These worksheets complement the NCETM Spine materials for year 1. They include addition, subtraction, unitising and counting in equal groups.

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.

This document helpfully shows examples of place value work from children’s maths books to help you to plan for tasks and lessons as well as to be used to compare with your own children’s performance. It summarises the key aspects of age-related expectations for numbers and place value in year 1. It will support Year 1 teachers with ARE as well as teachers of older age-group groups with tracking back and catching-up.

This document helpfully shows examples of place value work from children’s maths books to help you to plan for tasks and lessons as well as to be used to compare with your own children’s performance. It summarises the key aspects of age-related expectations for numbers and place value in year 3. It will support Year 3 teachers with ARE as well as teachers of older age-group groups with tracking back and catching-up.

This document helpfully shows examples of place value work from children’s maths books to help you to plan for tasks and lessons as well as to be used to compare with your own children’s performance. It summarises the key aspects of age-related expectations for numbers and place value in year 4. It will support Year 4 teachers with ARE as well as teachers of older age-group groups with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations to help with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations to help with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations to help with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations to help with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations to help with tracking back and catching-up.

This document provides ideas for discussion questions and activities where children can be observed to assess their understanding of ARE in place value as well as other areas of mathematics. There are also documents for all other primary year group expectations.

This document helpfully shows examples of place value work from children’s maths books to help you to plan for tasks and lessons as well as to be used to compare with your own children’s performance. It summarises the key aspects of age-related expectations for numbers and place value in year 2. It will support Year 2 teachers with ARE as well as teachers of older age-group groups with tracking back and catching-up.

This document helpfully shows examples of place value work from children’s maths books to help you to plan for tasks and lessons as well as to be used to compare with your own children’s performance. It summarises the key aspects of age-related expectations for numbers and place value in year 5 & 6.

Children learning mathematics in the primary school is fraught with difficulty. Maths can be easily misunderstood and misconceptions can quickly develop. This document lists common misconceptions and misunderstandings that a teacher of primary mathematics may encounter in the the children they teach. It will suggest ways to address and avoid these.

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).

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.)

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 2. (There are companion vocabulary lists for all other year groups.)

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 1. (There are companion vocabulary lists for all other year groups.)

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.

This document will help you to decide if any of your pupils who grasp concepts rapidly are also working at Greater Depth. It includes descriptors of what Greater Depth thinking in mathematics could look like. It also includes examples and links to the NCETM Mastery and assessment in mathematics booklets.