Maths Medium Term Plan – Spring Term

Year 1 Continuous Provision Year 2

 To count to and across 100 forwards and backwards, beginning with 0 or 1; or  To count in steps of 2, 3 and 5 from 0, and count in tens from any number forward
from any given number or backward.
 To read and write numbers from 1 to 20 in numerals and words.  To read and write numbers to at least 100 in numerals and in words.
 When given a number, identify one more and one less.  To recall and use addition and subtraction facts to 20 fluently and derive and use
 To represent and use number bonds and related subtraction facts within 20. related facts up to 100.
 To count, read and write numbers to 100 in numerals, count in multiples of twos,  To recall and use multiplication and division facts for the 2, 5 and 10 multiplication
fives and tens. tables, including recognising odd and even numbers
WEEK: TOPIC: YEAR 1 OBJECTIVES: Children should have experienced: YEAR 2 OBJECTIVES: Children should have experienced:
1 Number  To identify and represent numbers using objects and pictorial  To recognise the place value of each digit in a two-digit number
th
7 Jan and place representations including the number line, and use the language of: (tens, ones)
value equal to, more than, less than (fewer), most, least.  To identify, represent and estimate numbers using different
representations including the number line.
 To compare and order numbers from 0-100; use <, > and = signs.
 To use place value and number facts to solve problems.
2 Addition  To read, write and interpret mathematical statements involving addition  To add and subtract using concrete objects, pictorial
th
14 Jan (+), subtraction (-) and equals (=) signs. representations, and mentally, including: TU +/- U, TU +/- T, TU +/-
 To add and subtract one-digit and two-digit numbers to 20 including TU, U + U + U
zero.  To solve problems with addition and subtraction:
 To solve simple one-step problems that involve addition and subtraction, - using concrete objects and pictorial representations, including
using concrete objects and pictorial representations, and missing those involving numbers, quantities and measures.
number problems. - applying their increasing knowledge of mental and written
methods.
 To show that addition can be done in any order (commutative)
 To recognise and use the inverse relationship between addition and
subtraction and use this to check calculations and number problems.
3 Multiplicati  To identify doubles to 20.  To calculate mathematical statements for multiplication within the
21st Jan on  To use knowledge of doubles to identify near doubles. multiplication tables and write them using x and = signs.
 To solve simple one-step problems that involve addition and subtraction,  To recognise and use the inverse relationship between x and ÷ in
using concrete objects and pictorial representations, and missing calculations.
number problems.  To show that multiplication of two numbers can be done in any
 To solve one step problems involving multiplication and division, order.
calculating the answer using concrete objects, pictorial representations  To solve problems involving multiplication using materials, arrays,
and arrays with the support of the teacher. (repeated addition) repeated addition, mental methods and multiplication facts.
4 Geometry:  To recognise and name common 3D shapes including cuboids, pyramids  To identify and describe the properties of 3D shapes including the
th
28 Jan 3D shape and spheres. number of edges, vertices and faces.
 To identify 2D shapes on the surface of 3D shapes.
  To describe position, directions and movements, including half, quarter  To use mathematical vocabulary to describe position, direction and
and three quarter turns. movement including distinguishing between rotation as a turn and in
terms of right angels for quarter, half and three quarter turns
(clockwise and anticlockwise) and movement in a straight line.
5 Measures:  To compare, describe and solve practical problems for mass or weight  To choose appropriate standard units to estimate and measure
4th Feb Mass (heavy/light, heavier than, lighter than) mass/weight (g/kg) to the nearest appropriate unit using scales.
 To measure and begin to record mass/weight.  To compare and order mass and record the results using <, > and =.
6 Subtraction  To read, write and interpret mathematical statements involving addition  To add and subtract using concrete objects, pictorial
th
11 Feb (+), subtraction (-) and equals (=) signs. representations, and mentally, including: TU +/- U, TU +/- T, TU +/-
 To add and subtract one-digit and two-digit numbers to 20, including TU, U + U + U
zero.  To solve problems with addition and subtraction:
 To solve simple one-step problems that involve addition and subtraction, - using concrete objects and pictorial representations, including
using concrete objects and pictorial representations, and missing those involving numbers, quantities and measures.
number problems, such as 7 = _ - 9 - applying their increasing knowledge of mental and written
methods.
 To recognise and use the inverse relationship between addition and
subtraction and use this to check calculations and number problems.
7 Division  To solve one step problems involving multiplication and division,  To calculate mathematical statements for division and write them
th
18 Feb calculating the answer using concrete objects, pictorial representations using, ÷ and = signs.
and arrays with the support of the teacher. (sharing and grouping)  To recognise and use the inverse relationship between multiplication
and division in calculations.
 To show that multiplication of two numbers can be done in any
order and division for one number by another cannot.
 To solve problems involving division using materials, arrays,
repeated subtraction, mental methods and division facts.
8 Measures:  To sequence events into chronological order using language such as  To tell the time to five minutes, including quarter past/to the hour
25th Feb Time before, after, next, today, yesterday, tomorrow, morning, afternoon and and draw the hands on a clock face to show these times.
evening.
 To tell the time to the hour and half past the hour and draw the hands
on a clock face to show these times.
9 Fractions  To recognise, find and name a half as one of two equal parts of an  To recognise, find, name and write fractions ⅓, ¼, ½,2/4 and ¾.
4th object, shape or quantity.  To write simple fractions, e.g. ½ of 6 = 3 and recognise equivalence
March of two quarters and one half.
10 Assessment  Ongoing assessments  Ongoing assessments
11th week
March
11 Fractions  To recognise, find and name a half as one of two equal parts of an  To recognise, find, name and write fractions ⅓, ¼, ½,2/4 and ¾.
18th object, shape or quantity.  To write simple fractions, e.g. ½ of 6 = 3 and recognise equivalence
March of two quarters and one half.