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 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).

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 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 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.

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 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

Subitising has to be planned for and taught. This document explains what subisiting is and also gives suggestions for learning experiences that can be provided for children.

I have created this resource to help with learning to subitise images for EYFS 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 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!

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.

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.

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.

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.

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.