogniseyears written in Romannumerals.-read, write, order and compare numbers up to 10 000 000 anddetermine the value of each digit (appears also inUnderstanding Place Value)-recognise the place valueof each digit in a fourdigit number (thousands,hundreds, tens, andones)-find the effect of dividing aone- or two-digit number by10 and 100, identifying thevalue of the digits in theanswer as units, tenths andhundredths (copied fromFractions)-read, write, order andcompare numbers to atleast 1 000 000 anddetermine the value ofeach digit (appears also inReading and WritingNumbers)-recognise and usethousandths and relatethem to tenths, hundredthsand decimal equivalents(copied from Fractions)-read, write, order and comparenumbers up to 10 000 000 anddetermine the value of eachdigit (appears also in Readingand Writing Numbers)-identify the value ofeach digit to threedecimal places andmultiply and dividenumbers by 10, 100and 1000 where theanswers are up tothree decimal places(copied fromFractions)-round any number tothenearest 10, 100 or 1000-round decimals with onedecimal place to thenearest whole number(copied from Fractions)-round any number up to 1000 000 to the nearest10, 100, 1 000, 10 000 and100 000-round decimals with twodecimal places to the nearestwhole number and to onedecimal place(copied from Fractions)-round any whole number to arequired degree of accuracy-solve problems whichrequire answers tobe rounded tospecified degrees ofaccuracy(copied fromFractions)-solve number and practical problems that involve all of theabove and with increasingly largepositive numbers-solve number problems and practical problems that involve allof the above-solve number and practical problems that involve all of theaboveAddition and SubtractionYear 1Year 2Year3Number Bonds-represent and use number bonds and related subtraction factswithin 20-recall and use addition and subtraction facts to 20 fluently, and derive and use relatedfacts up to 100MentalCalculation-add and subtract one digitand two-digit numbers to20, including zero-add and subtract numbers usingconcrete objects, pictorialrepresentations, and mentally,including:a two-digit number and onesa two-digit number and tenstwo two-digit numbersadding three one-digit numbersWrittenMethods-read, write and interpret mathematical statements involvingaddition ( ), subtraction (-) and equals ( ) signs (appears also inMental Calculation)Inverseoperations,estimating andcheckinganswersPage 1 of 5-read, write and interpretmathematical statementsinvolving addition ( ),subtraction (-) and equals( ) signs (appears also inWritten Methods)--show that addition of two numbers canbe done inany order (commutative) andsubtraction of one number from anothercannotrecognise and use the inverse relationship between addition and subtraction and use thisto check calculations and solve missing number problems.Year 4-add and subtract numbers mentally,including:a three-digit number and onesa three-digit number and tensa three-digit number and hundreds-add and subtract numbers with up tothree digits, using formal writtenmethods of columnar addition andsubtraction-estimate the answer to a calculation anduse inverse operations to check answersYear 5--add and subtract numbers with up to 4 digits using the formalwritten methods of columnar addition and subtraction whereappropriate- estimate and use inverse operations to check answers to acalculationadd and subtract numbers mentally with increasingly largenumbers-add and subtract whole numbers with more than 4 digits,including using formal written methods(columnar addition andsubtraction)-use rounding to check answers to calculations and determine,in the context of a problem, levels of accuracyYear 6--perform mentalcalculations, including withmixed operations and largenumbers-use their knowledge of theorder of operations to carryout calculations involvingthe four operationsuse estimation to check answers to calculations and determine,in the context of a problem, levels of accuracy.Daniel Lawford (Place Value, FDP and Addition and Subtraction based on the progression maps produced by the NCETM)

Ferndown Middle SchoolMaths Curriculum – KS1 & 2 Progression MapsMultiplication and DivisionYear 1Multiplication andDivision Facts-Year 2count inmultiples oftwos, fives andtens (copiedfrom Numberand PlaceValue)- count in steps of 2, 3,and 5 from 0, and intens from anynumber, forward orbackward (copiedfrom Number andPlace ecall and usemultiplication anddivision facts for the 2,5 and 10 multiplicationtables, includingrecognising odd andeven numbers-show that multiplication of two numbers can bedone in any order (commutative) and division of onenumber by another cannot-calculate mathematical statements for multiplicationand division within the multiplication tables andwrite them using the multiplication ( ), division ( )and equals ( ) signs--count from 0 inmultiples of 4, 8,50 and 100(copied fromNumber andPlace Value)Year 4Year 5Year 6recall and usemultiplicationand divisionfacts for the 3, 4and 8multiplicationtables-count in multiplesof 6, 7, 9, 25 and 1000 (copied fromNumber and PlaceValue)-recallmultiplication anddivision facts formultiplicationtables up to 12 12-count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 (copied fromNumber and Place Value)write and calculate mathematicalstatements for multiplication anddivision using the multiplication tablesthat they know, including for two-digitnumbers times one digit numbers, usingmental and progressing to formal writtenmethods (appears also in WrittenMethods)-use place value,known and derivedfacts to multiplyand dividementally, including:multiplying by 0and 1; dividing by1; multiplyingtogether threenumbers-recognise and usefactor pairs andcommutativity inmentalcalculations(appears also inProperties ofNumbers)-multiply and divide numbers mentally drawing uponknown factswrite and calculate mathematicalstatements for multiplication anddivision using the multiplication tablesthat they know, including for two-digitnumbers times one-digit numbers, usingmental and progressing to formal writtenmethods (appears also in MentalMethods)-multiply two-digit and three-digit numbers by aone digit number using formal written layout-- recognise and use factor pairs and commutativityin mental calculations (repeated)--Properties ofNumbers--multiply numbers up to 4 digits by a one- or two-digitnumber using a formal written method, includinglong multiplication for two-digit numbersidentify multiplesand factors, includingfinding all factor pairsof a number, andcommon factors oftwo numbers.- know and use thevocabulary of primenumbers, primefactors and composite(nonprime) numbers--multiply and divide whole numbers and thoseinvolving decimalsby 10, 100 and 1000divide numbers up to 4 digits by a one-digitnumber using the formal written method ofshort division and interpret remaindersappropriately for the contextestablish whether anumber up to 100 isprime and recallprime numbers upto 19-Order ofOperationsrecognise and usesquare numbers andcube numbers, andthe notation forsquared (2) andcubed (3)-perform mental calculations, including with mixedoperations and large numbers-multiply multi-digit numbers upto 4 digits by a two-digit wholenumber using the formalwritten method of longmultiplication-divide numbers up to 4-digits bya two-digit whole number usingthe formal written method ofshort division whereappropriate for the contextdivide numbers up to 4 digits bya two-digit whole number usingthe formal written method oflong division, and interpretremainders as whole numberremainders, fractions, or byrounding, as appropriate forthecontext-use written division methodsin cases where the answer hasup to two decimal places(copied from Fractions(including decimals))-identify common factors,common multiples and primenumbers-use common factors to simplifyfractions; use commonmultiples to express fractions inthe same denomination (copiedfrom Fractions)-calculate, estimate and comparevolume of cubes and cuboidsusing standard units, includingcentimetre cubed (cm3) andcubic metres (m3), andextending to other units such asmm3 and km3 (copied fromMeasures)--associate a fraction with division and calculatedecimal fraction equivalents (e.g. 0.375) for asimple fraction(e.g. 3/8) (copied from Fractions)use their knowledge of the order of operations to carry out calculations involving the four operationsFractions, Decimals and Percentages (Decimal Focus)Year 1CountingYear 2Year 5Year 6count up and down in hundredthsComparingDecimals-compare numbers with the samenumber of decimal places up totwo decimal places-read, write, order and compare numbers with up to three decimal places- identify the value of each digit in numbers given to three decimal placesRoundingDecimals-round decimals with one decimalplace to the nearest wholenumber-round decimals with two decimal places to the nearest whole number and toone decimal place-solve problems which require answers to be rounded to specified degrees of accuracyMultiplicationand Division ofDecimals-find the effect of dividing a oneor two-digit number by 10 and100, identifying the value of thedigits in the answer as ones,tenths and hundredths-multiply one-digit numberswith up to two decimal placesby whole numbers-solve simple measure and moneyproblems involving fractions anddecimals to two decimal places.Problem SolvingPage 2 of 5--count up and down in tenthsYear 4--Pupils should count in fractions up to 10,starting from any number and using the1/2and 2/4 equivalence on the number line (NonStatutory Guidance)Year3solve problems that involveall of the above-solve problems involving numbersup to three decimal places-multiply and divide numbersby 10, 100 and 1000 wherethe answers are up to threedecimal places-identify the value of each digitto three decimal places andmultiply and divide numbersby 10, 100 and 1000 wherethe answers are up to threedecimal places-associate a fraction withdivision and calculate decimalfraction equivalents (e.g.0.375) for a simple fraction(e.g. 3/8)-use written division methodsin cases where the answerhas up to two decimal places- solve problems which requireknowing percentage and decimalequivalents of- 1/2, 1/4, 1/5, 2/5, 4/5 and thosewith a denominator of a multiple of10 or 25.Daniel Lawford (Place Value, FDP and Addition and Subtraction based on the progression maps produced by the NCETM)

Ferndown Middle SchoolMaths Curriculum – KS1 & 2 Progression MapsFractions, Decimals and Percentages (Fraction Focus)Year 1CountingRecogniseFractionsYear 2--recognise,find andname a halfas one oftwo equalparts of anobject,shape orquantity-recognise, findand name ahalf as one oftwo equalparts of anobject, shapeor quantityYear 4Pupils should count infractions up to 10,starting from anynumber and usingthe1/2 and 2/4equivalence on thenumber line (NonStatutory Guidance)-count up and down in tenths-recognise, find, nameand write fractions 1/3,1/4, 2/4 and 3/4 of alength, shape, set ofobjects or quantity-recognise, findand writefractions of adiscrete set ofobjects: unitfractions andnon-unitfractions withsmalldenominators-compare and order unit fractions, and fractions with the samedenominators-recognise and show, using diagrams, equivalent fractions with 3--write simple fractionse.g. 1/2of 6 3 and recognisethe equivalence of 2/4and 1/2- recognise thattenths arise fromdividing an objectinto 10 equalparts and individing one digitnumbers orquantities by 10.-recognise and usefractions asnumbers: unitfractions and nonunit fractions withsmall denominators---Year 5recognise that hundredths arise when dividing an object by one hundred and dividingtenths by tenrecogniseand show,usingdiagrams,families ofcommonequivalentfractions-recognise and writedecimal equivalentsof any number oftenths orhundredthsrecognise and write decimalequivalents to 1/4; 1/2; 3/4--recognise and use thousandths and relate them to tenths, hundredths and decimalequivalents (appears also in Equivalence)-compare and order fractions whose denominators are all multiples of the same number-compare and order fractions, including fractions 1-identify, nameand writeequivalentfractions of agiven fraction,representedvisually, includingtenthsand hundredths- recognise the per centsymbol (%) andunderstand that percent relates to“number of parts perhundred”, and writepercentages as afraction withdenominator 100 as adecimal fraction-use commonfactors to simplifyfractions; usecommonmultiples toexpress fractionsin the add and subtract fractions with the same denominator within onewhole (e.g.5/7 1/7 6/7)- add and subtract fractions with the same denominatorMultiplication andDivision ofFractionsProblemSolving-solve problems that involve all of the above-Year 6count up and down in hundredthssolve problems involving increasingly harderfractions to calculate quantities, and fractionsto divide quantities, including non-unitfractions where the answer is a whole number-solve simple measure and moneyproblems involving fractions anddecimals to two decimal places.-read andwritedecimalnumbers asfractions(e.g. 0.71 71/100)- recogniseand usethousandthsand relatethem totenths,hundredthsand decimalequivalents-associate a fractionwith division andcalculate decimalfraction equivalents(e.g. 0.375) for asimple fraction (e.g.3/8)-recall and useequivalences betweensimple fractions,decimals andpercentages, includingin different contexts.-add and subtract fractions with thesame denominator and multiples ofthe same numberrecognise mixed numbers fractions andimproper fractions and convert fromone form to the other and writemathematical statements 1 as a mixednumber (e.g.2/5 4/5 6/5 1 1/5)-add and subtract fractions with different denominators and mixed numbers,using the concept of equivalent recognise mixed numbers fractions-multiply proper fractions and mixed numbers by whole numbers, supported by materialsand diagrams-multiply simple pairsof proper fractions,writing the answer inits simplest form (e.g.1/4 1/2 1/8)-solve problems involving numbers upto three decimal places--multiply one-digitnumbers with upto two decimalplaces by wholenumbers-divide properfractions bywhole numbers(e.g. 1/3 2 1/6)- solve problems which require knowingpercentage and decimal equivalents of- 1/2, 1/4, 1/5, 2/5, 4/5 and those with adenominator of a multiple of 10 or 25.StatisticsYear 1Year 2Year3ConstructingTables and Graphs- construct simple pictograms, tally charts, block diagrams and simple tablesInterpreting Data- interpret simple pictograms,tally charts, block diagramsand simple tablesPage 3 of 5- ask and answer simplequestions by counting thenumber of objects in eachcategory and sorting thecategories by quantity- ask and answer questionsabout totalling andcomparing categorical data.- present data using bar charts, pictograms and tables-Interpret datausing bar charts,pictograms andtables- solve one-step and two-stepquestions [for example, ‘Howmany more?’ and ‘How manyfewer?’] using informationpresented in scaled bar chartsand pictograms and tables.Year 4--Year 5present discrete and continuous data using appropriategraphical methods, including bar charts and time graphs.interpret discrete andcontinuous data usingappropriate graphicalmethods, including barcharts and time graphs.-solve comparison, sum anddifference problems usinginformation presented in barcharts, pictograms, tablesand other graphs.-Year 6Complete information in tables, including timetables- solve comparison, sumand differenceproblems usinginformation presentedin a line graph- complete, read andinterpret informationin tables, includingtimetables.- construct line graphsand use these to solveproblems-interpret and construct piecharts and line graphs and usethese to solve problems- calculate and interpretthe mean as an average.- calculate and interpret the mean as an average.Daniel Lawford (Place Value, FDP and Addition and Subtraction based on the progression maps produced by the NCETM)

Ferndown Middle SchoolMaths Curriculum – KS1 & 2 Progression MapsMeasurementYear 1Length- Measure and begin to recordthe following:- length and heights- mass/weight- capacity and volume- time (hours, minutes,seconds)-Year 2compare, describe and solvepractical problems for:- lengths and heights [forexample, long/short,longer/shorter, tall/short,double/half]- mass/weight [for example,heavy/light, heavier than,lighter than]- capacity and volume [forexample, full/empty, morethan, less than, half, halffull, quarter]- time [for example,quicker, slower, earlier,later]-choose and useappropriate standardunits to estimate andmeasurelength/height in anydirection (m/cm);mass (kg/g);temperature ( C);capacity (litres/ml) tothe nearestappropriate unit,using rulers, scales,thermometers andmeasuring vessels-Year3compare and orderlengths, mass,volume/capacity andrecord the resultsusing , and - Measure, compare,

Inverse operations, estimating and checking answers - recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. - estimate the answer to a calculation and use inverse operations to check answers - estimate and use inverse operations to check answers to a

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