Lancashire Primary Term

Summer
2010

Mathematics Newsletter

Welcome to the summer edition of the

Lancashire Primary Mathematics Team
newsletter!
The focus for this term is developing reasoning in mathematics.

The 2009 DCSF report ‘Development of Maths Capabilities and

Confidence in Primary School’ arose as the result of a project looking
at the development of competence and confidence in different
aspects of maths and the effect of this on young people’s results
and future employment prospects. Three of their six key findings
relate to the importance of reasoning, the main one stating that:

‘Mathematical reasoning, even more so than children’s

knowledge of arithmetic, is important for children’s later
achievement in mathematics.’

Alongside all of the regular updates and features, within this newsletter you will
find a variety of resources aimed at supporting you to develop this important aspect of
mathematics. These include:

- starting points for reasoning and enquiry

- learning prompts to support children’s responses
- progression through the reasoning strand of the mathematics
framework
- a new ‘Home Corner’ section, outlining ways in which parents can
help

Don’t forget the newsletter section on our website which has

links to further documents and a staff meeting for subject
leaders to run in schools.

As ever, if you have feedback on any of the

articles in this newsletter, please contact us
using the details on page two.

In team news, we would like to bid farewell to Anne Porter who

returns to school following her secondment. We would like to
thank her for her contribution to the team and the schools that
she has supported whilst working with us and wish her the
very best for the future.

We hope you have a fruitful summer term and a restful break when
the holiday season appears.

The Lancashire Primary Mathematics Team

Team Information and Contents

The Lancashire Mathematics Team

Team Leader / Alison Hartley
Senior Adviser

Primary Mathematics Lynsey Edwards (Senior Consultant), Sue Bailey,

Consultants Tracy Dimmock, Sue Farrar, Anne Porter,
Emma Radcliffe, Angeli Slack, Kerry Swarbrick,
Andrew Taylor, Peter Toogood

Team Contact Details Phone: 01257 516102

Fax: 01257 516103
E-Mail: mathematics@lancashire.gov.uk
Write to:LPDS Centre, Southport Road
Chorley, PR7 1NG
Website: www.lancsngfl.ac.uk/curriculum/math

Contents
Mathematics Specialist Teacher Programme 3

Steps to Success in Mathematics: Securing Progress for all Children 3

How Can the Mathematics Team Support Your Professional Development? 4

NRICH - Fantastic Resources to Enhance Children’s Understanding 5

EYFS Corner 6

Every Child Counts 7

National Strategies Publications 8

Numbers and Patterns: Laying the Foundations of Mathematics 9

The Home Corner 10

Reasoning Resources - NCETM 12

Prompts to Support Children’s Oral Reasoning 13

Reasoning and Enquiry Starting Points 14

Progression Through the Reasoning Theme in the Using and Applying Strand 18

Puzzle Page 20

2 The Lancashire Primary Mathematics Team

 Mathematics Specialist Teacher Programme
Our 52 teachers have bravely embarked upon their
journey towards becoming a Mathematics Specialist
Teacher (MaST). In a world where admitting an inability
to ‘do’ maths has become socially acceptable, they have
somewhat of an uphill task in their role as champions of
mathematics, but are ready to embrace the challenge!

The Spring term local meetings have focused on the

progression in division and fractions. This has been
further supported by working with Edge Hill University.
Teachers are encouraged to network and share their
experiences through the use of the Blackboard virtual
learning environment set up by Edge Hill.

If you are lucky enough to have a MaST working in your school, please give them your
support! If you don’t have a MaST in your school, and would like more information about
becoming one, please contact Angela Jamieson on 01257 516102.

Steps to Success in Mathematics...

...Securing Progress for all Children

Steps to success in mathematics: Securing progress for all children

is a DVD-based compendium of National Strategies primary-
focused mathematics materials and resources. These resources
have been developed to help you to plan and provide teaching
and learning in mathematics that will ensure all children make
progress through the National Curriculum levels over Key Stages
1 and 2. The DVD is structured around a level-to-level approach
and brings together the following publications and documents:

• Securing levels in mathematics for levels 1 to 5

• What I can do in mathematics for levels 1 to 5
• Overcoming barriers in mathematics for level 1 to 2, level 2 to 3,
level 3 to 4 and level 4 to 5
• Assessing Pupils’ Progress mathematics guidelines for level 1 to
2, level 2 to 3, level 3 to 4 and level 4 to 5
All of these publications are linked to the Primary Framework but to help you to access
supporting materials the DVD also contains:

• Primary Framework yearly overviews for each year group, 1 to 6

• Pitch and expectations for each year group, 1 to 6

One DVD will come into every school this term. All the materials on the DVD can be accessed
in the same way on the following website:

www.banddmaths.co.uk/strategies_resources/resources/index.html

The Lancashire Mathematics Team

The Lancashire Primary Mathematics Team 3
How Can the Mathematics Team Support
Your Professional Development?

In addition to providing National

Strategy courses we also provide a
wide range of marketed courses.

Why not take a look at the

Learning Excellence site to see if
we are running a course which
would benefit the professional
development of a member of your staff?

Summer Term 2010

08/06/2010 MAT115a LPDS Centre Effective Use of the Starter Session in Mathematics Lessons

01/07/2010 MAT111b Woodlands Improving Maths Subject Knowledge: Understanding Shape

12/07/2010 MAT119a Woodlands Support for Mathematics – Moving Through Levels 2&3

Autumn Term 2010

29/09/2010 MAT115b LPDS Centre Effective Use of the Starter Session in Mathematics Lessons

15/10/2010 MAT117b LPDS Centre Guided Learning in Mathematics

21/10/2010 MAT116a LPDS Centre Problem Solving, Reasoning and Numeracy in the FS

05/11/2010 MAT114a Woodlands Improving Maths Subject Knowledge: Handling Data

11/11/2010 MAT122a Woodlands Support for Mathematics – Moving Through Level 5

19/11/2010 MAT106b Woodlands Mathematics for NQTs

26/11/2010 MAT118a Woodlands New to Mathematics Subject Leader Day One

02/12/2010 MAT121a Woodlands Support for Mathematics – Moving Through Level 4

For further information about all these courses access the Learning Excellence
Website on www.learningexcellence.net or via our links on the Mathematics
Team website www.lancsngfl.ac.uk/curriculum/math.

The Lancashire Mathematics Team

4 The Lancashire Primary Mathematics Team

www.nrich.maths.org
A number of years ago, Cambridge
University embarked upon
developing this website dedicated to
enriching children’s experience of mathematics.
teachers to access the appropriate puzzle direct from the link beneath the
objective (see below).
The puzzles are linked to appropriate Key Stages and each has a difficulty rating,
from one star to three stars, with three stars being most challenging. The puzzles
contain teacher notes (which illustrate how the puzzle can be differentiated up
and down), a hint (a possible starting point for those who are struggling to get
going) and answers that have been submitted by children, with exemplified
explanations and
processes.
The puzzles can be used
in a number of ways,
especially as stimuli
for guided group work
focusing on children’s
problem solving,
communicating and
reasoning.
(Most of our puzzle page
problems have been taken
from the nrich website).
The Lancashire Primary Mathematics Team
NRICH - Fantastic Resources to
Enhance Children’s Understanding
There is a monthly theme and a number of
problems, puzzles, games and articles are
published on the site for use by teachers and
pupils.
All of the puzzles, problems and games over
the last few years have been aligned to
objectives from the Renewed Framework in
the Curriculum Mapping Documents.
These documents are interactive to enable
NRICH www.nrich.maths.org problems linked to the Framework for teaching mathematics in Years 3, 4, 5 and 6
A list of recent updates can be found at the end of this document. The letters and numbers refer to blocks and units.
(N.B. This is work in progress– we would really appreciate your comments. Please email emp1001@cam.ac.uk)
Year 3 Year 4 Year 5 Year 6 Year 6-7
Solve one-step and two-step Solve one-step and two-step Solve one-step and two-step Solve multi-step problems, Solve problems by breaking
problems involving numbers,
money or measures,
problems involving numbers,
money or measures,
problems involving whole
numbers and decimals and
and problems involving
fractions, decimals and
down complex calculations
into simpler steps; choose
including time, choosing and including time; choose and all four operations, choosing percentages; choose and and use operations and
carrying out appropriate carry out appropriate and using appropriate use appropriate calculation calculation strategies
calculations calculations, using calculator calculation strategies, strategies at each stage, appropriate to the numbers
NRICH: A Square of methods where appropriate including calculator use including calculator use and context; try alternative
Numbers NRICH: The Puzzling NRICH: Money Bags NRICH: Two Primes Make approaches to overcome
A3 B2 B3 D1 D3 E2 E3 Sweet Shop NRICH: Amy’s Dominoes One Square difficulties; present, interpret
A3 B1 B3 D1 D2 D3 D1 D2 D3 E1 E3 NRICH: What’s it Worth? and compare solutions
Strand 1 - Using and Applying
D1 D2 D3 E1 E3
Represent the information in Represent a puzzle or Represent a puzzle or Tabulate systematically the Represent information or
a puzzle or problem using
numbers, images or
diagrams; use these to find
problem using number
sentences, statements or
diagrams; use these to solve
problem by identifying and
recording the information or
calculations needed to solve
information in a problem or
puzzle; identify and record
the steps or calculations
unknown numbers in a
problem, for example in a
table, formula or equation;
a solution and present it in
context, where appropriate
using £.p notation or units of
the problem; present and
interpret the solution in the
context of the problem
it; find possible solutions and
confirm them in the context
of the problem
needed to solve it, using
symbols where appropriate;
interpret solutions in the
explain solutions in the
context of the problem
measure NRICH: Buying a Balloon
E1 E2 E3
NRICH: Sealed Solution
NRICH: Prison Cells
B2 B3 E1 E2 E3
original context and check
their accuracy
NRICH: Counting Cards
B2 B3 E1 E2 E3
Follow a line of enquiry by Suggest a line of enquiry Plan and pursue an enquiry; Suggest, plan and develop Develop and evaluate lines
deciding what information is and the strategy needed to present evidence by lines of enquiry; collect, of enquiry; identify, collect,
important; make and use follow it; collect, organise collecting, organising and organise and represent organise and analyse
lists, tables and graphs to and interpret selected interpreting information; information, interpret results relevant information; decide
organise and interpret the
information
NRICH: Sweets in a Box
information to find answers suggest extensions to the
enquiry
and review methods; identify
and answer related
questions
how best to represent
conclusions and what further
questions to ask
C1 C2 C3 E1 E3
The Lancashire Mathematics Team
5
National Strategy Publications

Overcoming Barriers
These materials provide guidance for teachers in undertaking an initial identification of
the barriers in mathematics that slow pupils' progress and limit their attainment. They are
based around the Renewed Framework and link to the Blocks and Units. There is support
for planning and teaching to help pupils overcome the identified barriers, re-assess their
learning, and recognise the progress they have made.

These resources can be ordered by contacting Teachernet on 0845 6022260.

Ref: 00021-2009 Ref: 00149-2008 Ref: 00695-2007PCK-EN Ref: 00904-2009BKT-EN

Securing Levels
These materials identify key areas of learning that children need to secure to attain a
particular level in mathematics. While you can integrate the ideas from these materials into
your ongoing planning, you could also use them to plan targeted support for particular
groups of children.

Ref: 00041-2010BKT-EN Ref: 00687-2009BKT-EN Ref: 00388-2009 Ref: 00065-2009 Ref: 00866-2009BKT-EN

These documents are supported by booklets entitled ‘What I can do in Mathematics’. These
take the assessment checklists and present them in a form that can be used in the classroom
with space for children to record their mathematical working and answers.

These can be downloaded from the One to One section of our website:

www.lancsngfl.ac.uk/curriculum/math.index.php?category_id=933.

6 The Lancashire Primary Mathematics Team

 Numbers and Patterns...
...Laying the Foundations of Mathematics
This document was provided for all schools during the Spring term.
The file is divided into six sections:

• Introduction - an overview of the structure of the materials and

how they relate to the Development Matters statements and the
Year 1 Primary Framework objectives.
• Observation, assessment and planning - guidance on how these
support children’s development and learning in mathematics,
along with an example of an observation schedule.
• Steps in learning - charts outlining the phases within the Number
words and numerals and Counting sets themes; includes potential
difficulties and guidance on the use of models and images to help
overcome these.
• Enabling environments - 12 cards with examples of how
children’s learning in mathematics can be supported through the
environment.
• Role of the adult - how adults can support and extend children’s
mathematical learning. It offers examples of how to interact with children’s freely-chosen play
and some starting points for activities.
• Supporting material - additional key messages, audits and extracts from related publications.

Progression through the phases for each of the themes can be seen below.

Phase Number words and numerals Counting sets

Children’s awareness, understanding and
1
use of the language of number
Development of children’s knowledge and
2 use of the number sequence from one to
five, and recognition of the numerals 1 to 5.
Development of children’s knowledge of
3 the number sequence from one to nine and
recognition of the numerals 1 to 9.
Extending the range of numbers that
children can confidently use, to include zero
and numbers to 20.
4
Extending the range of numbers that
children can confidently use, to include
numbers to 30. Children also start to
5
explore the sequences of numbers when
they count from zero in twos, fives and
tens.
Extending the range of numbers that
children can confidently use, to include
numbers to 100. Children also become
6 more secure in counting forwards and
backwards in twos, fives and tens.
For information on how to order this publication please see page 8.
Development of children’s early awareness of
quantity
Development of children’s ability to count
up to five objects and to recognise, without
counting, sets of one, two or three objects.
Extending children’s counting skills to enable
them to count up to ten objects, actions or
sounds accurately.
Extending children’s counting skills to enable
them to count up to ten objects accurately, in
any arrangement. The early stages of addition
and subtraction are developed as children
begin to partition and combine sets and to
remove objects from sets.
Extending children’s counting skills to enable
them to estimate, count and compare sets of
up to 20 objects. Addition and subtraction are
further developed as children partition and
combine sets and count on and back.
Using children’s counting skills to support
addition and subtraction through counting
on and back and through counting from
the smaller to the larger number to find a
difference. Children also use their ability to
count in twos, fives and tens to count large
groups of objects efficiently.

The Lancashire Primary Mathematics Team 7

EYFS Corner

‘For children to become (young) mathematicians requires creative

thinking, an element of risk-taking, imagination and invention –
dispositions that are impossible to develop within the confines of a
work-sheet or teacher-led written mathematics.’

Carruthers, E. and Worthington, M. (2003)

These recent publications support and help to develop this view of mathematics with young
children...

Numbers and patterns - laying the foundations of mathematics

This excellent new resource provides support for Early Years practitioners and
Year 1 teachers. This resource can be downloaded from: http://nationalstrategies.
standards.dcsf.gov.uk/node/273401

Published in 2009
Ref: 01011-2009DOM-EN

Mark Making Matters – young children making meaning in all

areas of learning and development

This booklet aims to support practitioners in understanding the significance

of their role in fostering and celebrating children’s mark making, through the
provision of a thoughtfully planned environment that is rich in opportunities.

Case studies are used throughout to provide ‘real-life’ examples of how

practitioners work with children to support their all-round development but
with specific emphasis on mark making. This resource can be downloaded from:
http://nationalstrategies.standards.dcsf.gov.uk/node/132558.

Published in 2008
Ref: 00767-2008BKT-EN

Children thinking mathematically: PSRN essential knowledge

for Early Years practitioners

This booklet takes Mark Making Matters further and extends and develops the
concepts explored there with particular reference to the three strands of PSRN.
This booklet aims to help practitioners ‘see’ the mathematics in children’s play
and concludes with consideration of transition between EYFS and Year 1.

Published 2009
Ref: 00861-2009BKT-EN

8 The Lancashire Primary Mathematics Team

 Every Child Counts

The National Annual data for Numbers

Count has been very positive with
children making on average 13.5 months
progress within just three months.
Lancashire was ranked 4th out of the 27
Local Authorities during 2008/09.

The successes of the Every Child Counts

programme have been recognised by
Parliament, where a number of MPs
congratulated the hard work of the pupils and teachers involved.

Accreditation
Numbers Count Teachers need to provide evidence about how they have met a total of 23
standards and requirements in order to be awarded accreditation. On the 21st January, nine
Numbers Count Teachers were awarded their accreditation by Jonathan Hewitt and Paul
Duckworth.
Numbers Count Teachers who have been awarded accreditation include:
Cath Harrison (Cherry Fold Community Primary School, Burnley)
Nicky Smith (Lord Street Primary School, Colne)
Sally Bryden (St Matthew’s CE Primary School, Preston)
Tracey Beaven (Walverden Primary School, Nelson)
Liz Tobin (St John’s Catholic Primary School, Skelmersdale)
Katie Leyland (Blessed Sacrament Catholic Primary School, Preston)
Joanne Richards (Hyndburn Park Primary School)
Rachel Warner (Seven Stars Primary School, Leyland)
Therese Lakeland (St Joseph’s Catholic Primary School, Preston)
Congratulations to all!
Numbers Count Teachers who joined the programme in September are currently working
towards their accreditation.

The Lancashire Primary Mathematics Team 9

The Home Corner

This new section is how many knives, forks and plates will be
used if everyone is having a main course and
aimed at highlighting dessert.

how parents can Order and Sequencing

help their children in Talk about:
everyday activities The order in recipes
and why certain items
involving reasoning... need to be included at
certain points;
The order in which you
Shopping - Money put clothes on to get
dressed – which items
Talk about which have to be put on before others and why?
coins could be given
to get the correct Measurement
change or what
would be the smallest Estimate how many drinks could be made
number of coins that from a bottle of cordial.
still give the right
change? Try to guess Wrapping presents and parcels, talk about
the value of a coin the amount of paper and the length of
from its description. ribbon needed

What’s in the Estimate how many

shopping bag? apples in a kilogram
Describe the shape or potatoes in a bag.
of an item in the
shopping bag for
another person to Puzzles and
identify. Talk about Games
what it can’t be
and why before Play and solve puzzles and games in
finally identifying newspapers and magazines. Sudoku is
what the item is. particularly good for developing children’s
reasoning skills.
Numbers
Can you place six X's on a
Talk about numbers on a car registration Noughts and Crosses board
plate and rearrange them to make: without making three-in-a-row
the largest number; smallest number; in any direction?
number nearest to 500 etc.
Solution
Z 283 QZX
When laying the table at meal times, talk
about how many mats will be needed and

10 The Lancashire Primary Mathematics Team

Nine dots are arranged in ‘So What Happens
a three by three square. at School’ is a
Connect each of the nine dots
quick guide to
using only four straight lines
and without lifting your pen the National
from the paper. Curriculum,
Key Stages
Solution
and
Attainment
Levels, and
gives useful
advice for parents on
building relationships up with a
Arrange the numbers 1 to 9 on a 3 by 3 child’s class teacher.
board so that the numbers in each row,
column and diagonal add up to 15.
‘Top 10 Tips for
Solution Homework Survival’
4 3 8
does exactly what it
9 5 1 says on the tin. Ten
2 7 6 easy to follow tips
to give children the
best opportunity to
Other helpful hints and succeed with their
suggestions homework, and
allow parents
www.direct.gov.uk/homeworksupport to get involved
too.
‘Working Together’
is a useful booklet Even more useful information can
to help parents feel be found at www.direct.gov.uk/en/
involved in their Parents/Schoolslearninganddevelopment/
child’s learning. HelpingYourChildToLearn/DG_4016596.
It contains
useful advice
and activities,
including links
to other fun
learning
websites.

The Lancashire Primary Mathematics Team 11

Reasoning Resources - NCETM

The National Centre for

Excellence in the Teaching
of Mathematics (NCETM)
website contains useful
resources to support
teachers with aspects of
reasoning...
The self-evaluation tool that we have
mentioned in previous issues exemplifies The Lancashire Mathematics Team have
what is meant by reasoning in EYFS, Key put together all the information from the
Stage 1 and Key Stage 2. NCETM site into three documents. Find
them in the newsletter section of the
The EYFS section focuses on children Lancashire Mathematics Team website at
developing their own meanings and www.lancsngfl.ac.uk/curriculum/math/
representing them, making choices index.php?category_id=182.
and justifying decisions, developing
mathematical reasoning and
communicating with others.
KS1 - Using mathematical reasoning
In Key Stage 1 and 2, the focus progresses
If you want to make
to conjecture, finding a counter example,
cakes for 15 people
generalising and using mathematical
and the recipe card is
reasoning.
for 10 then children
need to think about
Examples include:
what to do with
the recipe. Give the
EYFS - Developing mathematical
children a real recipe
reasoning
then make the food
and share it out
Let children handle
amongst 15 class mates. Similar problems
and shake a number
can then be given and the children can
of closed containers
discuss what to do.
and then guess how
many things are inside.
KS2 - Using mathematical reasoning
This encourages them
to think about the
Each shape stands for a
size of the objects
number. The numbers
and the capacity of
shown are the totals of
the containers. The
the line of four numbers
one with the biggest
in the row or column.
capacity will not necessarily hold the most,
Find the remaining
especially if it contains large beads rather
totals.
than small ones.

12 The Lancashire Primary Mathematics Team

Prompts to support children’s oral reasoning

I’m not sure The method I used

I agree… to solve this was… I wonder if…

I think that… I would like to add…..

I wondered
why…
This didn’t Do you think….?
work so I… It looks like…

I think what you I also think that…..

might mean is…

These speech bubbles or sentence starters could be modelled by the adults within
the classroom prior to the children using them when explaining their thinking or
reasoning. They are also available on our website
www.lancsngfl.ac.uk/curriculum/math/index.php?category_id=182.

I decided to… so I disagree… because…

that / because…

This didn’t work so…

I already know
that… so I….. I tried this…
This worked so…
because…
This is true
because…. I found out
I noticed that…
that…

The Lancashire Primary Mathematics Team 13

Reasoning and Enquiry Starting Points

These statements can be

used as starting points for
children to investigate.
They may also consider
whether they are always,
sometimes or never true.

When
children embark upon
these investigations, we
should be encouraging
them to include
reasoning
in their
responses.

This information can prove

particularly useful to inform
teacher assessment, especially
for Ma1 Using and Applying
Mathematics.

14 The Lancashire Primary Mathematics Team

s
I can make all the
numbers between
5 and 20 by adding
consecutive
numbers.
If you choose a number and
square it, the answer you get
is always one more than the
product of one less and one
more than the number you first
chose (e.g. 5x5=25; 4x6=24).
If you add three consecutive
even numbers the answer is
always a multiple of 6 (e.g.
2+4+6= 12).
If I choose a 2x2
square on a 100
square and add
the diagonal pairs
they always make
the same total (e.g. 2+13=3+12).
If I draw a
pentomino on a
100 square the two
extreme numbers
sum to double the I can make four different
centre number
(e.g. 35+57 = 46x2).
The Lancashire Primary Mathematics Team
If I multiply two numbers
they always get bigger.
If you increase the
perimeter of a shape its
area increases.
I can draw a square with an area
of 2 squares.
If I choose any
2x2 square on a
multiplication grid
the product of
the diagonals are
always the same
as each other (e.g.
3x8=6x4).
All numbers have an even
number of factors, (e.g. the
number 6 has 4 factors: 1,2,3,6).
I can pay for
anything from
1p to 5p if I have
two 2p coins
and one 1p coin.
numbers with two different
digits.
15
Reasoning and Enquiry Starting Point

When I subtract 10 from a The number of

number the units digit stays the lines of reflective
same. symmetry in a
regular polygon is
There are three equal to the number
numbers less than 10 of sides.
that divide exactly by
3. If you add three consecutive
numbers, the answer is three
Any even number can be written times the middle number.
as the sum of two odd numbers.
The imperial
All squares are measure of 1 foot
rectangles. would need a size
12 shoe.
The difference
between any two odd numbers is A triangle can have two
an even number. right angles.

A number is divisible You can work out the eight times

by 3 if the sum of the table by doubling the 4s.
digits is divisible by 3.
All four sided shapes are called
With twelve squares you can squares.
make three different rectangles.
When I multiply two
The perimeter of a multiples of ten the
rectangle is double answer always has
the sum of one the same number
short side and one of zeroes as the
long side. original numbers combined (e.g.
20x30=600).

16 The Lancashire Primary Mathematics Team

ts (continued)
All numbers that end in 4 Sarah
are multiples of 4. buys 16
packets
If a quadrilateral stickers at
has two acute 26p each.
angles and all four This costs
sides are the same £4.16.
length it must be a rhombus. Use this information to work
out:
The larger the denominator of a
fraction the smaller the fraction. • The cost of 17 packets
• The cost of 15 packets
The number one is a • The cost of 16 packets at 25p
prime number. each
• The cost of 16 packets at 28p
Consecutive triangular numbers each
sum to make square numbers. • The cost of 32 packets
• The cost of 16 packets at 52p
If I continue the sequence 1, 8, each
15, 22, 29… the number 777
will appear. What other questions would
this information help you to
answer?

Make a list of similarities and

differences between a square
and an oblong. If
both shapes are
rectangles, create
a clear definition
of a rectangle.

The Lancashire Primary Mathematics Team 17

Progression Through the Reasoning Theme in th

Below is a table showing the progression within the reasoning theme in the Primary Framework’s Using and applying
mathematics strand. Linked examples from the Pitch and Expectations document, Learning Overview – Assessment for
Learning prompts and 1999 Framework Supplement of Examples have been identified.
Year Reasoning Pitch and Expectations, Learning Overview – AfL Prompts and
objective 1999 Framework – Supplement of Examples
EYFS Talk about, Use the beads. Copy this pattern.
recognise and
recreate simple
patterns
Use the sponges. Continue this
pattern that I have started.

Make a butterfly pattern.

Count the spots on each side of your butterfly.
Year 1 Describe simple Here are five rectangles of the same size. How many Find two shapes with only five
patterns and different bigger rectangles can you make using two or straight sides.
Units more of the rectangles?
relationships Draw a circle around them.
B1 involving numbers
B2 or shapes; decide
B3 whether examples
satisfy given
E3 conditions Make a string of beads for me. First a red one, then a
blue one. Carry on threading one red, one blue. What
colour is the sixth bead on your string? What colour
will the tenth bead be? The twentieth bead? How do you know?
Year 2 Describe patterns We have worked out that 3 + 5 = 8 and
and relationships 13 + 5 = 18.
Units Without calculating, tell me what 23 + 5 will be.
involving numbers
B1 or shapes; make What about 63 + 5?
B2 predictions and test
B3 these with
examples Write the missing digits to make this correct.
How have these shapes
been sorted? Is there more than one
way that they could have been sorted?

Year 3 Use patterns and

Units relationships
involving numbers
B1 or shapes, and use
E1 these to solve
B2 problems
B3
E3

9 – 3 = 6. What is 90 – 30, and

900 – 600? How do you know?

Year 4 Identify and use

Units patterns,
relationships and
B1 properties of
B2 numbers or
B3 shapes; investigate
a statement
involving numbers
and test it with
examples

Count all the triangles in this

diagram.

18 The Lancashire Primary Mathematics Team

he Using and Applying Strand

Year Reasoning Pitch and Expectations, Learning Overview – AfL Prompts and
objective 1999 Framework – Supplement of Examples
Year 5 Explore patterns,
Units properties and
relationships, and
B1 propose a general
B2 statement involving
B3 numbers or
shapes; identify
examples for which
the statement is
true or false
Two square tiles are placed side by side. How
many tiles are needed to surround them
completely?

One of these numbers is not in the

correct place. Which is it and why?
What if three square tiles were laid side by side?
Four tiles? Five tiles? How many tiles would be
needed if 100 tiles were laid side by side? Explain
your answer.

Year 6 Represent and

Units interpret
sequences,
B1 patterns and
B2 relationships
B3 involving numbers
and shapes;
suggest and test
hypotheses;
construct and use
simple expressions
and formulae in
words then
symbols (e.g. the
cost of c pens at 15
pence each is 15c
test pence)
Year 6 Generate
into sequences and
Year 7 describe the
general term; use
letters and symbols
to represent
unknown numbers
or variables;
represent simple
relationships as
graphs

This shape has been drawn on isometric

paper. Explain how you could work out the
internal angles of the shape.

The Lancashire Primary Mathematics Team 19

 Puzzle Page
Summer Term Puzzle - Jugs

Using two jugs, one which

holds 3 litres and one which
holds 5 litres, how can you
measure out exactly 4 litres?

Solution to last term’s puzzle…Sets of Four Numbers

2 3 4 5 7 9 10 15 21 25 28 49
Multiples of 2 2 4 10 28
Multiples of 3 3 9 15 21
Multiples of 5 5 10 15 25
Evens 2 4 10 28
Less than 6 (or 7) 2 3 4 5
Between 10 & 30 15 21 25 28
Odd numbers & not a multiple of 3 5 7 25 49
Prime 2 3 5 7
Digits add to an even number 2 4 15 28
Greater than 15 21 25 28 49
Odd numbers less than 10 3 5 7 9
Factors of 1225 5 7 25 49
Factors of 28, 56 and 84 2 4 7 28
Factors of 50 2 5 10 25
Factors of 45 3 5 9 15
Factors of 20 and 40 2 4 5 10
Factors of 36 2 3 4 9
Factors of 250 2 5 10 25
Triangular numbers not prime 10 15 21 28
Square numbers 4 9 25 49
Consecutive numbers 2 3 4 5

The Lancashire Primary Mathematics Team