I have created this resource to help with learning to subitise images for Year 2 that develop the ability to discuss and prove the properties of numbers. I have called it ‘Monics’ as I see it as a mathematical phonics programme. The idea is that the tasks would happen nearly every day for up to ten minutes. Children love to do these activities and, over time, they develop visualisation and the ability to create a proof which are underpinning skills for Reasoning and mental calculation. The document also shows which images and ideas link with which episodes from the Number Blocks TV series. This resource will undoubtedly improve your children’s mathematical thinking!

I have created this resource to help with learning to subitise images for Year 1 that develop the ability to discuss and prove the properties of numbers. I have called it ‘Monics’ as I see it as a mathematical phonics programme. The idea is that the tasks would happen nearly every day for up to ten minutes. Children love to do these activities and, over time, they develop visualisation and the ability to create a proof which are underpinning skills for Reasoning and mental calculation. The document also shows which images and ideas link with which episodes from the Number Blocks TV series. This resource will undoubtedly improve your children’s mathematical thinking!

Here are mathematical questions for Year 6 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics

Here are mathematical questions for Year 5 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics.

Here are mathematical questions for Year 4 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics.

Here are mathematical questions for Year 3 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics.

Here are mathematical questions for Year 2 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics.

Here are mathematical questions for Year 1 that involve and promote reasoning, problem solving and discussion. They are ‘slow maths’ questions designed to be used for teacher assessment and to support the observation of mathematical thinking skills. They show links to the statements in the English National Curriculum for mathematics and can be used to assess what children know and can do in mathematics.

This document describes how to play the Exchange game. It is aimed at Year 2 and Year 3 but can be used with any children who are struggling to understand how to exchange ten ones for one ten when using a formal method for addition or are finding the reverse tricky when trying to understand decomposition for subtraction. The children are taught the game in a maths lesson and then would play it every day for a few days (perhaps as a warm-up to subsequent maths lessons or as a settling in task after lunch or as morning work).

This document summarises the expectations in each year group across KS1 and KS22 when calculating. It is a useful scaffold for maths subject leaders who are creating calculations policies as well as a handy quick-start guide that maps the progression in the national curriculum for calculating - both mental and written.

This poster is a summary of the key aspects of teaching for year 1 mathematics. Display it on your working wall so that you can keep track of the main content for year 1 mathematicians. Use it in the summer term to assess if your year 1 pupils are Year 2 ready.

Here is the seventh story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the sixth story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the fifth story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the fourth story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the third story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the second story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Here is the first story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.

Do you want ideas for daily counting? This document lists the progression in daily counting from years 1 to year 6. It links with mathematics national curriculum for England.

Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 6. (There are companion vocabulary lists for all other year groups.)