Core Mathematics Learning Episode 1.2
Place
Value
Learning intentions
- To develop understanding of our
number system and its
complexity
- To develop understanding of place value
- To introduce ideas that help children develop conceptual
understanding (rather than having to remember a process)
, Core Mathematics Learning Episode 1.2
KS1 – Years 1 and 2
The principal focus of mathematics teaching in KS1 is to ensure that
pupils develop confidence and mental fluency with whole numbers,
counting and place value. This should involve working with numerals,
words and the four operations, including practical resources such as
concrete objects and measuring tools.
Lower KS2 – Years 3 and 4
The principal focus of mathematics teaching in lower KS2 is to ensure that
pupils become increasingly fluent with whole numbers and the four
operations, including number facts and the concept of place value. This
should ensure that pupils develop efficient written and mental methods
and perform calculations accurately with increasingly large whole
numbers.
Upper KS2 – Years 5 and 6
This principal focus of mathematics teaching in upper KS2 is to ensure
that pupils extend their understanding of the number system and place
value to include larger integers. This should develop the connections that
pupils make between multiplication and division with fractions, decimals,
percentages and ratio.
Our number system
Our system (base 10 digits 0-9) is a complex product of our history and
culture.
Some complexities include;
A distinction between numeral and number – a numeral is the symbol or
collection of symbols that are used to represent a number. A number is a
concept (EG. Three hundred and four is the number and 304 is the
numeral).
Cardinal and ordinal aspects of number – the cardinal aspect of number is
the idea that a number is a description of a set of things. On the other
hand, the ordinal aspect of number tells you what order things come in
i.e. 1st, 2nd, 3rd.
Natural numbers and integers – natural numbers are those numbers that
teachers begin to teach children (EG. 0,1,2,3,4,5…). Integers go further
Place
Value
Learning intentions
- To develop understanding of our
number system and its
complexity
- To develop understanding of place value
- To introduce ideas that help children develop conceptual
understanding (rather than having to remember a process)
, Core Mathematics Learning Episode 1.2
KS1 – Years 1 and 2
The principal focus of mathematics teaching in KS1 is to ensure that
pupils develop confidence and mental fluency with whole numbers,
counting and place value. This should involve working with numerals,
words and the four operations, including practical resources such as
concrete objects and measuring tools.
Lower KS2 – Years 3 and 4
The principal focus of mathematics teaching in lower KS2 is to ensure that
pupils become increasingly fluent with whole numbers and the four
operations, including number facts and the concept of place value. This
should ensure that pupils develop efficient written and mental methods
and perform calculations accurately with increasingly large whole
numbers.
Upper KS2 – Years 5 and 6
This principal focus of mathematics teaching in upper KS2 is to ensure
that pupils extend their understanding of the number system and place
value to include larger integers. This should develop the connections that
pupils make between multiplication and division with fractions, decimals,
percentages and ratio.
Our number system
Our system (base 10 digits 0-9) is a complex product of our history and
culture.
Some complexities include;
A distinction between numeral and number – a numeral is the symbol or
collection of symbols that are used to represent a number. A number is a
concept (EG. Three hundred and four is the number and 304 is the
numeral).
Cardinal and ordinal aspects of number – the cardinal aspect of number is
the idea that a number is a description of a set of things. On the other
hand, the ordinal aspect of number tells you what order things come in
i.e. 1st, 2nd, 3rd.
Natural numbers and integers – natural numbers are those numbers that
teachers begin to teach children (EG. 0,1,2,3,4,5…). Integers go further
