# Maths

**At St. George's we use a mastery approach to teaching Mathematics which is rich in contextual understanding and uses many visual and concrete resources to ensure all children comprehend. These are our spines for the Autumn term 2024. They cover all the maths learning we have been following:**

**Autumn 1: Number, Addition & Subtraction (Spine 1)**

**Quick Revise: 1.23, 1.24**

**Decimal Fractions **

**Learning Outcomes:**

## 1 |
## Pupils identify tenths as part of a whole |

## 2 |
## Pupils describe and represent tenths as a decimal fraction |

## 3 |
## Pupils count in tenths in different ways |

## 4 |
## Pupils describe and write decimal numbers with tenths in different ways |

## 5 |
## Pupils compare and order decimal numbers with tenths |

## 6 |
## Pupils explain that decimal numbers with tenths can be composed additively |

## 7 |
## Pupils explain that decimal numbers with tenths can be composed multiplicatively |

## 8 |
## Pupils use their knowledge to calculate with decimal numbers within and across one whole |

## 9 |
## Pupils use their knowledge to calculate with decimal numbers using mental methods |

## 10 |
## Pupils use their knowledge to calculate with decimal numbers using column addition and subtraction |

## 11 |
## Pupils use representations to round a decimal number with tenths to the nearest whole number |

## 12 |
## Pupils identify hundredths as part of a whole |

## 13 |
## Pupils describe and represent hundredths as a decimal fraction |

## 14 |
## Pupils describe and write decimals numbers with hundredths in different ways |

## 15 |
## Pupils compare and order decimal numbers with hundredths |

## 16 |
## Pupils explain that decimal numbers with hundredths can be partitioned in different ways |

## 17 |
## Pupils use their knowledge of decimal place value to convert between and compare metres and centimetres |

## 18 |
## Pupils explain that different lengths can be composed additively and multiplicatively |

## 19 |
## Pupils use their knowledge of decimal place value to solve problems in different contexts |

## 20 |
## Pupils use their knowledge to calculate with decimal numbers up to and bridging one tenth |

## 21 |
## Pupils use their knowledge to calculate with decimal numbers using column addition and subtraction |

## 22 |
## Pupils round a decimal number with hundredths to the nearest tenth |

## 23 |
## Pupils round a decimal number with hundredths to the nearest whole number |

## 24 |
## Pupils read and write numbers with up to 3 decimal places |

## 25 |
## Pupils compare and order numbers with up to 3 decimal places |

**Money**

**Learning Outcomes:**

## 1 |
## Pupils explain and represent whole pounds as a quantity of money |

## 2 |
## Pupils explain and represent whole pounds and pence as a quantity of money |

## 3 |
## Pupils explain how to compare amounts of money |

## 4 |
## Pupils convert quantities of money between pounds and pence |

## 5 |
## Pupils use their knowledge of addition to efficiently add commonly used prices |

## 6 |
## Pupils use their knowledge of subtraction to calculate the change due when paying whole pounds or notes |

## 7 |
## Pupils use and explain the most efficient strategies when adding quantities of money |

## 8 |
## Pupils use and explain the most efficient strategies when subtracting quantities of money |

## 9 |
## Pupils find the change when purchasing several items |

## 10 |
## Pupils use the most efficient and reliable strategy to find the change when purchasing several items |

**Negative Numbers**

**Learning Outcomes:**

## 1 |
## Pupils represent a change story using addition and subtraction symbols |

## 2 |
## Pupils interpret numbers greater than and less than zero in different contexts |

## 3 |
## Pupils read and write negative numbers |

## 4 |
## Pupils explain how the value of a number relates to its position from zero |

## 5 |
## Pupils identify and place negative numbers on a number line |

## 6 |
## Pupils interpret sets of negative and positive numbers in a range of contexts |

## 7 |
## Pupils use their knowledge of positive and negative numbers to calculate intervals |

## 8 |
## Pupils explain how negative numbers are used on a coordinate grid |

## 9 |
## Pupils use their knowledge of positive and negative numbers to interpret graphs |

**Short multiplication and short division**

**Learning Outcomes:**

## 1 |
## Pupils multiply a two-digit number by a single-digit number using partitioning and representations (no regroups) |

## 2 |
## Pupils multiply a two-digit number by a single-digit number using partitioning and representations (one regroup) |

## 3 |
## Pupils multiply a two-digit number by a single-digit number using partitioning and representations (two regroups) |

## 4 |
## Pupils multiply a two-digit number by a single-digit number using partitioning |

## 5 |
## Pupils multiply a two-digit number by a single-digit number using expanded multiplication (no regroups) |

## 6 |
## Pupils multiply a two-digit number by a single-digit number using short multiplication (no regroups) |

## 7 |
## Pupils multiply a two-digit number by a single-digit number using expanded multiplication (regrouping ones to tens) |

## 8 |
## Pupils multiply a two-digit number by a single-digit number using short multiplication (regrouping ones to tens) |

## 9 |
## Pupils multiply a two-digit number by a single-digit number using expanded multiplication (regrouping tens to hundreds) |

## 10 |
## Pupils multiply a two-digit number by a single-digit number using short multiplication (regrouping tens to hundreds) |

## 11 |
## Pupils multiply a two-digit number by a single-digit number using both expanded and short multiplication (two regroups) |

## 12 |
## Pupils use estimation to support accurate calculation |

## 13 |
## Pupils multiply a three-digit number by a single-digit number using partitioning and representations |

## 14 |
## Pupils multiply a three-digit number by a single-digit number using partitioning |

## 15 |
## Pupils multiply a three-digit number by a single-digit number using expanded and short multiplication (no regroups) |

## 16 |
## Pupils multiply a three-digit number by a single-digit number using expanded and short multiplication (one regroup) |

## 17 |
## Pupils multiply a three-digit number by a single-digit number using expanded and short multiplication (multiple regroups) |

## 18 |
## Pupils use estimation to support accurate calculation |

## 19 |
## Pupils divide a two-digit number by a single-digit number using partitioning and representations (no remainders, no exchanging) |

## 20 |
## Pupils divide a two-digit number by a single-digit number using partitioning and representations (with exchanging) |

## 21 |
## Pupils divide a two-digit number by a single-digit number using partitioning and representations (with exchanging and remainders) |

## 22 |
## Pupils divide a two-digit number by a single-digit number using short division (no exchanging, no remainders) |

## 23 |
## Pupils divide a two-digit number by a single-digit number using short division (with exchanging) |

## 24 |
## Pupils divide a two-digit number by a single-digit number using short division (with exchanging and remainders) |

## 25 |
## Pupils divide a three-digit number by a single-digit number using partitioning and representations (no exchanging, no remainders) |

## 26 |
## Pupils divide a three-digit number by a single-digit number using partitioning and representations (one exchange, no remainders) |

## 27 |
## Pupils divide a three-digit number by a single-digit number using partitioning and representations (with exchanging and remainders) |

## 28 |
## Pupils divide a three-digit number by a single-digit number using short division |

## 29 |
## Pupils divide a three-digit number by a single-digit number using short division (with exchanging and remainders) |

## 30 |
## Pupils solve short division problems accurately when the hundreds digit is smaller than the divisor |

## 31 |
## Pupils will use efficient strategies of division to solve problems |

__Mathletics Homework__

## Please continue to complete Mathletics work for homework weekly. This homework links with the current learning happening in class.

## You can also challenge yourself with the live mathletics section of the website. If you need a reminder of your username and password, please email me on year5@stgps.org.uk

__Times tables__

## Children are expected to know their timestables to 12 x 12 and associated division facts fluently. Each week we complete a varied table practise test to increase speed. After the test, Children are asked to identify which timestable they need to work on independently at home. Children have access to Times Tables Rock Stars which they can play at home and even challenge friends and teachers!