The Hyde School

The Hyde School

High Expectations = High Outcomes

  1. Our Curriculum
  2. Early Years Curriculum
  3. Our Curriculum
  4. Maths

Maths

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build  and apply this understanding - such as using manipulatives, including  small pebbles and tens frames for organising counting - children will  develop a secure base of knowledge and vocabulary from which mastery  of mathematics is built. In addition, it is important that the curriculum  includes rich opportunities for children to develop their spatial reasoning  skills across all areas of mathematics including shape, space and  measure. It is important that children develop positive attitudes and  interests in mathematics, look for patterns and relationships, spot  connections, ‘have a go’, talk to adults and peers about what they  notice and not be afraid to make mistakes.

ELG: Number

Children at the expected level of development will:  

  • Have a deep understanding of number to 10, including the  composition of each number;  
  • Subitise (recognise quantities without counting) up to 5; 
  • Automatically recall (without reference to rhymes, counting or  other aids) number bonds up to 5 (including subtraction facts)  and some number bonds to 10, including double facts.  

ELG: Numerical Patterns

Children at the expected level of development will:  

  • Verbally count beyond 20, recognising the pattern of the  counting system;  
  • Compare quantities up to 10 in different contexts, recognising  when one quantity is greater than, less than or the same as the  other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.