Maths Autumn 2

Teaching Point 1.1 - Quantities of Measure

Explore the relationship between numbers and introduce children to the important concept of equivalence; focus on the correct use of comparative language, as well as use of mathematical symbols (<, = and >).

Teaching Point 1.2 - 'Whole' and 'parts'

Introduce children to the concept of partitioning, which underpins many of the subsequent segments, and build towards use of the part–part–whole model.

Teaching Point 1.3 - Composition of Numbers 0-5

Apply the partitioning structure to the numbers to five, and introduce children to new concepts such as subitising, ordinality and the bar model.

Teaching Point 1: Items can be compared according to attributes such as length (or height or breadth), area, volume/capacity or weight/mass

Teaching Point 2: When comparing two sets of objects, one set can contain more objects than the other and one set can contain fewer objects than the other, or both sets can contain the same number of objects

Teaching Point 3: The symbols <, > and = can be used to express the relative number of objects in two sets, or the relative size of two numbers.

Teaching point 1: A ‘whole’ can be represented by one object; if some of the whole object is missing, it is not the ‘whole’. 

Teaching point 2: A whole object can be split into two or more parts in many different ways. The parts might look different; each part will be smaller than the whole, and the parts can be combined to make the whole.

Teaching point 3: A ‘whole’ can be represented by a group of discrete objects. If some of the objects in the group are missing, it is not the whole group – it is part of the whole group.

Teaching point 4: A whole group of objects can be composed of two or more parts and this can be represented using a part–part–whole ‘cherry’ diagram. The group can be split in many different ways. The parts might look different; each part will be smaller than the whole group and the parts can be combined to make the whole group.

Teaching point 1: Numbers can represent how many objects there are in a set; for small sets we can recognise the number of objects (subitise) instead of counting them.

Teaching point 2: Ordinal numbers indicate a single item or event, rather than a quantity.

Teaching point 3: Each of the numbers one to five can be partitioned in different ways.

Teaching point 4: Each of the numbers one to five can be partitioned in a systematic way.

Teaching point 5: Each of the numbers one to five can be partitioned into two parts; if we know one part, we can find the other part.

Teaching point 6: The number before a given number is one less; the number after a given number is one more.

Teaching point 7: Partitioning can be represented using the bar model.