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Church Lane, Doncaster, South Yorkshire, DN5 7EZ

01709893125

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Barnburgh Primary School

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Maths portfolio

Evidence from the EYFS curriculum 

Mathematical Development, Number Nursery have been using Numicon to help them learn about numbers and counting. They touch the holes and counted slowly and carefully.  The children explored the Numicon shapes, pegs and boards in a play tray during free flow. They matched the correct number of pegs to the Numicon shapes.

Reception: Mathematics - Number 

40-60m: Finds one more or one less from a group of up to five objects

Reception: Mathematics - Number 

40-60m: In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting

Reception: Mathematics - Shape, Space and Measure

40-60m: Beginning to use everyday language related to money

Reception: Mathematics - Shape, Space and Measure

40-60m: Beginning to use mathematical names for... ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape

The children learned the names of 2D shapes and enjoyed going on a shape hunt to find 2D shapes in the environment. 

Mathematics

The children have been learning how to identify a sorting rule and how to sort objects according to one or two sorting rules. 

Mathematics

The children have been exploring numbers to 3 including how to identify, represent, compare and the composition of 3. 

Mathematics - The children have consolidated their learning from over the last half term by creating triangular Christmas trees. They have then recognised a written numeral (within 5) and decorated their tree with the corresponding number of decorations. 

Mathematics - The children have been learning about weight and capacity. The children have been learning key vocabulary such as heavy, light, full and empty. The children were able to follow instructions linked to capacity to create monster milkshakes. 

Reception - The children have been learning that 2 items make a pair and that 2 items that are the same make a matching pair. The children have played a winter themed matching pair game linked to our topic and have also found socks that are a matching pair. 

Mathematics

The children have been learning how to identify and discuss the properties of 3-Dimensional shapes. The children have used their existing knowledge of 2D shapes to talk about the features of 3D shapes. They used key vocabulary such as "curved side" and "straight side" to talk about the properties of the shapes. The children then likened the different shapes to everyday objects. For example, a cylinder looks like a tin of beans. 

Year One

Learning Intention: To recognise that numbers are written in numerals and words.

As part of our place value unit, the children are expected to recognise numbers 0-20 both in numeral and words. To consolidate their learning with this, the children worked in pairs to match them. They were encouraged to work together to decode the words if possible. Some  children recognised that some of the  words are not decodable using the sounds that they know (Red words) and therefore they just have to memorise them.

By the end of the session, the children had successfully recognised and matched all numerals to words.

Year One: The children have been practising counting forwards and backwards. They have been recognising which numbers come before and after a given number. The children we’re  able to count sling to identify what was missing. 

Year One: The children were encouraged to sort out objects in various ways looking at size, colour and shape. The children were able to talk about how they had sorted them in a certain way.

Year One: Greater than, less than and equal to

The children were introduced to key vocabulary greater than, less than and equal. They were shown the symbols and were encouraged to use them to compare two groups of objects. By the end of the lesson, the children showed improved understanding of comparing numbers and some children were able to use the symbols independently.

Year One- Ordinal numbers

The children were given a set of bean bags and ordinal number rosettes. They were all given the opportunity to gently throw a bean bag as far as they could. Once they had all done this Miss Machin modelled using stem sentences and ordinal numbers. She explained that the bean bag which had been thrown the furthest placed first and the bean bag closest to them came 8th. By the end of the session, the children were able to use ordinal numbers and stem sentences to explain their bean bags place.

Year One- Addition and Subtraction

The children were introduced to the part-whole model. Miss Clark modelled placing a few counters in each part and then counting them altogether to find the whole. Once they understood the model, the children had a go them selves (with a whole of 4) and were encouraged to talk through their part whole model.

" One part is 2, the other part is 2 and the whole is 4" (Fletcher)

"One part is 1, one part is 3 and the whole is 4" (Marnie)

"One part is 0, this part is 4 and the whole is 4" (Alistair)

By the end of the session, the children were more confident with using a part whole model to add two groups together and were able to explain each part.

Year 2: telling the time

The children practised using the clocks to figure out telling the time to the hour. The children were introduced to the hands on the clock and were encouraged to use their clocks to show given times. By the end of the lesson, the children showed a better understanding of telling the time and swerve able to use ‘o’clock’ linked to the hour. 

Year 2: Addition and Subtraction

The children looked at adding two digit numbers by crossing ten and not crossing ten. The children used base ten to support their leaning. They were encouraged to identify the tens and ones in a number and then put them into the part whole model. The children then added the ones and then added the tens. Dependent on whether it crossed ten indicated what had to happen next. The children figured that if the ones were ten or over they had to make it into a ten stick. By the end of the lesson, the children showed a better understanding towards partitioning numbers and how to add the, together to find the total. 

Year 2: position and direction

 The children read Rosie’s walk and were encouraged to identify the language linked to position and direction. They then had a go at placing an object in various places for example “put the object under the chair”. By the end of the session, the children were able to identify where an object was and use the language linked to the intention. 

Year 2: Place Value

 LQ: How do you find one more or one less to 20?

The children were encouraged to put the numbers in order from 0-20. The children spoke about what numbers come before or after a given number. They took away numbers and had to work out what was missing. By the end of the lesson, the children showed a better understanding of being able to instantly recall one more and one less than a given number.

Year 3 - Fractions

During our fraction unit, children have been using fraction walls to compare and order fractions to answer fluency, reasoning and problem solving questions

Year 3 - Measures

During our outdoor learning day, we used different types of measure jugs to measure the amount of water. 

Year 5

Year 5 enjoyed playing a game using spinners to show what they had learnt about converting mixed numbers to improper fractions. 

During Maths week, Year 5 used their knowledge of data handling to work as a team to plot population data on a large graph. They learnt how to use the scales and how to display the data accurately. 

Year 6