Development and Interpretation of Long-Term Water Data: When is Long-Term Long Enough?
MATHEMATICS LONG TERM PLAN - brookhurstprimary.com
Transcript of MATHEMATICS LONG TERM PLAN - brookhurstprimary.com
MATHEMATICS LONG TERM PLAN
Mathematics
Long Term Plan
Lower Key Stage 2 (Years 3 and 4) April 2020
To be read in conjunction with the Calculation Policy
MATHEMATICS LONG TERM PLAN
Intent
The 2014 National Curriculum for mathematics aims to ensure that all children:
• Become fluent in the fundamentals of Mathematics
• Are able to reason mathematically
• Can solve problems by applying their Mathematics
Brookhurst provides a high-quality mathematics education that builds a foundation for understanding the world and provides
children with the ability to use their mathematical skills and knowledge confidently in their lives in a range of different
contexts. We aim to develop independent problem solvers who take risks in their learning who challenge themselves and
experience success in mathematics whilst harnessing a sense of enjoyment and curiosity about the subject.
As subject leaders we strive to adopt and construct a curriculum that is ambitious and aspirational; designed to give all
learners and groups of learners, including the most disadvantaged and those with SEND and higher levels of needs, the
knowledge and cultural capital they need to succeed in their future lives.
We continually strive to make adaptations and reasonable adjustments to enable all our pupils to access our school curriculum
and we aim to provide a range of enhancement opportunities to engage all children in their learning.
We recognise that all pupils are entitled to a quality of provision that will enable them to achieve their full academic and
personal potential.
We firmly believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to
curiosity and where all children are exposed to new experiences and knowledge through a varied curriculum regardless of
barriers to learning.
MATHEMATICS LONG TERM PLAN
Implementation
At Brookhurst, mathematics planning is based on the National Curriculum mathematics programmes of study, supported by a
clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced
appropriately to maximise learning for all children.
The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of
contexts. We focus not only on the mathematical methods but also focus on mathematical vocabulary. We aim for each child
to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth
understanding to solve varied fluency problems as well as problem solving and reasoning questions.
Children are taught mathematics for approximately 1 hour daily, in mixed ability classes. Lessons include a clear learning
intention, clear success criteria alongside a balance of oral work and mental calculation work, teaching input and pupil
activities. Plenaries will be used throughout the session to assess progress and develop children’s thinking. Support is
determined during each lesson to ensure secure understanding based on the needs of the child.
We employ a variety of teaching styles and opportunities for children to learn and develop their mathematical skills and
competencies, both individually and collaboratively. Each lesson plans for fluency, mastery, problem solving, reasoning and a
use of active maths.
We use a range of textbooks and online resources throughout the school to ensure a curriculum that is specific to each child’s
learning needs. Staff also refer to the Calculation Policy when teaching formal methods, understanding that sometimes
children find their own efficient methods along the way.
Each week a Times Tables focus is planned through the ‘6 or 3 minute club’ to give children the opportunity to practise and
improve their rapid recall skills with facts up to 12x12. Children enjoy the weekly challenge and strive to improve their score
each week.
MATHEMATICS LONG TERM PLAN
Multiplication tables check
From the 2019/20 academic year onwards, schools in England will be required to administer an online multiplication tables
check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently,
which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their
times tables, so that additional support can be provided. To support the children with their multiplication practice we use
‘PiXL Times Tables App’ and ‘Mathletics’ as online and fun learning platforms which also offer resources to be used in the
classroom.
Parental Engagement
Parental engagement is at the heart of our school. We are using the Leading Parent Partnership Award (LPPA) to help
strengthen our school’s partnership with parents. Children in Years 1 to 6 are assigned homework activities using the
homework resource ‘Maths with Parents’, which aims to raise achievement by enhancing pupil engagement and parental support
with children’s learning. We further consolidate mathematical knowledge by providing a variation of challenge and
consolidation activities.
Impact
We have fostered an environment where mathematics is fun and it is OK to be ‘wrong’ because the journey to finding an
answer is most important. Our children have a growth mindset and are resilient towards problem solving and reasoning.
❖ All pupils, regardless of their abilities, will be able to succeed in all mathematics lessons because of the level of support
they will receive
❖ Pupils will demonstrate a quick recall of facts and procedures ❖ Pupils will demonstrate a flexibility and fluidity to move between different contexts and representations
of mathematics ❖ Pupils will have an ability to recognise relationships and make connections in mathematics
❖ Pupils will have an understanding of a wide range of mathematical vocabulary
❖ Pupils will leave Brookhurst being able to effectively apply mathematical knowledge they have been taught
❖ The % of pupils working at ARE within each year group will be at least in line with national averages.
❖ The % of pupils working at Greater Depth within each year group will be at least in line with national averages
❖ There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged
MATHEMATICS LONG TERM PLAN
Aims of National Curriculum
The national curriculum for mathematics aims to ensure that all pupils:
• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly
complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply
knowledge rapidly and accurately
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an
argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing
sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Lower Key Stage 2 – years 3 and 4
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with
whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils
develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal
place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they
can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they
can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table
and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge
and their knowledge of spelling.
MATHEMATICS LONG TERM PLAN
Coverage within the mathematics national curriculum
Num
ber
and p
lace
val
ue
Addit
ion
and s
ubtr
acti
on
Mul
tipl
icat
ion
and d
ivis
ion
Addit
ion,
sub
trac
tion
, m
ulti
plic
atio
n an
d d
ivis
ion
Fra
ctio
ns
Fra
ctio
ns, in
clud
ing
deci
mal
s
Fra
ctio
ns, in
clud
ing
deci
mal
s an
d p
erc
ent
ages
Rat
io a
nd p
ropo
rtio
n
Alg
ebra
Meas
urem
ent
Geom
etr
y –
prop
ert
ies
of s
hap
e
Geom
etr
y –
posi
tion
and
dir
ect
ion
Sta
tist
ics
Yr 1 x x x x x x x
Yr 2 x x x x x x x x x
Yr 3 x x x x x x x
Yr 4 x x x x x x x x
Yr 5 x x x x x x x x
Yr 6 x x x x x x x x x x
MATHEMATICS LONG TERM PLAN
Programme of Study
Year 3 Year 4
Number and place value • count from 0 in multiples of 4, 8, 50 and 100;
find 10 or 100 more or less than a given number
• recognise the place value of each digit in a
three-digit number (hundreds, tens, ones)
• compare and order numbers up to 1000
• identify, represent and estimate numbers using
different representations
• read and write numbers up to 1000 in numerals
and in words
• solve number problems and practical problems
involving these ideas
• count in multiples of 6, 7, 9, 25 and 1000
• find 1000 more or less than a given number
• count backwards through zero to include negative
numbers
• recognise the place value of each digit in a four-
digit number (thousands, hundreds, tens, and ones)
• order and compare numbers beyond 1000
• identify, represent and estimate numbers using
different representations
• round any number to the nearest 10, 100 or 1000
• solve number and practical problems that involve all
of the above and with increasingly large positive
numbers
• read Roman numerals to 100 (I to C) and know that
over time, the numeral system changed to the
concept of zero and place value
Number - addition and
subtraction
• add and subtract numbers mentally, including:
• a three-digit number and ones
• a three-digit number and tens
• a three-digit number and hundreds
• add and subtract numbers with up to three
digits, using formal written methods of
columnar addition and subtraction
• estimate the answer to a calculation and use
inverse operations to check answers
• solve problems, including missing number
problems, using number facts, place value, and
more complex addition and subtraction
• add and subtract numbers with up to 4 digits using
the formal written methods of columnar addition
and subtraction where appropriate
• estimate and use inverse operations to check
answers to a calculation
• solve addition and subtraction two-step problems in
contexts, deciding which operations and methods to
use and why
Number - multiplication and
division
• recall and use multiplication and division facts
for the 3, 4 and 8 multiplication tables
• write and calculate mathematical statements
for multiplication and division using the
• recall multiplication and division facts for
multiplication tables up to 12 × 12
• use place value, known and derived facts to multiply
and divide mentally, including: multiplying by 0 and 1;
MATHEMATICS LONG TERM PLAN
multiplication tables that they know, including
for two-digit numbers times one-digit numbers,
using mental and progressing to formal written
methods
• solve problems, including missing number
problems, involving multiplication and division,
including positive integer scaling problems and
correspondence problems in which n objects
are connected to m objects
dividing by 1; multiplying together three numbers
• recognise and use factor pairs and commutativity in
mental calculations
• multiply two-digit and three-digit numbers by a one-
digit number using formal written layout
• solve problems involving multiplying and adding,
including using the distributive law to multiply two
digit numbers by one digit, integer scaling problems
and harder correspondence problems such as n
objects are connected to m objects
Fractions (including decimals
Year 4)
• count up and down in tenths; recognise that
tenths arise from dividing an object into 10
equal parts and in dividing one-digit numbers or
quantities by 10
• recognise, find and write fractions of a
discrete set of objects: unit fractions and non-
unit fractions with small denominators
• recognise and use fractions as numbers: unit
fractions and non-unit fractions with small
denominators
• recognise and show, using diagrams, equivalent
fractions with small denominators
• add and subtract fractions with the same
denominator within one whole eg 5/7 + 1?7 =
6/7
• compare and order unit fractions, and
fractions with the same denominators
• solve problems that involve all of the above
• recognise and show, using diagrams, families of
common equivalent fractions
• count up and down in hundredths; recognise that
hundredths arise when dividing an object by one
hundred and dividing tenths by ten
• solve problems involving increasingly harder
fractions to calculate quantities, and fractions to
divide quantities, including non-unit fractions where
the answer is a whole number
• add and subtract fractions with the same
denominator
• recognise and write decimal equivalents of any
number of tenths or hundredths
• recognise and write decimal equivalents to ¼, ½, ¾
• find the effect of dividing a one- or two-digit
number by 10 and 100, identifying the value of the
digits in the answer as ones, tenths and hundredths
• round decimals with one decimal place to the
nearest whole number
• compare numbers with the same number of decimal
places up to two decimal places
• solve simple measure and money problems involving
fractions and decimals to two decimal places
MATHEMATICS LONG TERM PLAN
Measurement • measure, compare, add and subtract: lengths
(m/cm/mm); mass (kg/g); volume/capacity
(l/ml)
• measure the perimeter of simple 2-D shapes
• add and subtract amounts of money to give
change, using both £ and p in practical
contexts
• tell and write the time from an analogue clock,
including using Roman numerals from I to XII,
and 12-hour and 24-hour clocks
• estimate and read time with increasing
accuracy to the nearest minute; record and
compare time in terms of seconds, minutes and
hours; use vocabulary such as o’clock, a.m./p.m.,
morning, afternoon, noon and midnight
• know the number of seconds in a minute and
the number of days in each month, year and
leap year
• compare durations of events [for example to
calculate the time taken by particular events
or tasks]
• convert between different units of measure [for
example, kilometre to metre; hour to minute]
• measure and calculate the perimeter of a
rectilinear figure (including squares) in centimetres
and metres
• find the area of rectilinear shapes by counting
squares
• estimate, compare and calculate different
measures, including money in pounds and pence
• read, write and convert time between analogue and
digital 12 and 24 hour clocks
• solve problems involving converting from hours to
minutes; minutes to seconds; years to months;
weeks to days
Geometry – properties of
shapes
• draw 2-D shapes and make 3-D shapes using
modelling materials; recognise 3-D shapes in
different orientations and describe them
• recognise angles as a property of shape or a
description of a turn
• identify right angles, recognise that two right
angles make a half-turn, three make three
quarters of a turn and four a complete turn;
identify whether angles are greater than or
less than a right angle
• identify horizontal and vertical lines and pairs
of perpendicular and parallel lines
• compare and classify geometric shapes, including
quadrilaterals and triangles, based on their
properties and sizes
• identify acute and obtuse angles and compare and
order angles up to two right angles by size
• identify lines of symmetry in 2-D shapes presented
in different orientations
• complete a simple symmetric figure with respect to
a specific line of symmetry
MATHEMATICS LONG TERM PLAN
Geometry – position and
direction
• describe positions on a 2-D grid as coordinates in
the first quadrant
• describe movements between positions as
translations of a given unit to the left/right and
up/down
• plot specified points and draw sides to complete a
given polygon
Statistics • interpret and present data using bar charts,
pictograms and tables
• solve one-step and two-step questions [for
example, ‘How many more?’ and ‘How many
fewer?’] using information presented in scaled
bar charts and pictograms and tables
• interpret and present discrete and continuous data
using appropriate graphical methods, including bar
charts and time graphs
• solve comparison, sum and difference problems
using information presented in bar charts,
pictograms, tables and other graphs
MATHEMATICS LONG TERM PLAN
Year 3
Number and place value
Autumn Term Spring Term Summer Term
Reading and writing numbers To read and write numbers up to
1000 in numerals
To read and write numbers up to
1000 in numerals and in words
To read and write numbers up to
1000 in numerals and in words
(including decimals to two
places- money context)
Ordering and comparing numbers Compare and order numbers up
to 1000 (just using multiples of
50 and 100)
Compare and order numbers up
to 1000 (just using multiples of
10 and 100)
Compare and order numbers up
to 1000
Place value Recognise the place value of
each digit in a three-digit
number through partitioning
(hundreds, tens, ones)
Recognise the place value of
each digit in a three-digit
number through partitioning
(hundreds, tens, ones)
Recognise the place value of
each digit in a three-digit
number (hundreds, tens, ones)
Representing and estimating
numbers
Identify, represent and
estimate numbers using
different representations
Identify, represent and
estimate numbers using
different representations
Rounding numbers Recap rounding to nearest 10 Introduce rounding to nearest
100
Counting Count from 0 in multiples of 100;
introduce counting in multiples
of 50
Count in multiples of 4 and 8 Count from zero in multiples of
4, 8, 50 and 100
Finding other numbers Find 10 or 100 more or less than
a given number
Find 10 or 100 more or less than
a given number
Solving problems Solve number problems and
practical problems involving
these ideas
Solve number problems and
practical problems involving
these ideas
Solve number problems and
practical problems involving
these ideas
Roman numerals
MATHEMATICS LONG TERM PLAN
Number - addition and subtraction
The rules of arithmetic and
symbols
Recap symbols from year 2
Key facts
Calculate mentally Add and subtract numbers
mentally, including:
• a three-digit number and ones
Add and subtract numbers
mentally, including:
• a three-digit number and ones
• a three digit number and tens
Add and subtract numbers
mentally, including:
• a three-digit number and ones
• a three digit number and tens
• a three-digit number and
hundreds
Calculate using an algorithm Introduce formal written
method for up to two-digits for
addition and subtraction
Use formal written method of
columnar addition to add and
subtract up to three-digit
numbers
Add and subtract numbers with
up to three digits, using formal
written methods of columnar
addition and subtraction
including decimals in the context
of money
Estimating and checking
(inverse)
Use inverse operations to check
answers
Use estimating to predict a
realistic answer to a (+/)
calculation
Estimate the answer to a
calculation and use inverse
operations to check answers
Solving problems Solve missing number problems, Solve problems using number
facts, place value
Solve problems including more
complex addition and
subtraction e.g. 2 step problems
and combinations of addition and
subtraction
MATHEMATICS LONG TERM PLAN
Number - multiplication and division
The rules of arithmetic and
symbols
Recap symbols from year 2
Key facts Recall and use multiplication and
division facts for the 3 and 4
multiplication tables
Recall and use multiplication and
division facts for the 6 and 8
multiplication tables
Consolidate tables 3, 4, 6, and 8
Calculate mentally Write and calculate
mathematical statements for
multiplication and division using
the multiplication tables that
they know, including for two-
digit numbers times one-digit
numbers, using mental with
jottings and progressing to
formal written methods
Write and calculate
mathematical statements for
multiplication and division using
the multiplication tables that
they know, including for two-
digit numbers times one-digit
numbers, using mental with
jottings and progressing to
formal written methods
Calculate using a written
algorithm
Estimating and checking
(inverse)
Check and use the inverse Check and use the inverse Check and use the inverse
Solving problems Solve problems including missing
number problems, involving
multiplication and division
Solve problems including missing
number problems, involving
multiplication and division,
including positive integer scaling
problems and correspondence
problems in which n objects are
connected to m objects, using
simple ratio
MATHEMATICS LONG TERM PLAN
Fractions (including decimals, percentages, ratio and proportion)
Using fractions to describe
parts of an object, shape,
quantity or length
Recognise that tenths arise from
dividing an object into 10 equal
parts and in dividing one-digit
numbers or quantities by 10. May
link to representations of money
(£ and 10p) or measures
Recognise, find and write
fractions of a discrete set of
objects: unit fractions and non-
unit fractions with small
denominators
Recognise, find and write unit
fractions and non-unit fractions
with small denominators
Fractions as numbers that
can be compared and
ordered, and can be used
for counting
Count up and down in tenths Compare and order unit
fractions, and fractions with the
same denominator
Recognise and use fractions as
numbers; unit fractions and non-
unit fractions with small
denominators (counting on
number line, use of counting
stick, counting forwards and
backwards in fractions)
Calculating with fractions Add and subtract fractions with
the same denominator within one
whole (for example
5/7+1/7=6/7) using visual
representations to support
Equivalent fractions Recognise and show, using diagrams,
the equivalent fractions with small
denominators. Use fraction wall to
show concrete image
MATHEMATICS LONG TERM PLAN
The relationship between
fractions and decimals
Decimals as numbers that
can be compared, ordered
and rounded, and can be
used for counting
Calculating with decimals
Percentages
Solving problems involving
fractions, decimals and
percentages
Solve problems that involve
fractions
Solve measure and money
problems involving fractions
Solve problems that involve
equivalent fractions and fractions of
an amount
Solve problems that involve
fractions
Solving problems involving
ratio and proportion
Algebra
Use algebraic symbols and
letters
Describe (and generalise)
patterns
Tackle missing number
problems and puzzles
MATHEMATICS LONG TERM PLAN
Measurement
Estimating, measuring,
recording and interpreting
results
Measure, compare, add and
subtract lengths (m/cm/mm),
mass (kg/g), volume/capacity
(l/ml)
Measure, compare, add and subtract
lengths (m/cm/mm), mass (kg/g),
volume/capacity (l/ml)
Measure, compare, add and
subtract lengths (m/cm/mm),
mass (kg/g), volume/capacity
(l/ml)
Converting between units
of measure
Money Add and subtract amounts of
money to give change using both
pounds and pence in practical
contexts
Time Tell and write the time from an
analogue clock including using
roman numerals from I to XII
and 12 and 24 hour clocks
Know the number of seconds in a
minute and the number of days in
each month, year and leap year
Estimate and read time with
increasing accuracy to the nearest
minute; record and compare time in
terms of seconds, minutes and
hours; use vocab such as o’clock, am,
pm, morning, afternoon, noon and
midnight
Compare durations of events
(for example to calculate the
time taken by particular events
or tasks)
Perimeter, area and volume Measure the perimeter of 2D shapes
(recapping names and properties of
shapes)
MATHEMATICS LONG TERM PLAN
Geometry
2D shapes Draw 2d shapes and identify
properties
3D shapes Make 3d shapes using modelling
materials
Recognise 3d shapes in different
orientations and describe them
Symmetry
Angles and lines Identify horizontal and vertical
lines and pairs of perpendicular
and parallel lines
Recognise angles as a property
of shape or a description of a
turn
Identify right angles, recognise
that two right angles make a
half-turn, three make three
quarters of a turn and four a
complete turn
Identify whether angles are
greater or less than a right
angle
Position, direction and
pattern
Grids and coordinates
MATHEMATICS LONG TERM PLAN
Statistics
To represent data in
different ways
Present data using bar charts,
pictograms and tables
Present data using bar charts,
pictograms and tables
To interpret data Interpret data using bar charts,
pictograms and tables
Interpret data using bar charts,
pictograms and tables
Interpret bar charts,
pictograms and tables
To ask and answer
questions
Solve one step and two step
questions (for e.g. "how many
more?’ and ‘How many fewer?’]
using information presented in
scaled bar charts and pictograms
and tables
Ask and answer and solve problems Ask and answer and solve
problems including one step and
two step problems
MATHEMATICS LONG TERM PLAN
Year 4
Number and place value
Autumn Term Spring Term Summer Term
Reading and writing numbers Read and write multiples of 1000
Interpret negative numbers in
context
Read and write numbers up to
10,000 in numbers and words
Interpret negative numbers in
context
Read and write no's to 100,000
in numerals and words
Read and write no's with 1 or 2
decimal places
Interpret negative numbers in
context
Ordering and comparing numbers Order and compare numbers
beyond 1000
Order and compare
numbers beyond 1000
Order and compare numbers
beyond 1000
Place value Recognise the place value of
each digit in a four-digit number
(thousands, hundreds, tens, and
ones)
Recognise the place value of
each digit in a four-digit number
(thousands, hundreds, tens, and
ones)
Recognise the place value of
each digit in a four-digit number
(thousands, hundreds, tens, and
ones)
Begin to recognise place value
for tenths and hundredths
Representing and estimating
numbers
Identify, represent and
estimate numbers using
different representations
Identify, represent and
estimate numbers using
different representations
Identify, represent and
estimate numbers using
different representations
Rounding numbers Round to nearest 10 and 100 Round to nearest 1000 Round any number to the
nearest 10, 100 or 1000
Counting Count in multiples of 1000; count
in multiples of 3 then 6 (link
with table covered in Y3)
Count forwards and backwards
in steps of 1 initially, through
zero, introducing negative
numbers
Count in multiples of 9; recap
counting in multiples of 50, then
progress to multiples of 25
Count forwards and backwards
in multiples of 2, 5 & 10 through
zero, sometimes starting at a
negative number
Count in multiples of 6, 7, 9, 25
and 1000
Count backwards through zero
to include negative numbers
MATHEMATICS LONG TERM PLAN
Finding other numbers Find a 1000 more or less than a
given multiple of 1000
Introduce finding a 1000 more
or less than any given number
Find a 1000 more or less than a
given number
Solving problems Solve number and practical
problems that involve all of the
above and with increasingly large
positive numbers
Solve number and practical
problems that involve all of the
above and with increasingly large
positive numbers
Solve number and practical
problems that involve all of the
above and with increasingly large
positive numbers
Roman numerals Read Roman numerals to 100 (I
to C) and know that over time,
the numeral system changed to
include the concept of zero and
place value
Number - addition and subtraction
The rules of arithmetic and
symbols
Key facts
Calculate mentally Add and subtract three-digit
numbers mentally (ones, tens,
hundreds)
Add and subtract a three-digit
numbers to a two-digit number
Add and subtract two three-
digit numbers mentally, with
increased accuracy and speed
Calculate using an algorithm Add and subtract three-digit
numbers using formal written
method of columnar addition and
subtraction
Add and subtract decimals in
the context of money
Add and subtract four-digit
numbers using formal written
method of columnar addition and
subtraction
Add and subtract decimals in
the context of measures
Add and subtract numbers with
up to 4 digits using the formal
written methods of columnar
addition and subtraction where
appropriate
Add and subtract decimals
Estimating and checking
(inverse)
Use inverse operations to check
addition and subtraction
Estimate the answers to
addition and subtraction
calculations then check whether
the answer is appropriate
Estimate and use inverse
operations to check answers to a
calculation
MATHEMATICS LONG TERM PLAN
Solving problems Solve one-step addition and
subtraction problems in context
choosing which operation and
method to use
Solve two-step addition and
subtraction problems in context
choosing which operation and
method to use and why
Solve addition and subtraction
two-step problems in contexts,
deciding which operations and
methods to use and why
Number - multiplication and division
The rules of arithmetic and
symbols
Recognise and use factor pairs
and the commutative law in
mental calculation
Key facts Recall multiplication and division
facts for multiplication tables
for 9 and 12
Recall multiplication and division
facts for multiplication tables
for 7 and 11
Recall multiplication and division
facts for multiplication tables up
to 12 × 12
Calculate mentally Use place value, known and
derived facts to multiply and
divide mentally, including:
• multiplying by 0 and 1
• dividing by 1
Multiplying together three
numbers
Calculate using a written
algorithm
Multiply two digits and three-
digit numbers by a one-digit
number using formal written
layout
Divide two-digit numbers by
one-digit numbers with
remainders using a formal
written layout
Estimating and checking
(inverse)
Check and use the inverse Check and use the inverse Check and use the inverse
Solving problems Solve problems involving
multiplying and adding including
using the distributive law to
multiply two-digit numbers by
one digits
Solve problems involving
multiplying and adding including
integer scaling problems
Solve problems involving
multiplying and adding including
harder correspondence problems
such as n objects are connected
to m objects
MATHEMATICS LONG TERM PLAN
Fractions (including decimals, percentages, ratio and proportion)
Using fractions to describe
parts of an object, shape,
quantity or length
Recognise that hundredths arise
when dividing an object by one
hundred and dividing tenths by
ten
Fractions as numbers that can
be compared and ordered, and
can be used for counting
Count up and down in hundredths Count up and down in hundredths Count up and down in hundredths
Calculating with fractions Add and subtract fractions with
the same denominator using
visual representations to
support
Equivalent fractions Recognise and show, using
diagrams, families of common
equivalent fractions (equivalence
wall as concrete visual
representation
The relationship between
fractions and decimals
Recognise and write decimal
equivalents of any number of
tenths and hundredths
Recognise and write decimal
equivalents to ¼, ½ and 3/4
Decimals as numbers that can be
compared, ordered and rounded,
and can be used for counting
Count up and down in
hundredths; compare numbers
with the same number of
decimal numbers up to two
decimal places
Calculating with decimals Find the effect of dividing a 1 or
2-digit number by 10 and 100,
identifying the value of the
digits in the answer as ones,
tenth and hundredths
Round decimals with one decimal
place to the nearest whole
number
Percentages
MATHEMATICS LONG TERM PLAN
Solving problems involving
fractions, decimals and
percentages
Solve problems involving
increasingly harder fractions to
calculate quantities, and
fractions to divide quantities,
including non-unit fractions
where the answer is a whole
number
Solve problems involving
increasingly harder fractions to
calculate quantities, and
fractions to divide quantities,
including non-unit fractions
where the answer is a whole
number
Solve problems involving
increasingly harder fractions to
calculate quantities, and
fractions to divide quantities,
including non-unit fractions
where the answer is a whole
number and decimals to two
decimal places
Solving problems involving ratio
and proportion
To calculate simple ratio
problems, using time tables 1:7,
1:9, 1:11, 1:12
Algebra
Use algebraic symbols and
letters
Describe (and generalise)
patterns
Tackle missing number problems
and puzzles
MATHEMATICS LONG TERM PLAN
Measurement
Estimating, measuring, recording
and interpreting results
Estimate, compare and calculate
money in pounds and pence,
metres and centimetres
Estimate and compare and
calculate different measures of
length, mass and volume
Estimate and compare and
calculate different measures of
length, mass and volume
Converting between units of
measure
Convert between different units
of measure (for example pounds
and pence, metres and
centimetres)
Convert between different units
of measure (litres and ml, kg and
g, km and m)
Convert between units of
measure (litres and ml, kg and g,
km and m, m and cm, cm and mm)
Money Solve problems involving all four
operations including pounds and
pence
Time Estimate and read time with
increasing accuracy to the
nearest minute
Read and write analogue, digital
and 24-hour clocks
Solve problems involving reading,
writing and converting between
analogue, digital and 24-hour
clocks (hours to minutes,
minutes to seconds, years to
months and weeks to days)
Compare durations of events
Perimeter, area and volume Measure and calculate the
perimeter of a rectilinear figure
(including squares) in cm and
metres
Find the area of rectilinear
shapes by counting squares
MATHEMATICS LONG TERM PLAN
Geometry
2D shapes Compare and classify geometric
shapes, including quadrilaterals
and triangles, based on their
properties and sizes
3D shapes Consolidate properties of 3d
shapes
Symmetry Identify lines of symmetry in 2d
shapes presented in different
orientations
Complete a simple symmetrical
figure with respect to a specific
line of symmetry
Angles and lines Identify acute and obtuse angles
Compare and order angles up to
two right angles by size
Position, direction and pattern
Grids and coordinates Describe positions on a 2d grid
as coordinates in the first
quadrant
Describe movements between
positions as translations of a
given unit to the left/right and
up/down
Plot specific points and draw
sides to complete a given polygon
MATHEMATICS LONG TERM PLAN
Statistics
To represent data in different
ways
Present discrete and continuous
data using appropriate graphical
methods, including bar charts
Time graphs Present discrete and continuous
data using appropriate graphical
methods, including bar charts
To interpret data Interpret discrete and
continuous data using
appropriate graphical methods,
including bar charts and time
graphs
Mode and median Interpret discrete and
continuous data using
appropriate graphical methods,
including bar charts and time
graphs
To ask and answer questions Solve comparison, sum and
difference problems using
information presented in bar
charts, pictograms, tables and
other graphs
Ask and answer and solve
problems
Solve comparison, sum and
difference problems using
information presented in bar
charts, pictograms, tables and
other graphs
Vocabulary
The charts below outline the key vocabulary for each year group, with the words/terms in bold/highlighted in blue, being those that are
specifically taught and used. The charts are cumulative and therefore teachers revisit and require children to use the vocabulary learned
in earlier year groups.
MATHEMATICS LONG TERM PLAN
Number – Number and place value
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Count Count Count Count Count Count
Count in steps Count in steps Count in steps Count in steps Count in steps
Count in multiples Count in multiples Count in multiples Count in multiples
Count backwards Count backwards Count backwards
Negative numbers Negative numbers
Calculate intervals
Whole number
Forwards Forwards Forwards Forwards Forwards Forwards
Backwards Backwards Backwards Backwards Backwards Backwards
Numerals Numerals Numerals Numerals Numerals Numerals
Multiples Multiples Multiples Multiples Multiples Multiples
One more One more One more One more One more One more
One less One less One less One less One less One less
10 or 100 more 10 or 100 more 10 or 100 more 10 or 100 more
10 or 100 less 10 or 100 less 10 or 100 less 10 or 100 less
1000 more 1000 more 1000 more
1000 less 1000 less 1000 less
Equal to Equal to Equal to Equal to Equal to Equal to
More than More than More than More than More than More than
Less than (fewer) Less than (fewer) Less than (fewer) Less than (fewer) Less than (fewer) Less than (fewer)
Place value Place value Place value Place value Place value
Digit Digit Digit Digit Digit
Two digit Two digit Two digit Two digit Two digit
Three digit Three digit Three digit Three digit
Four digit Four digit Four digit
Estimate Estimate Estimate Estimate Estimate
Compare Compare Compare Compare Compare
Round Round Round
Roman numerals Roman numerals Roman numerals
Powers of Powers of
MATHEMATICS LONG TERM PLAN
Number – addition and subtraction
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Add Add Add Add Add Add
Subtract Subtract Subtract Subtract Subtract Subtract
Equals Equals Equals Equals Equals Equals
Number bonds Number bonds Number bonds Number bonds Number bonds Number bonds
Facts Facts Facts Facts Facts
Problems Problems Problems Problems Problems Problems
Missing number problems Missing number problems Missing number problems Missing number problems Missing number problems Missing number problems
2 digit number 2 digit number 2 digit number 2 digit number 2 digit number
3 digit number 3 digit number 3 digit number 3 digit number
4 digit number 4 digit number 4 digit number
Commutative Commutative Commutative Commutative Commutative
Inverse Inverse Inverse Inverse Inverse
Columnar addition Columnar addition Columnar addition Columnar addition
Columnar subtraction Columnar subtraction Columnar subtraction Columnar subtraction
Estimate Estimate Estimate Estimate
Operations Operations Operations
Methods Methods Methods
Rounding Rounding
Accuracy
MATHEMATICS LONG TERM PLAN
Number – multiplication and division
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Multiplication Multiplication Multiplication Multiplication Multiplication Multiplication
Division Division Division Division Division Division
Arrays Arrays Arrays Arrays Arrays Arrays
Multiplication tables Multiplication tables Multiplication tables Multiplication tables Multiplication tables
Odd numbers Odd numbers Odd numbers Odd numbers Odd numbers
Even numbers Even numbers Even numbers Even numbers Even numbers
Commutative Commutative Commutative Commutative Commutative
Repeated addition Repeated addition Repeated addition Repeated addition Repeated addition
Mathematical statements Mathematical statements Mathematical statements Mathematical statements
Missing number problems Missing number problems Missing number problems Missing number problems
Integer scaling problems Integer scaling problems Integer scaling problems Integer scaling problems
Correspondence problems Correspondence problems Correspondence problems Correspondence problems
n objects n objects n objects n objects
Place value Place value Place value
Derived facts Derived facts Derived facts
Factor pairs Factor pairs Factor pairs
Formal written layout Formal written layout Formal written layout
Distributive law Distributive law Distributive law
Multiples Multiples
Factors Factors
Prime numbers Prime numbers
Short division Short division
Remainders Remainders
Decimals Decimals
Multi digit numbers
Long multiplication
Long division
MATHEMATICS LONG TERM PLAN
Number – Fractions (including decimals and percentages)
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Half Half Half Half Half Half
Quarter Quarter Quarter Quarter Quarter Quarter
Three quarters Three quarters Three quarters Three quarters Three quarters
Third Third Third Third Third
Fifth Fifth
Equal parts Equal parts Equal parts Equal parts Equal parts Equal parts
Equivalence Equivalence Equivalence Equivalence Equivalence
Decimal equivalence Decimal equivalence Decimal equivalence
Tenths Tenths Tenths Tenths
Hundredths Hundredths Hundredths
Thousandths Thousandths
Unit fractions Unit fractions Unit fractions Unit fractions
Non unit fractions Non unit fractions Non unit fractions Non unit fractions
Denominators Denominators Denominators Denominators
Equivalent fractions Equivalent fractions Equivalent fractions Equivalent fractions
One whole One whole One whole One whole
Convert Convert
Proper fractions Proper fractions
Mixed numbers Mixed numbers
Per cent % Per cent %
Factors
MATHEMATICS LONG TERM PLAN
Ratio and proportion
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Relative size
Missing values
Integer multiplication
Percentages
Scale factor
Unequal sharing & grouping
Algebra
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Formulae
Linear number sequences
Algebraically
Equation
Unknowns
Combinations
Variables
MATHEMATICS LONG TERM PLAN
Measurement 1
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Measure Measure Measure Measure Measure Measure
Standard units Standard units Standard units Standard units Standard units
Estimate Estimate Estimate Estimate Estimate
Measure Measure Measure Measure Measure
Compare Compare Compare Compare Compare
Order Order Order Order Order
Record results Record results Record results Record results Record results
Decimal notation Decimal notation
Scaling Scaling
Metric units Metric units
Imperial units Imperial units
Inches Inches
Pounds Pounds
Pints Pints
Conversion
Length Length Length Length Length Length
Centimetre cm Centimetre cm Centimetre cm Centimetre cm Centimetre cm
Metre m Metre m Metre m Metre m Metre m
Millimetre mm Millimetre mm Millimetre mm Millimetre mm
Perimeter Perimeter Perimeter Perimeter
Miles
Kilometres km
Rectilinear figure Rectilinear figure Rectilinear figure
Area Area Area
Composite rectilinear shape Composite rectilinear shape
Irregular shapes Irregular shapes
Square centimetres Square centimetres
Square metres Square metres
Formulae
Parallelograms
Triangles
MATHEMATICS LONG TERM PLAN
Measurement 2
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Height Height Height Height Height Height
Long(er)/short(er) Long(er)/short(er) Long(er)/short(er) Long(er)/short(er) Long(er)/short(er) Long(er)/short(er)
Tall(er)/short(er) Tall(er)/short(er) Tall(er)/short(er) Tall(er)/short(er) Tall(er)/short(er) Tall(er)/short(er)
Double/half Double/half Double/half Double/half Double/half Double/half
Mass Mass Mass Mass Mass Mass
Weight Weight Weight Weight Weight Weight
Heavy/light Heavy/light Heavy/light Heavy/light Heavy/light Heavy/light
Heavier than Heavier than Heavier than Heavier than Heavier than Heavier than
Lighter than Lighter than Lighter than Lighter than Lighter than Lighter than
Kilogram kg Kilogram kg Kilogram kg Kilogram kg Kilogram kg
Gram g Gram g Gram g Gram g Gram g
Capacity Capacity Capacity Capacity Capacity Capacity
Volume Volume Volume Volume Volume Volume
Full/empty Full/empty Full/empty Full/empty Full/empty Full/empty
More than More than More than More than More than More than
Less than Less than Less than Less than Less than Less than
Half/half full/quarter Half/half full/quarter Half/half full/quarter Half/half full/quarter Half/half full/quarter Half/half full/quarter
Litres l Litres l Litres l Litres l Litres l
Millilitres ml Millilitres ml Millilitres ml Millilitres ml Millilitres ml
Volume Volume
Cubic centimetre Cubic centimetre
Cubic metre
Cubic millimetre
Cubic kilometre
Temperature Temperature Temperature Temperature Temperature
Celsius Celsius Celsius Celsius Celsius
MATHEMATICS LONG TERM PLAN
Measurement 3
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Time Time Time Time Time Time
Quicker Quicker Quicker Quicker Quicker Quicker
Slower Slower Slower Slower Slower Slower
Earlier Earlier Earlier Earlier Earlier Earlier
Later Later Later Later Later Later
Chronological order Chronological order Chronological order Chronological order Chronological order Chronological order
Before Before Before Before Before Before
After After After After After After
First First First First First First
Next Next Next Next Next Next
Today Today Today Today Today Today
Yesterday Yesterday Yesterday Yesterday Yesterday Yesterday
Tomorrow Tomorrow Tomorrow Tomorrow Tomorrow Tomorrow
Morning Morning Morning Morning Morning Morning
Afternoon Afternoon Afternoon Afternoon Afternoon Afternoon
Evening Evening Evening Evening Evening Evening
Days of the week Days of the week Days of the week Days of the week Days of the week Days of the week
Months of the year Months of the year Months of the year Months of the year Months of the year Months of the year
Day Day Day Day Day Day
Week Week Week Week Week Week
Month Month Month Month Month Month
Year Year Year Year Year Year
O’clock O’clock O’clock O’clock O’clock O’clock
Half past Half past Half past Half past Half past Half past
Minute Minute Minute Minute Minute Minute
MATHEMATICS LONG TERM PLAN
Measurement 4
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Intervals of time Intervals of time Intervals of time Intervals of time Intervals of time
Quarter past/to Quarter past/to Quarter past/to Quarter past/to Quarter past/to
Analogue clock Analogue clock Analogue clock Analogue clock
Roman numerals Roman numerals Roman numerals Roman numerals
12-hour clock 12-hour clock 12-hour clock 12-hour clock
24-hour clock 24-hour clock 24-hour clock 24-hour clock
a.m./p.m. a.m./p.m. a.m./p.m. a.m./p.m.
Noon Noon Noon Noon
Midnight Midnight Midnight Midnight
Leap year Leap year Leap year Leap year
Duration Duration Duration Duration
Digital Digital Digital
Convert Convert Convert
Money Money Money Money Money Money
Coins Coins Coins Coins Coins Coins
Notes Notes Notes Notes Notes Notes
Chronological order Chronological order Chronological order Chronological order Chronological order Chronological order
Pounds £ Pounds £ Pounds £ Pounds £ Pounds £
Pence p Pence p Pence p Pence p Pence p
Value Value Value Value Value
Change Change Change Change Change
Combinations Combinations Combinations Combinations Combinations
MATHEMATICS LONG TERM PLAN
Geometry – Properties of shape 1
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2-D shapes 2-D shapes 2-D shapes 2-D shapes 2-D shapes 2-D shapes
Rectangle Rectangle Rectangle Rectangle Rectangle Rectangle
Square Square Square Square Square Square
Circle Circle Circle Circle Circle Circle
Triangle Triangle Triangle Triangle Triangle Triangle
Sides Sides Sides Sides Sides
Lines of symmetry Lines of symmetry Lines of symmetry Lines of symmetry Lines of symmetry
Geometric shapes Geometric shapes Geometric shapes
Quadrilaterals Quadrilaterals Quadrilaterals
Properties Properties Properties
3-D shapes 3-D shapes 3-D shapes 3-D shapes 3-D shapes 3-D shapes
Cuboids Cuboids Cuboids Cuboids Cuboids Cuboids
Cubes Cubes Cubes Cubes Cubes Cubes
Pyramids Pyramids Pyramids Pyramids Pyramids Pyramids
Spheres Spheres Spheres Spheres Spheres Spheres
Cylinder Cylinder Cylinder Cylinder Cylinder
Pyramid Pyramid Pyramid Pyramid Pyramid
Edges Edges Edges Edges Edges
Vertices Vertices Vertices Vertices Vertices
Faces Faces Faces Faces Faces
Radius
Diameter
Circumference
Regular polygon Regular polygon
Irregular polygon Irregular polygon
Quadrilateral
Dimensions
Net
MATHEMATICS LONG TERM PLAN
Geometry – Properties of shape 2
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Orientations Orientations Orientations Orientations
Angles Angles Angles Angles
Acute angle Acute angle Acute angle
Obtuse angle Obtuse angle Obtuse angle
Reflex angles Reflex angles
Degrees Degrees
One whole turn One whole turn
Angles on straight line Angles on straight line
Vertically opposite
Missing angles
Turn Turn Turn Turn
Right angles Right angles Right angles Right angles
Half turn Half turn Half turn Half turn
Three quarters of a turn Three quarters of a turn Three quarters of a turn Three quarters of a turn
Greater than right angle Greater than right angle Greater than right angle Greater than right angle
Less than right angle Less than right angle Less than right angle Less than right angle
Horizontal lines Horizontal lines Horizontal lines Horizontal lines
Vertical lines Vertical lines Vertical lines Vertical lines
Perpendicular lines Perpendicular lines Perpendicular lines Perpendicular lines
Parallel lines Parallel lines Parallel lines Parallel lines
MATHEMATICS LONG TERM PLAN
Geometry – Position and direction
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Position Position Position Position Position Position
Direction Direction Direction Direction Direction Direction
Movement Movement Movement Movement Movement Movement
Whole turn Whole turn Whole turn Whole turn Whole turn Whole turn
Half turn Half turn Half turn Half turn Half turn Half turn
Three quarter turn Three quarter turn Three quarter turn Three quarter turn Three quarter turn Three quarter turn
Straight line Straight line Straight line Straight line Straight line
Rotation Rotation Rotation Rotation Rotation
Order Order Order Order Order
Arrange Arrange Arrange Arrange Arrange
Patterns Patterns Patterns Patterns Patterns
Sequences Sequences Sequences Sequences Sequences
Co-ordinates Co-ordinates Co-ordinates
First quadrant First quadrant First quadrant
Four quadrants
Translation Translation Translation
Plot Plot Plot
Polygon Polygon Polygon
Reflection Reflection
Co-ordinate plane
Axes
MATHEMATICS LONG TERM PLAN
Statistics
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Pictograms Pictograms Pictograms Pictograms Pictograms
Tally chart Tally chart Tally chart Tally chart Tally chart
Block diagram Block diagram Block diagram Block diagram Block diagram
Simple table Simple table Simple table Simple table Simple table
Table Table Table Table
Timetable Timetable
Bar chart Bar chart Bar chart Bar chart
Time graph Time graph Time graph
Discrete data Discrete data Discrete data
Continuous data Continuous data Continuous data
Line graph Line graph
Pie chart
Category Category Category Category Category
Sorting Sorting Sorting Sorting Sorting
Totalling Totalling Totalling Totalling Totalling
Comparing Comparing Comparing Comparing Comparing
Comparison problems Comparison problems Comparison problems
Sum problem Sum problem Sum problem
Difference problem Difference problem Difference problem
One step problem One step problem One step problem One step problem
Two step problem Two step problem Two step problem Two step problem
Calculate
Interpret
Mean as an average
MATHEMATICS LONG TERM PLAN
Appendix A – further vocabulary
Number
Number Numeral Zero
One, two, three…..twenty Teens numbers, eleven, twelve…..twenty Twenty-one, twenty-two….one hundred,
two hundred…..one thousand….ten
thousand, hundred thousand, million
None How many….? Count, count (up) to, count on (from, to),
count back (from, to)
Forwards Backwards Count in ones, twos, fives, tens, threes,
fours, eights, fifties, sixes, sevens, nines,
twenty-fives and so on to hundreds
Equal to Equivalent to Is the same as
More, less Most, least Many
Odd, even Multiple of, factor of Few
Pattern Pair, rule Tally
Sequence Continue Predict
>greater than <less than Relationship
Roman Numerals Next, consecutive Integer, positive, negative
Above/below zero, minus Negative numbers
MATHEMATICS LONG TERM PLAN
Place Value
Ones Tens, hundreds Digit
The same number as, as many as More, larger, bigger, greater Fewer, smaller, less
Fewest, smallest, least Most, biggest, largest, greatest One more, ten more
One less, ten less Equal to One more, ten more, one hundred more,
one thousand more
One less, ten less, one hundred less, one
thousand less
Compare Order
Size First, second, third….twentieth Last, last but one
Before, after Next Between
Half-way between Above, below One-, two- or three-digit number
Place, place value Stands for, represents Exchange
Twenty-first, twenty-second…..
Estimating
Guess How many….? Estimate
Nearly Roughly Close to
About the same as Just over, just under Too many, too few
Enough, not enough Exact, exactly Approximate, approximately
Round, nearest, round to the nearest ten,
hundred, thousand
Round up, round down
MATHEMATICS LONG TERM PLAN
Addition and Subtraction
Addition Add, more, and Make, sum, total
Altogether Double Near double
Half, halve One more, two more…..ten more…..one
hundred more
How many more to make….?
How many more is…..than….? How much more is….? Subtract
Take away How many are left/left over? How many have gone?
One less, two less, ten less…one hundred
less
How many fewer is….than….? How much less is….?
Difference between Equals Is the same as
Number bonds/pairs/facts Missing number Tens boundary, hundreds boundary
inverse
Multiplication and Division
Multiplication Multiply Multiplied by
Multiple, factor Division Dividing
Sharing Grouping Sharing
Doubling Halving Array
Number patterns Groups of Times
Once, twice, three times….ten times Repeated addition Divide, divided by, divided into
Share, share equally Left, left over, remainder One each, two each, three each….ten each
Group in pairs, threes….tens Equal groups of Row, column
Multiplication table Multiplication fact, division fact Product
Inverse Square, squared Cube, cubed
MATHEMATICS LONG TERM PLAN
Fractions (including decimals)
Fraction Equal part Equal grouping
Equal sharing Parts of a whole Half
One of two equal parts Quarter One of four equal parts
Equivalent fraction Mixed number Numerator, denominator
Two halves Two quarters, three quarters One third, two thirds
One of three equal parts Sixths, sevenths, eights, tenths,
hundredths
Decimal, decimal fraction, decimal point,
decimal place, decimal equivalent
Proportion
Measurement
Measure Measurement Size
Compare Guess, estimate Enough, not enough
Too much, too little Too many, too few Nearly, close to, about the same as,
approximately
Roughly Just over, just under Measuring scale, division
Unit, standard unit Metric unit
Length
Millimetre, Centimetre, metre, kilometre,
mile
Length, height, width, depth Long, short, tall
High, low Wide, narrow Thick, thin
Longer, shorter, taller, higher….and so on Longest, shortest, tallest, highest….and so
on
Far, further, furthest, near, close
Ruler Metre stick, tape measure Distance apart….between….to…from
Edge, perimeter Area, covers Square centimetre (cm²)
MATHEMATICS LONG TERM PLAN
Weight
Kilogram, half kilogram, gram Weigh, weighs, balances Heavy, light
Heavier than, lighter than Heaviest, lightest Scales
Mass: big, bigger, small, smaller Weight: heavy/light, heavier/lighter,
heaviest/lightest
Capacity and Volume
Litre, half litre, millilitre Capacity Volume
Full Empty More than
Less than Half full Quarter full
Holds, contains Container, measuring cylinder
Temperature
Temperature Degree Centigrade
Time
Time Days of the week Months of the year
Seasons Day, week, weekend, month, year,
fortnight, century, leap year, millennium
Birthday, holiday
Morning, afternoon, evening, night Bedtime, playtime, dinner time Today, yesterday, tomorrow
Before, after Earlier, later Next, first, last
Noon, Midnight Calendar, Date, date of birth Now, soon, early, late, earliest, latest
Quick, quicker, quickest, quickly Slow, slower, slowest, slowly Old, older, oldest
New, newer, newest Takes longer, takes less time How long ago?
How long will it be to….? How long will it take to….? How often?
Always, often, never, sometimes Usually Once, twice
Hour, o’clock, half past, quarter past,
quarter to
Clock, clock face, watch, hands Hour hand, minute hand
Hours, minutes, seconds 5, 10, 15….minutes past Digital/analogue clock/watch, timer
a.m., p.m. Roman numerals 12-hour clock time, 24-hour clock time
Timetable, arrive, depart
MATHEMATICS LONG TERM PLAN
Money
Money Coin Penny, pence, pound
Price, cost Buy, bought, sell, sold Spend, spent
Pay Change Dear, costs more
Cheap, costs less, cheaper Costs the same as How much….?
How many….? total
Geometry – Properties of shape
Shape, pattern Flat, line Curved, straight
Round Hollow, solid Sort
Make, build, draw, construct, sketch Size Bigger, larger, smaller
Symmetry, symmetrical, symmetrical
pattern
Pattern, repeated pattern Match
Surface Line symmetry Perimeter
Centre Angle, right-angled Base, square-based
Reflect, reflection Regular, irregular
2-D Shape
Corner, side Point, pointed Rectangle (including square), rectangular
Circle, circular Triangle, triangular Pentagon, pentagonal
Hexagon, hexagonal Octagon, octagonal Quadrilateral
Right-angled Parallel, perpendicular 2-D, two dimensional
Oblong rectilinear Equilateral triangle, isosceles triangle,
scalene triangle
Heptagon Parallelogram, rhombus, trapezium Polygon
MATHEMATICS LONG TERM PLAN
3-D Shape
Face, edge, vertex, vertices Cube, cuboid Pyramid
Sphere, hemisphere, spherical Cone Cylinder, cylindrical
Prism, triangular prism 3-D, three-dimensional Tetrahedron, polyhedron
Position and Direction
Position Over, under, underneath Above, below
Top, bottom, side On, in Outside, inside
Around In front, behind Front, back
Beside, next to Opposite Apart
Between Middle, edge Centre
Corner Direction Journey, route
Left, right Up, down, higher, lower Forwards, backwards, sideways
Across Next to, close, near, far Along
Through To, from, towards, away from Movement
Slide Roll Turn
Stretch, bend Whole turn, half turn, quarter turn, three
quarter turn
Clockwise, anticlockwise
Right angle Straight line Compass point
North, South, East, West, N, S, E, W Horizontal, vertical, diagonal Angle….is a greater/smaller angle than
North-East, North-West, South-East,
South-West, NE, NW, SE, SW
Translate, translation Rotate, rotation
Degree Reflection Ruler, set square
Angle measurer Compass
Statistics
Count, tally, sort, vote Group, set List, table, chart, bar chart, frequency
table
Graph, block graph, pictogram Represent Label, title, axis, axes
Most popular, most common Least popular, least common Carroll diagram, Venn diagram
diagram Survey, questionnaire, data
MATHEMATICS LONG TERM PLAN
General
Pattern Puzzle Problem, problem solving
Mental, mentally What could we try next? How did you work it out?
Explain your thinking Recognise Describe
Draw Compare Sort
Show how you…… Explain your method Describe the pattern
Describe the rule Investigate Mental calculation
Written calculation Greatest value, least value Statement
Justify Make a statement