Matching Abacus to the outgoing curriculum Key Stage 1 KS1 MA2

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1 Matching Abacus to the outgoing curriculum Key Stage 1 KS1 MA2 1. Using and applying number Reference Year, Week, Day Problem solving KS1 Ma2.1a: approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do KS1 Ma2.1a Y1, W1, D1 5 Y2, W2, D5 Y2, W1, D5 KS1 Ma2.1b: develop flexible approaches to problem solving and look for ways to overcome difficulties KS1 Ma2.1b Y2, W20, D2 Y2, W6, D3 Y2, W5, D3 Y2, W10, D5 Y2, W19, D3 KS1 Ma2.1c: make decisions about which operations and KS1 Ma2.1c Y2, W20, D2 problem solving strategies to use KS1 Ma2.1d: organise and check their work KS1 Ma2.1d Y2, W19, D3 Communicating KS1 Ma2.1e: use the correct language, symbols and vocabulary associated with number and data KS1 Ma2.1e KS1 Ma2.1f: communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols KS1 Ma2.1f Y2, W2, D5 Y2, W5, D3 Y2, W12, D1 Y2, W13, D5 Y2, W15, D4 Y2, W20, D2 Y2, W10, D5 Y2, W12, D1 Y2, W13, D5 Y2, W15, D4 Reasoning KS1 Ma2.1g: present results in an organised way KS1 Ma2.1g Y2, W17, D3 Y2, W19, D3 Y2, W3, D3 Y2, W6, D3 KS1 Ma2.1h: understand a general statement and investigate whether particular cases match it KS1 Ma2.1i: explain their methods and reasoning when solving problems involving number and data. KS1 Ma2.1h KS1 Ma2.1i Y2, W17, D3 Y2, W17, D3

2 2. Numbers and the number system Reference Year, Week, Day Counting KS1 Ma2.2a: count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond KS1 Ma2.2a Y1, W1, D1 3, 5 Y1, W5, D4 5 Y2, W1, D1 Y2, W15, D5 Number patterns and sequences KS1 Ma2.2b: create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling The number system KS1 Ma2.2c: read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place holder; order a set of one and two digit numbers and position them on a number line and hundred square; round any two digit number to the nearest 10. KS1 Ma2.2b Y1, W15, D1 5 Y1, W16, D1 3 Y1, W21, D3 Y1, W27, D2 3 Y1, W30, D5 Y2, W10, D1 3 Y2, W17, D1 Y1, W17, D1,3 Y1, W27, D1 KS1 Ma2.2c Y1, W3, D2 Y1, W5, D1 5 Y1, W6, D1 5 Y1, W10, D1 5 Y1, W11, D1 5 Y1, W20, D1 5 Y1, W21, D1 2, 4 5 Y1, W26, D1 5 Y1, W25, D4 Y1, W30, D1 5 Y2, W1, D2 5 Y1, W29, D1 Y2, W5, D1 3 Y2, W6, D2 3 Y2, W11, D1 2 Y2, W15, D1 4 Y2, W21, D1 3 Y2, W26, D1 5 Y2, W30, D1, 3 5 Y2, W6, D1

3 3. Calculations Reference Year, Week, Day Number operations and the relationships between them KS1 Ma2.3a: understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 +? ] KS1 Ma2.3b understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division Mental methods KS1 Ma2.3c: develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20 KS1 Ma2.3d: develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single digit number, then adding and subtracting a multiple of 10 to or from a two digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition KS1 Ma2.3a Y1, W9, D1 3 Y1, W10, D3,5 Y2, W13, D1 2 Y2, W22, D3 5 Y2, W29, D1 2 Y1, W2, D1 5 KS1 Ma2.3b Y1, W13, D5 Y1, W16, D4 5 Y1, W27, D4 Y2, W3, D2 5 Y2, W5, D4 5 Y2, W6, D4 5 Y2, W7, D1 5 Y2, W9, D1 3 Y2, W11, D1, 4 5 Y2, W16, D1 3 Y2, W17, D2 4 Y2, W19, D3 5 Y1, W17, D2, 4 Y1, W25, D1 KS1 Ma2.3c Y1, W2, D1 5 Y1, W3, D1 Y1, W12, D3 Y2, W2, D1 2, 4 5 Y2, W3, D1 Y2, W9, D4 5 Y2, W12, D1 4 Y2, W16, D2 Y2, W19, D1 Y2, W22, D1 2 Y1, W7, D1 KS1 Ma2.3d Y1, W3, D3 5 Y1, W7, D3 5 Y1, W9, D4 5 Y1, W12, D1 4 Y1, W13, D1 4 Y1, W19, D1 5 Y1, W20, D4 5 Y1, W27, D1 Y1, W23, D1 5 Y1, W21, D1 2 Y1, W22, D1 5 Y1, W29, D1 5 Y2, W10, D4 5 Y2, W12, D5

4 KS1 Ma2.3e: carry out simple calculations of the form =?, 40 +? = 100, 56? = 10; record calculations in a number sentence, using the symbols +,, x, and = correctly [for example, = 9]. Solving numerical problems KS1 Ma2.4a: choose sensible calculation methods to solve wholenumber problems (including problems involving money or measures), drawing on their understanding of the operations KS1 Ma2.4b: check that their answers are reasonable and explain their methods or reasoning. Processing, representing and interpreting data KS1 Ma2.5a: solve a relevant problem by using simple lists, tables and charts to sort, classify and organise information KS1 Ma2.5b: discuss what they have done and explain their results KS1 Ma2.3e KS1 Ma2.4a KS1 Ma2.4b Y2, W13, D3 5 Y2, W21, D4 5 Y2, W22, D3 5 Y2, W23, D1 5 Y1, W29, D1 Y1, W12, D4 Y1, W29, D2 3 Y2, W19, D5 Y1, W17, D5 Y2, W10, D4 Y1, W25, D4 Y1, W17, D5 KS1 Ma2.5a Y1, W4, D3 5 Y1, W24, D2, 4 5 Y1, W28, D2 Y2, W4, D1 2, 4 5 Y2, W18, D4 5 KS1 Ma2.5b Y1, W4, D3 5 Y1, W24, D2, 4 5 Y1, W28, D2 Y2, W4, D1 2, 4 5 Y2, W18, D4 5 Y2, W24, D1, 3

5 KS1 MA3 1. Using and applying shape, space and measures Reference Year, Week, Day Problem solving KS1 Ma3.1a: try different approaches and find ways of overcoming difficulties when solving shape and space problems KS1 Ma3.1b: select and use appropriate mathematical equipment when solving problems involving measures or measurement KS1 Ma3.1c: select and use appropriate equipment and materials when solving shape and space problems Communicating KS1 Ma3.1d: use the correct language and vocabulary for shape, space and measures Reasoning KS1 Ma3.1e: recognise simple spatial patterns and relationships and make predictions about them KS1 Ma3.1f: use mathematical communication and explanation skills. KS1 Ma3.1a Y2, W14, D3 and other sorting opportunities KS1 Ma3.1b Y2, W8, D3 5 KS1 Ma3.1c Y2, W4, D3 KS1 Ma3.1d Y1, W14, D1 3 Y2, W4, D3 4 KS1 Ma3.1e Y1, W28, D5 KS1 Ma3.1f Y2, W4, D1 2, Understanding patterns and properties of shape Reference Year, Week, Day KS1 Ma3.2a: describe properties of shapes that they can see or visualise using the related vocabulary KS1 Ma3.2a Y1, W4, D1 Y1, W14, D1 3 Y2, W4, D1 KS1 Ma3.2b: observe, handle and describe common 2D and 3D shapes; name and describe the mathematical features of common 2D and 3D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres KS1 Ma3.2b Y2, W14, D1 3 Y1, W4, D1 Y1, W14, D1 3 Y2, W4, D3 4 Y2, W14, D1 3 KS1 Ma3.2c: create 2D shapes and 3D shapes KS1 Ma3.2c Y1, W14, D1 KS1 Ma3.2d: recognise reflective symmetry in familiar 2D shapes KS1 Ma3.2d Y1, W4, D2 3 and patterns. Y2, W4, D1 3. Understanding properties of position and movement Reference Year, Week, Day KS1 Ma3.3a: observe, visualise and describe positions, directions and movements using common words KS1 Ma3.3b: recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the headteacher s office or for rotating a programmable toy] KS1 Ma3.3a Y1, W8, D1 2 Y2, W8, D1 2 Y1, W28, D1 KS1 Ma3.3b Y1, W8, D2 KS1 Ma3.3c: recognise right angles. KS1 Ma3.3c Y2, W4, D2

6 4. Understanding measures Reference Year, Week, Day KS1 Ma3.4a: estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three and a bit litre jugs']; compare the durations of events using a standard unit of time KS1 Ma3.4a Y1, W8, D3,4 5 Y1, W18, D1 5 Y1, W24, D1 2, 4 5 Y2, W8, D3 5 Y2, W14, D4 5 Y2, W18, D1 Y2, W20, D1 5 Y2, W24, D4 Y2, W28, D1 4 Y1, W14, D4, 5 KS1 Ma3.4b: understand angle as a measure of turn using whole KS1 Ma3.4b Y1, W8, D1 turns, half turns and quarter turns KS1 Ma3.4c: estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division. KS1 Ma3.4c Y2, W8, D3 5 Y2, W24, D2 Y2, W28, D2 The following are covered throughout the programme: Knowledge, skills and understanding During the key stage, pupils should be taught the knowledge, skills and understanding through practical activity, exploration and discussion: using mathematical ideas in practical activities, then recording these using objects, pictures, diagrams, words, numbers and symbols using mental images of numbers and their relationships to support the development of mental calculation strategies estimating, drawing and measuring in a range of practical contexts drawing inferences from data in practical activities exploring and using a variety of resources and materials, including ICT activities that encourage them to make connections between number work and other aspects of their work in mathematics