Maths  Curriculum Statement
At Park Hill, we provide teaching and learning opportunities to develop all areas of the mathematics curriculum: fluency, reasoning and problem solving. Our commitment to inclusion and equal opportunities is shown through the range of strategies we employ to ensure the engagement of our pupils in lessons. Mathematics is a creative and highly interconnected discipline and is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. At Park Hill we believe a highquality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
AIMS
The National Curriculum for Mathematics aims to ensure that all pupils:
* Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
* Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
* Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice and interventions, before moving on.
At Park Hill Primary School we aim to:
 Develop a positive attitude to maths as an interesting and attractive subject in which all children gain some success and pleasure.
 Develop mathematical understanding through systematic direct teaching of appropriate learning objectives.
 Encourage the effective use of maths as a tool in a wide range of activities within school and, subsequently, adult life.
 Develop children’s ability to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary.
 Develop an appreciation of relationships within maths.
 Develop ability to think clearly and logically with independence of thought and flexibility of mind.
 Develop an appreciation of creative aspects of maths and awareness of its aesthetic appeal.
 Develop mathematical skills and knowledge and quick recall of basic facts in line with recommendations.
Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard and plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set ambitious targets. Teachers must also take account of the needs of pupils whose first language is not English.
Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and nonroutine problems, including breaking down more complex problems into a series of simpler steps.
Spoken language
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. Teachers encourage pupils to answer in full sentences, using the correct mathematical vocabulary.
Subject Content By Year
Year 1
(Following Mathematics Mastery Long & Medium Term Scheme)

Numbers within 10: Count, read, write, identify, represent, double and half, and use comparative language Adding and subtracting within 10: Combination and partitioning. Represent and use number bonds; read, write, interpret, represent and solve. Shape and Patterns: Recognise common 2D and 3D shapes; describe position, direction and movement. Numbers within 20: Count, read, write, identify, represent, double and half, and use comparative language. Adding and subtracting within 20: Augmentation and reduction. Represent and use number bonds; read, write, interpret and solve onestep problems. 
Time: Tell the time to the hour and halfpast the hour; solve practical problems for time. Exploring calculation strategies within 20: Represent and use number bonds; use concrete and pictorial representation to solve onestep problems. Numbers to 50: Count, read, write, identify, represent in numerals and words; recognise place value. Addition and subtraction within 20: Comparison and difference. Represent and use number bonds; read, write, interpret and solve onestep problems. Fractions: Recognise, find and name a half and a quarter as one of two or four equal parts respectively. Measures: Length and Mass Compare, describe, measure, record and solve practical problems. 
Numbers to 50 to 100 and beyond: Count from a given number in 1s, 2s, 5s and 10s; represent, identify and estimate numbers; recognise place value. Addition and subtraction beyond 20: Applying strategies and structures. Represent and use number bonds; read, write, interpret and solve onestep problems. Money: Recognise and value coins and notes; solve onestep addition/subtraction problems. Multiplication and Division: Solve onestep problems using concrete and pictorial representations and arrays. Measures: Compare, describe, measure, record and solve practical problems. 
Year 2
(Following Mathematics Mastery long and medium term plans) 
Numbers within 100: Use place value and number facts to solve problems; identify, represent, compare and order numbers. Add and subtract 2 digit numbers: Build addition/subtraction facts/methods to 100; understand commutativity. Addition and subtraction word problems: Solve problems using concrete and pictorial representations to develop mental and written methods; recognise inverse relationships of operations. Measuring Length: Understand appropriate units of measure (cm, m); compare and order; read scales to 100. Graphs: Interpret and construct tables, tally charts, pictograms and block diagrams; ask/answer questions about totalling and comparing data. Multiplication and division by 2, 5 and 10: Calculate mathematical statements; understand commutativity; solve problems using concrete, pictorial, written and mental methods. 
Time: Tell and write the time to five minutes; compare and sequence intervals of time. Fractions: Recognise, find, name and write simple fractions of objects and quantities; recognise equivalences between fractions Addition and subtraction of 2digit numbers (regrouping and adjusting): Solve problems involving numbers, quantities and measures; estimate and check calculations. Money: Recognise units symbols (£, p); explore combinations of money; solve simple problems, including giving change. Faces, shapes and patterns; lines and turns Identify and describe properties of 2D and 3D shapes; compare and sort common shapes and objects; describe position and movement in mathematical language 
Numbers within 1000: Use, identify and represent place value and number facts to solve problems; compare, read, write and order numbers. Measures: capacity and volume Understand appropriate units of measure; compare and order; read scales to 1000. Measures: mass Understand appropriate units of measure; compare and order; read scales to 1000. Exploring calculation strategies: Add/subtract numbers mentally and using formal written methods Multiplication and division by 3 and 4: Recall and use facts for the 3 and 4 times tables; calculate mathematical statements; solve problems using concrete, pictorial, written and mental methods. 
Year 3
MATHS (Following the White Rose Long and Medium term plans) 
NumberPlace Value: Identify, represent and estimate numbers using different representations. Find 10 or 100 more or less than a given number Recognise the place value of each digit in a threedigit number (hundreds, tens, ones). Compare and order numbers up to 1000 Read and write numbers up to 1000 in numerals and in words. Solve number problems and practical problems involving these ideas. Count from 0 in multiples of 4, 8, 50 and 100 Number–Addition and Subtraction: Add and subtract numbers mentally, including: a threedigit number and ones; a threedigit number and tens; a three digit number and hundreds. Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction. Estimate the answer to a calculation and use inverse operations to check answers. Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Number–Multiplication and Division: Count from 0 in multiples of 4, 8, 50 and 100 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives. 
Number–multiplication and division: Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives. Measurement – money: Add and subtract amounts of money to give change, using both £ and p in practical contexts. Statistics: Interpret and present data using bar charts, pictograms and tables. Solve onestep and twostep questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables. Measurement – length and perimeter: Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). Measure the perimeter of simple 2D shapes. Number – fractions: Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators. Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators. Solve problems that involve all of the above 
Number – fractions: Recognise and show, using diagrams, equivalent fractions with small denominators. Compare and order unit fractions, and fractions with the same denominators. Add and subtract fractions with the same denominator within one whole [for example, 57 + 17 = 67 Solve problems that involve all of the above. Measurement – time: Tell and write the time from an analogue clock, including using Roman numerals from I to XII and 12hour and 24hour clocks. Estimate and read time with increasing accuracy to the nearest minute. Record and compare time in terms of seconds, minutes and hours. Use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight. Know the number of seconds in a minute and the number of days in each month, year and leap year. Compare durations of events [for example to calculate the time taken by particular events or tasks]. Geometry: Properties of shape Recognise angles as a property of shape or a description of a turn. Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Draw 2D shapes and make 3D shapes using modelling materials. Recognise 3D shapes in different orientations and describe them. Measurement – mass and capacity: Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). 
Year 4
(White Rose Long & Medium Term Planning) 
Number – Place Value: Count in multiples of 6, 7, 9. 25 and 1000. Find 1000 more or less than a given number. Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones) Order and compare numbers beyond 1000 Identify, represent and estimate numbers using different representations. Round any number to the nearest 10, 100 or 1000 Solve number and practical problems that involve all of the above and with increasingly large positive numbers. Count backwards through zero to include negative numbers. Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Number Addition and Subtraction: Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. Estimate and use inverse operations to check answers to a calculation. Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why. Measurement: Length and Perimeter: Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Convert between different units of measure [for example, kilometre to metre] Number–Multiplication and Division: Recall and use multiplication and division facts for multiplication tables up to 12 × 12. Count in multiples of 6, 7, 9. 25 and 1000 Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects 
Number – multiplication and division: Recall and use multiplication and division facts for multiplication tables up to 12 × 12. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. Recognise and use factor pairs and commutativity in mental calculations. Multiply two digit and three digit numbers by a one digit number using formal written layout. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. Measurement Area: Find the area of rectilinear shapes by counting squares. Fractions: Recognise and show, using diagrams, families of common equivalent fractions. Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number. Add and subtract fractions with the same denominator. Decimals: Recognise and write decimal equivalents of any number of tenths or hundredths. Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths Solve simple measure and money problems involving fractions and decimals to two decimal places. Convert between different units of measure [for example, kilometre to metre] 
Decimals: Compare numbers with the same number of decimal places up to two decimal places. Round decimals with one decimal place to the nearest whole number. Recognise and write decimal equivalents to 14, 12 and 34 Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths Measurement Money: Estimate, compare and calculate different measures, including money in pounds and pence. Solve simple measure and money problems involving fractions and decimals to two decimal places. Time: Convert between different units of measure [for example, kilometre to metre; hour to minute] Read, write and convert time between analogue and digital 12 and 24hour clocks. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Statistics: Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Geometry: Properties of shape Identify acute and obtuse angles and compare and order angles up to two right angles by size. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. Identify lines of symmetry in 2D shapes presented in different orientations. Complete a simple symmetric figure with respect to a specific line of symmetry. Geometry Position and Direction Describe positions on a 2D grid as coordinates in the first quadrant. Plot specified points and draw sides to complete a given polygon. Describe movements between positions as translations of a given unit to the left/ right and up/ down 
Year 5
(Following the White Rose Long term and medium term planning) 
Number – Place Value: Read, write, order and compare numbers to at least 1000000 and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to 1000000. Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero. Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000 Solve number problems and practical problems that involve all of the above. Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. Number Addition and Subtraction: Add and subtract numbers mentally with increasingly large numbers. Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. Solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why. Statistics: Solve comparison, sum and difference problems using information presented in a line graph. Complete, read and interpret information in tables including timetables. Number – multiplication and division: Multiply and divide numbers mentally drawing upon known facts. Multiply and divide whole numbers by 10, 100 and 1000. Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes. Know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19 Perimeter and Area: Measure and calculate the perimeter of composite rectilinear shapes in cm and m. Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes. 
Number – Multiplication and Division: Multiply and divide numbers mentally drawing upon known facts. Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers. Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context. Solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign. Number: Fractions: Compare and order fractions whose denominators are multiples of the same number. Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths. Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number [for example 25 + 45 = 65 = 1 15 ] Add and subtract fractions with the same denominator and denominators that are multiples of the same number. Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Read and write decimal numbers as fractions [for example 0.71 = 71100] Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. Decimals and Percentages: Read, write, order and compare numbers with up to three decimal places. Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. Round decimals with two decimal places to the nearest whole number and to one decimal place. Solve problems involving number up to three decimal places. Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal. Solve problems which require knowing percentage and decimal equivalents of 12, 14, 15, 25, 45 and those fractions with a denominator of a multiple of 10 or 25. 
Number  Decimals: Solve problems involving number up to three decimal places. Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Geometry Properties of Shapes and Angles: Identify 3D shapes, including cubes and other cuboids, from 2D representations. Use the properties of rectangles to deduce related facts and find missing lengths and angles. Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. Draw given angles, and measure them in degrees (o) Identify: angles at a point and one whole turn (total 360o), angles at a point on a straight line and ½ a turn (total 180o) other multiples of 90o Geometry position and direction: Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Measurement converting units: Convert between different units of metric measure [for example, km and m; cm and m; cm and mm; g and kg; l and ml] Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Solve problems involving converting between units of time. MeasuresVolume: Estimate volume [for example using 1cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] Use all four operations to solve problems involving measure. 
Year 6
MATHS (Following White Rose Long & Medium term planning – Old curriculum, 201415; New curriculum 201516) 
Number: Place Value: Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit. Round any whole number to a required degree of accuracy. Use negative numbers in context, and calculate intervals across zero. Solve number and practical problems that involve all of the above. Number addition subtraction, multiplication + division: Solve addition and subtraction multi step problems in contexts, deciding which operations and methods to use and why. Multiply multidigit number up to 4 digits by a 2digit number using the formal written method of long multiplication. Divide numbers up to 4 digits by a 2digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context. Divide numbers up to 4 digits by a 2digit number using the formal written method of short division, interpreting remainders according to the context. Perform mental calculations, including with mixed operations and large numbers. Identify common factors, common multiples and prime numbers. Use their knowledge of the order of operations to carry out calculations involving the four operations. Solve problems involving addition, subtraction, multiplication and division. Use estimation to check answers to calculations and determine in the context of a problem, an appropriate degree of accuracy. Fractions: Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. Compare and order fractions, including fractions > 1 Generate and describe linear number sequences (with fractions) Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions. Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example 14 x 12 = 18 ] Divide proper fractions by whole numbers [for example 13 ÷ 2 = 16 ] Associate a fraction with division and calculate decimal fraction equivalents [ for example, 0.375] for a simple fraction [for example 38] Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Geometry Position and Direction Describe positions on the full coordinate grid (all four quadrants). Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. 
Number: Decimals: Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places. Multiply onedigit numbers with up to 2 decimal places by whole numbers. Use written division methods in cases where the answer has up to 2 decimal places. Solve problems which require answers to be rounded to specified degrees of accuracy. Number: Percentages Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison. Recall and use equivalences between simple fractions, decimals and percentages including in different contexts. Number: Algebra: Use simple formulae Generate and describe linear number sequences. Express missing number problems algebraically. Find pairs of numbers that satisfy an equation with two unknowns. Enumerate possibilities of combinations of two variables. Measurement Converting Units Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate. Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp. Convert between miles and kilometres. Measurement: Perimeter, Area and Volume: Recognise that shapes with the same areas can have different perimeters and vice versa. Recognise when it is possible to use formulae for area and volume of shapes. Calculate the area of parallelograms and triangles. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3) Number: Ratio Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples 
Geometry  Properties of Shapes: Draw 2D shapes using given dimensions and angles. Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Problem Solving: Statistics: Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. Interpret and construct pie charts and line graphs and use these to solve problems. Calculate the mean as an average. Investigations: 