Post on 10-Jul-2020
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)
www.oup.com/oxed/primary/mms/
© Oxford University Press 2010 1
Great Clarendon Street, Oxford OX2 6DP
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide in
Oxford New YorkAuckland Cape Town Dar es Salaam Hong Kong Karachi
Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto
With offices inArgentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore
South Korea Switzerland Thailand Turkey Ukraine Vietnam
Oxford is a registered trade mark of Oxford University Pressin the UK and in certain other countries
First published 2010
This edition published by Oxford University Press 2010
© Oxford University Press 2010
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing of Oxford University Press, or as expressly permitted by by law, or under terms
agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department,
Oxford University Press, at the address above.
All web links in this book were accurate at the time of publication. However neitherthe writer nor the publisher can accept any responsibility for a change in the location orcontent of websites in the public domain. We strongly recommend that you check any
website that you intend to use with the class before the lesson.
DISCLAIMER: Every effort has been made to contact copyright holders of any material in this book. Any omission will be rectified in
subsequent printings if notice is given to the publishers.
www.oxfordprimary.co.uk
1 3 5 7 9 10 8 6 4 2
Maths Makes Sense and the Foundation Phase Framework in Wales
© Oxford University Press 2010 2
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/
© Oxford University Press 2010 3
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.
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.
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:
sort and classify sets of objects using one or more criteria.
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.
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
© Oxford University Press 2010 4
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:
count, read, write, compare and order numbers, and appreciate the conservation of number
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
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 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.
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 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
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 2
Maths Makes Sense Foundation end-of-week objectives
Foundation Phase Framework
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
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.
© Oxford University Press 2010 5
Say, [number] cups when asked, How much is there here?
Count objects (1–8) and match to the correct numeral.
RangeNumber 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 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?
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 understand number and number notation:
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, 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.
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 understand number and number notation:
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, 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.
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 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.
© Oxford University Press 2010 6
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).
RangeNumber understand number and number notation:
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.
Block 3
Maths Makes Sense Foundation end-of-week objectives
Foundation Phase Framework
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.
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.
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:
sort and classify sets of objects using one or more criteria.
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?
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.
RangeNumber understand number and number notation:
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 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.
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
present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready.
RangeNumber understand number and number notation:
use number names accurately, matching the symbol to the
© Oxford University Press 2010 7
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.
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.
RangeNumber understand number and number notation:
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 4
Maths Makes Sense Foundation end-of-week objectives
Foundation Phase Framework
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.
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 understand number and number notation:
count, read, write, compare and order numbers, and appreciate the conservation of number.
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
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.
© Oxford University Press 2010 8
variety of objects. RangeNumber understand number and number notation:
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, games and through day-to-day classroom activities
investigate patterns and relationships: match pairs of objects in practical contexts, leading to an
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.
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 understand number and number notation:
count, read, write, compare and order numbers, and appreciate the conservation of number
experiment with numbers, and observe numbers and patterns in the environment and everyday life
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.
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 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
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
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
Handling data collect, represent and interpret data:
sort and classify sets of objects using one or more criteria.
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.
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.
© Oxford University Press 2010 9
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.
Block 5
Maths Makes Sense Foundation end-of-week objectives
Foundation Phase Framework
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.
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 understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
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
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.
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 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: begin to understand the relationships between addition and
subtraction, [between multiplication and division,] and between halving and doubling
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.
© Oxford University Press 2010 10
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.
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.
RangeNumber investigate patterns and relationships:
begin to understand the relationships between addition and subtraction, [between multiplication and division,] and between halving and doubling
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
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
mathematics, and use it in their role-play and in communicating/talking to adults about their work.
RangeNumber understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
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]
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 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.
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 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
investigate patterns and relationships: begin to understand the relationships between addition and
subtraction, [between multiplication and division, and between halving and doubling]
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.
© Oxford University Press 2010 11
Block 6
Maths Makes Sense Foundation end-of-week objectives
Foundation Phase Framework
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.
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 understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
Measures and money understand and use measures:
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.
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 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
Measures and money understand and use measures:
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 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.
RangeNumber 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.
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
© Oxford University Press 2010 12
interpret information presented in simple graphs or diagrams.RangeNumber understand number and number notation:
count, read, write, compare and order numbers, and appreciate the conservation of number
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.
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.
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 recognise that some numbers/numerals will have personal
meaning/significance to them and others understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
Shape, position and movement recognise shapes in their environments understand and use the properties of position and movement:
develop an awareness of position and movement during their own physical activities.
© Oxford University Press 2010 13
Maths Makes Sense 1
Block 1
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
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.
RangeNumber 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: begin to understand the relationships between addition and
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
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
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.
Measures 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].
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.
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.
RangeNumber 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: begin to understand the relationships between addition and
subtraction, [between multiplication and division,] and between halving and doubling.
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.
SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate 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
Reason mathematically develop a variety of mental and written strategies of computation.RangeNumber 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
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 2
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
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.
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
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.
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.
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.
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].
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.
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
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.
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, 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.
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
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
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
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.
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
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:
make increasingly more complex or accurate models and patterns 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.
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
present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready.
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.
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.
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
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:
count, read, write, compare and order numbers, and appreciate the conservation of number
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.
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
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:
begin to understand the relationships between addition and subtraction, [between multiplication and division, and between halving and doubling].
Block 4
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
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:
begin to understand the relationships between addition and subtraction, [between multiplication and division, and between halving and doubling].
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.
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
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
recognise whole, half and quarter turns.
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.
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
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.
Block 4, Arithmetic 2 Copy addition and subtraction Maths
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.
SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and
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.
RangeNumber calculate in a variety of ways:
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.
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
present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready
Reason mathematically interpret solutions to calculations within the context of the given
problem.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.
Block 5
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
Block 5, Arithmetic 1 Copy vertical additions and
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.
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.
RangeNumber investigate patterns and relationships:
begin to understand the relationships between addition and subtraction, [between multiplication and division, and between halving and doubling].
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.
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.
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.
Block 5, Data and Measure Give change from ten pence in a
shopping context.
SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and
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.
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
Reason mathematically interpret solutions to calculations within the context of the given
problem.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.
Block 5, Reasoning Cut shapes into halves and quarters
by drawing lines accurately Shade a half, a quarter and three
quarters of a shape.
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.
RangeShape, position and movement play with shapes; make models and pictures.
Block 6
Maths Makes Sense 1 end-of-block objectives
Foundation Phase Framework
Block 6, Arithmetic 1 Copy vertical additions and
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
to using more formal methods of recording when they are developmentally ready.
RangeNumber investigate patterns and relationships:
begin to understand the relationships between addition and subtraction, [between multiplication and division, and between halving and doubling].
Block 6, Geometry Identify the 2D shapes that make up
the faces of 3D shapes (no curved faces).
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.
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.
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.
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
present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready.
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 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?
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
Reason Mathematically interpret solutions to calculations within the context of the given
problem.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.
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.
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
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
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
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.
SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate mathematically present their work orally, pictorially and in written form, moving on
to using more formal methods of recording when they are developmentally ready.
RangeNumber investigate patterns and relationships:
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’.
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.
RangeShape, position and movement understand and use the properties of shapes:
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.
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.
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 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).
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
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
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
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.
SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate mathematically present their work orally, pictorially and in written form, moving on
to using more formal methods of recording when they are developmentally ready.
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.
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.
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.
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 understand and use the properties of shapes:
make increasingly more complex or accurate models and patterns of shapes
understand and use the properties of position and movement: begin to understand angle as a measure of a turn, and
recognise whole, half and quarter turns.
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.
SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and
materials to solve practical problems.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.
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.
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
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
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
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’.
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
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.
× 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.
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.
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.
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.
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
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.
SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate 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
Reason mathematically develop a variety of written and mental strategies of computation.RangeNumber understand number and number notation:
count, read, write, compare and order numbers, and appreciate the conservation of number.
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.
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
Reason mathematically interpret solutions to calculations within the context of a given
problem.RangeNumber understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
investigate patterns and relationships: begin to understand the relationships between addition and
subtraction, between multiplication and division, [and between halving and doubling].
Block 4
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
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
problem.RangeNumber understand number and number notation:
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.
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.
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
understand and use the properties of position and movement: begin to understand angle as a measure of turn, and
recognise whole, half and quarter turns.
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.
SkillsReason mathematically interpret solutions to calculations within the context of a given
problem.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
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.
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
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.
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
Reason mathematically develop a variety of mental and written strategies of computation interpret solutions to calculations within the context of a given
problem.RangeNumber understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
investigate patterns and relationships: begin to understand the relationships between addition and
subtraction, between multiplication and division, [and between halving and doubling].
Block 5
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
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.
SkillsReason mathematically interpret solutions to calculations within the context of a given
problem.RangeNumber understand number and number notation:
experiment with numbers, and observe numbers and patterns in the environment and everyday life
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.
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.
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.
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
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
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.
SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and
materials to solve practical problemsReason mathematically interpret solutions to calculations within the context of a given
problem.RangeMeasures and money understand and use measures:
choose units and measuring equipment appropriate to a relevant measuring task; read a scale with some accuracy.
Block 6
Maths Makes Sense 2 end-of-block objectives
Foundation Phase Framework
Block 6, Arithmetic 1 Copy addition and subtraction Maths
Stories with up to 4-digit whole numbers as vertical additions or subtractions (with or without a ‘tricky’ first column) and calculate answers.
SkillsSolve mathematical problems develop a variety of mathematical approaches and strategiesCommunicate mathematically present their work orally, pictorially and in written form, moving on
to using more formal methods of recording when they are developmentally ready
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
investigate patterns and relationships: begin to understand the relationships between addition and
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.
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
make increasingly more complex or accurate models and patterns of 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.
SkillsSolve mathematical problems select and use appropriate mathematical ideas, equipment and
materials to solve practical problems.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
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
mathematics, and use it in their role play and in communicating/talking to adults about their work
extract information from a variety of sources, including ICT.RangeNumber understand number and number notation:
count, read, write, compare and order numbers, and appreciate the conservation of number
Handling data collect, represent and interpret data:
sort and classify sets of objects using one or more criteria.
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.
RangeMeasures and money understand and use measures:
sequence two or more familiar events.
Maths Makes Sense 2, Block 6, Reasoning, Lesson 2.