Math Games

Length, weight/mass, capacity
• Learners are able to:
- use standard units to measure:
• length, height and distance: metres, half metres or centimetres
• weight/mass: kilograms or 10 gram weights
• capacity: litres
- use symbols related to length, weight/mass and capacity

Time
• Learners are able to:
- read hours and minutes on a 12-hour digital clock
- record the days of the week, the months and seasons of the year
- read ‘half past’, ‘quarter past’ and ‘quarter to’ on an analogue clock

Temperature
• Learners are able to:
- compare daily temperatures using a thermometer (°C)

Area and volume Angle and position
• Learners are able to:
- recognise half and quarter turns, clockwise and anti-clockwise
- recognise that a quarter turn is a right angle
- use mathematical vocabulary to describe position, direction and movement

Identifying processes and connections
• Learners are able to:
- transfer mathematical skills to play and classroom activities
- identify steps to complete the task or reach a solution
- select appropriate mathematics and techniques to use
- select and use relevant number facts and mental strategies
- select appropriate equipment and resources
- use knowledge and practical experience to inform estimations

Represent and communicate
• Learners are able to:
- use everyday and mathematical language to talk about their own ideas and choices
- present work orally, pictorially and in written form, and use a variety of ways to represent collected data
- devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences

Review
• Learners are able to:
- use checking strategies to decide if answers are reasonable
- interpret answers within the context of the problem and consider whether answers are sensible
- interpret information presented in charts and diagrams and draw appropriate conclusions

Collect and record data Present and analyse data Interpret results
• Learners are able to:
- sort and classify objects using more than two criterion
- gather and record data from:
• lists and tables
• diagrams
• block graphs
• pictograms where the symbol represents one unit

Pattern
• Learners are able to:
- extract and interpret information from lists, tables, diagrams and graphs
- order and identify patterns in combinations of mathematical objects, including number and number tables, and discuss the relationship between them.

Use number facts and relationships
• Learners are able to:
- count sets of objects by grouping in 2s, 5s or 10s
- recite numbers beyond 100, forwards and backwards and from different starting points
- read and write numbers to at least 100
- compare and order 2-digit numbers
- demonstrate an understanding of place value up to at least 100
- use mental recall of number facts to 10 to derive other facts, i.e.:
• doubling and halving, e.g. derive 40 + 40 from knowing 4 + 4
• bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
- recall doubles up to 20
- recognise and understand odd and even numbers up to 100
- count on in 2s, 5s and 10s from any given number
- recall and use 2, 5 and 10 multiplication tables
- begin to link multiplication with simple division, e.g. grouping and sharing in 2s, 5s and 10s
- use and record ordinal numbers in practical situations
- read and write number words to 100

Fractions, decimals, percentages and ratio
• Learners are able to:
- find halves and quarters in practical situations
- partition 2-digit numbers and know the value of each digit

Calculate using mental and written methods
• Learners are able to:
- mentally add 10 or 20 to a given number up to 100
- mentally subtract 10 or 20 from a given number up to 100
- find small differences within 20 by using ‘counting on’ strategies
- use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 + 10
- find a small difference between two numbers by counting on, e.g. 44 - 28 = ??
- solve one- and two-step problems that involve addition and subtraction, multiplication and simple division including missing number problems, e.g. 40 - ?? = 19
- use partitioning strategies to double and halve 2-digit numbers
- understand that multiplication is repeated addition, e.g. 2 + 2 + 2 is the same as ‘three twos’
- add/subtract 9 or 11 from given number by adding/subtracting 10 and adjusting
- understand and use mathematical symbols for addition, subtraction, multiplication, division and equals
- understand and use the different mathematical terms for addition, subtraction, multiplication, division and equals, e.g. find the total, share, goes into

Estimate and check
• Learners are able to:
- use checking strategies:
• repeat addition in a different order
• use halving and doubling within
- make a sensible estimate of measurement in length, height, weight and capacity that can be checked using standard measures

Manage money
• Learners are able to:
- use different combinations of money to pay for items up to £1
- find totals and give change from multiples of 10p

Shape
• Learners are able to:
- recognise and name regular and irregular 2D and 3D shapes, understand and use the properties of shape
- make increasingly more complex or accurate models with 3D shapes and tessellate 2D shapes

Movement
• Learners are able to:
- identify a line of symmetry for 2D shapes and complete symmetrical pictures