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.

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 5. (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 4. (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 3. (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.)

Calling all mathematics subject leaders: Here is a progression document for EYFS and KS1 mathematics. It shows how each requirement of the mathematics national curriculum develops from Year 1 to Year 2 and also links it with the EYFS. It will help you to map maths development across EYFS and KS1 (there is a companion document entitled ‘Progression across KS2 - maths’)

Calling all mathematics subject leaders: Here is a progression document for Key Stage 2 mathematics. It shows how each requirement of the mathematics national curriculum develops from one year group to another. It will help you to map maths development across KS2 (there is a companion document entitled ‘Progression between EYFS & Y2 - maths’)

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.

Children learning about numbers and amounts 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 the Early Years Foundation Stage may encounter in the the children they teach. It will suggest ways to address and avoid these.

There are some elements of maths which are best learned by distributed practice, referring to it at regular intervals over time. Acquiring mathematical language is one of those elements. Regular experience of measurement is another. Developing mathematical habits to promote thinking like a mathematician is a third. This document lists examples of these three elements for Primary Schools. Remember, maths is something that shouldn’t just be experienced or learned in mathematics lessons!