A guide to helping your child develop
mathematical skills
This booklet is aimed to help you develop your child’s mathematical ability and
understanding at home.
The booklet is subdivided into year groups and at the start of each section you will find the
key objectives for your child’s year group. Key objectives are the main objectives children
are expected to understand and apply by the end of that year. It will also include
extension objectives, which they will be progressing towards.
Attached to this booklet you will find resources required for some of the activities
mentioned. There are addition and subtraction bonds, as well as multiplication and
division tables. There will also be some useful websites with games for children to play at
home. The school provides maths games for your children to play as homework. These are
age appropriate and will practise the skills they will be taught throughout the year.
There are many ways you can help your child in maths. Adults use lots of maths at home
in everyday activities, such as cooking, shopping and DIY. We use a range of maths while
spending money, measuring, calculating and so on. You can talk with your child about
things like:
• Which coins to use to pay for an ice-cream or drink
• How many oranges to buy and how much they weigh
• Whether or not they are taller than their cousin / brother / sister
• Planning the meals for the week and making a shopping list
One of the best things you can do with your child is talk to them about mathematics.
Sometimes it is even more important to listen and let them explain what they are doing
and why. Enjoy playing the maths games that are sent home each week. Please feel free
to write a comment in the Home/School Link Book about your child’s success and
enjoyment of the game.
© Lilliput CE (VC) First School June 2008
Updated 2012
1
If your child is not good at working things out in their head at first,
don’t worry! Be positive. Praise them for what they can do and keep on working with
them.
What do I need to help my child with maths?
• Plastic measuring jugs marked with litres (l) and millilitres (ml).
(Keep baby’s old feeding bottles.)
• A tape measure marked in metres (m) and centimetres (cm).
• Kitchen scales that can weigh in kilograms (kg) and grams (g).
• Plastic measuring spoons (5ml, 10ml and so on).
• A watch with stopwatch or timer on it.
• Road maps and road atlases.
• Lots of games you can play together. E.g. Snakes and Ladders, Ludo, Monopoly.
Best of all, try to find lots of time to play and talk with your child.
Useful websites:
www.mathszone.co.uk
www.bbc.co.uk/schools/laac
www.primarygames.co.uk
www.woodlands-junior.kent.sch.uk/maths/index.html
© Lilliput CE (VC) First School June 2008
Updated 2012
2
In Reception we refer to maths as ‘Number Fun’. In the Early Years Foundation Stage
curriculum it is called ‘Mathematics’.
In Reception your child will be learning to…
• Count reliably up to 10 everyday objects
• Recognise numerals 1, 2, 3… to 9
• Say and use number names in order in familiar contexts
• Find one more or one less than a number from 1 to 10
• Use language such as 'more' or 'less' to compare two numbers
• Begin to relate addition to combining two groups of objects and subtraction to 'taking
away'
• In practical activities and discussion begin to use the vocabulary involved in adding and
subtracting
• Talk about, recognise and recreate simple patterns
• Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat
shapes
• Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
• Use everyday words to describe position such as over, under, above, below, on, in, next
to, beside.
• Use developing mathematical ideas and methods to solve practical problems
The focus is on accurate counting, knowing which numbers are bigger or smaller than
others, and the very beginnings of addition and subtraction. It includes seeking patterns,
making connections, recognising relationships, working with numbers, shapes, space and
measures, and counting, sorting and matching. Children in reception are only beginning to
record calculations in an informal way.
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Your child will be progressing towards work in Year One…
• Count at least 20 everyday objects.
• Count forwards and backwards in ones, starting from a small number.
• Count forwards and backwards in tens (0, 10, 20, 30 …).
• Read and write numbers to at least 20.
• Put the numbers 0 to 20 in order.
• Use the words first, second, third …
• Given a number from 10 to 20, say the number that is one more, one less, 10 more, 10
less.
• Use the words add, sum, total, take away, subtract, difference between… in practical
situations.
• Know by heart all pairs of numbers that make 10, such as
3 + 7, 8 + 2.
• Add and subtract any two numbers under 10.
• Compare two objects or containers, and say which is longer or shorter, or heavier or
lighter, or which holds more.
• Name and describe simple flat and solid shapes, for example, “It’s a triangle. It has got
3 corners”.
© Lilliput CE (VC) First School June 2008
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At home…
Use the set of number cards from 0 to 10
00
0
1
2
3
4
5
6
7
8
9
10
to try these activities:
• Ask your child to put the cards in order
• When they are in order, tell your child to shut their eyes. Turn over one of the cards.
Can they tell you which number it is?
• Try the same thing but with the numbers jumbled up.
• When the cards are in order, tell your child to shut their eyes. Now swap two around.
Can they replace the cards the way they should be?
• Jumble up the cards and hide one. Can your child find out which number is missing?
• Ask your child to choose a number card, then go and collect that many objects. You
could have a rule, such as all the objects must be red, or you must be able to wear
them.
With playing cards, (picture cards removed) choose 2 numbers.
• What are your numbers?
• Which is the biggest / smallest number?
Choose 4 cards and order them from smallest to largest.
Maths in the home
You can use everyday life in the kitchen to teach maths. Try activities like these…
• Put a biscuit on each plate. How many will you need?
• Can you find me three big potatoes?
• See if there is a bigger plate to put the cake on.
• Talk about:
-
How many knives and forks you will need to set the table
© Lilliput CE (VC) First School June 2008
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-
How many people are in the queue at the supermarket check-out
-
Which glass will hold the most orange juice
• Sorting the washing and matching pairs of shoes and socks.
• Help your child count the number of ice-cream scoops for each member of the family.
• Look for numbers in books, on posters, in comics.
• Talk about the shapes of things.
Number Rhymes
Encourage your child to join in the number rhymes. You can adapt the ones you know by
using different numbers or different things.
Five Fat Fingers (sung to the tune of ‘Ten Green Bottles’)
Five fat fingers standing in a line
Five fat fingers standing in a line
And if one fat finger should accidentally fold
There’d be four fat fingers standing in a line
Four fat fingers standing in a line
And so on…..
Other number rhymes and songs:
• ‘One two three four five, once I caught a fish alive’
• ‘Ten green bottles’
• ‘There were ten in the bed’
© Lilliput CE (VC) First School June 2008
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Buttons and beads for 2 or 3 people
You need an ordinary dice and about 100 small objects, such as buttons, beads, coins, and
paper clips or dried pasta shapes. Each player needs a small cup, eggcup or small yoghurt
pot. Take turns to toss a dice and collect that number of objects. The first person to fill up
their pot wins!
• Play games like Snakes and Ladders’ that involve taking turns and using a dice and
counters to move around a board.
• Do jigsaws
• Talk with you about numbers on buses, cars, road signs.
• Use the flip flops (star grid found in the resource pack located at the back) to practice
counting to 10
Wipe Out – Number Recognition
For the following game you need to draw two 3 x 3 grids
Use a 10 or 20-sided dice. Roll the dice and write the number shown in a box on your grid.
When the grid is full, roll the die and cross out the number shown if it is on your grid. The
first person to cross out all their numbers wins.
© Lilliput CE (VC) First School June 2008
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In Year One your child will be learning to…
• Read and write numerals from 0 to 20, then beyond; use knowledge of place value to
position these numbers on a number track and number line
• Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to
at least 5; work out the corresponding subtraction facts e.g. 2+8=10, 8+2=10, 10-8=2, 102=8
• Use the vocabulary related to addition and subtraction and symbols to describe and
record addition and subtraction number sentences e.g. plus, add, minus, subtract, take
away, equals, altogether
• Visualise and name common 2-D shapes and 3-D solids and describe their features; use
them to make patterns, pictures and models
• Estimate, measure, weigh and compare objects, choosing and using suitable uniform
non-standard or standard units and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
• Answer a question by recording information in lists and tables; present outcomes using
practical resources, pictures, block graphs or pictograms
The focus is on accurate counting, ordering, simple addition and subtraction.
© Lilliput CE (VC) First School June 2008
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Your child will be progressing towards work in Year Two…
• Count to at least 100, and read and write numbers up to 100
• Given any six numbers up to 100, put them in order
• Count forwards or backwards in ones or tens from any two-digit number, for example,
26, 36, 46….
• Recognise odd and even numbers
• Add and subtract numbers under 20 in their head
• Know pairs of ‘tens’ numbers that make 100, for example 30 + 70
• Double and halve small numbers, for example, double 9 is 18, and half of 18 is 9
• Know by heart the 2 and 10 times tables
• Find the total value of a handful of coins up to £1
• Measure or weigh using metres, centimetres, kilograms, grams, litres and millilitres.
• Use a ruler to draw and measure lines to the nearest centimetre
• Tell the time to the nearest half and quarter hour
• Name and describe common 2-D and 3-D shapes
• Solve simple number problems, and explain how to work them out
© Lilliput CE (VC) First School June 2008
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At home…
Make a Number Track using the numbers at the back.
1
2
3
4
5
6
7
8
9
10
Use it to play these two games:
Heads or Tails
You will need some counters and a coin. Each player puts
You must clap
a counter on 0. First player toss a coin. Move one space
your hands six
times.
forward if it is ‘heads’ and two spaces if it is ‘tails’.
Look at the number you land on. The other players give
you an action to do that many times. Continue until you reach the end of the track.
Number bonds to 10
You will need 11 counters or buttons and a 1-6 dice.
Put a counter on each number of the track. Then
throw the dice and say the dice number. Find the
number on the track which, when added to the dice
number, makes 10. Take the counter off that number.
The first person to collect four counters is the winner.
I got a 4 so I
must take off
the counter
on… 6.
Use the flip-flops to practise number bonds to 10.
Bingo. Choose 8 numbers between 0 and 10 and write them down. Turn over your 0 to 10
number cards 1 at a time, and if you have the compliment number to 10, cross it off your
sheet. Why not try to 20?
Maths in the Kitchen
You can use everyday tasks in the kitchen to teach maths.
Put out enough biscuits for two each. How many will you need?
Can you set the timer for 3 minutes?
Help me weigh out 500 grams of sugar.
© Lilliput CE (VC) First School June 2008
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Less than, more than, same as
Check round the house or the shop for things that weigh exactly 1 kilogram (kg). Feel the
weight of a 1kg packet. Use the 1 kg packet to find things that are:
Less than 1kg
More than 1kg
Equal to 1kg
The one minute challenge
What can your child do for exactly one minute?
Balance on one leg?
Stare without blinking?
Count the seconds in their head?
What else can they do in one minute?
You’ll need a watch or clock with a second hand to time your child.
Money! Money! Money!
Spread your change out on the table.
Find the biggest coin. Is it worth the most?
Find the smallest coin. Is it worth the least?
Put them in order of value
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Hands up!
First, let your child draw around one of their hands and then let them draw around yours.
Next, place 1p coins inside the outline of the hands and draw around them so you don’t
leave any spaces.
Add up the value of the coins. How much is their hand worth? How much is your hand
worth?
Is it worth twice as much if you do the same with 2p coins? Try it with other coins too.
How much is it worth using 5p coins?
Patterns
Finding the patterns in everyday things like adding up 2p, 5p or 10p coins, or reading the
house numbers as you go along your street.
Outdoor Numbers (house numbers or car number plates)
Each person chooses a target number such as 8.
The aim is to find any two numbers that add up to
your target number.
I can make 8.
Look, 6 and 2.
62
Shape of the day
Choose a shape that you can look out for when you go to the shops. You might choose
triangles, squares, cubes, pyramids and so on. How many shapes can you see in your
shopping trolley?
© Lilliput CE (VC) First School June 2008
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Domino Games
Totaliser
I’ve got 5 one
and 2 on
You need a set of dominoes (blanks removed) and some counters. side
the other, so I’ll
cover up…7
Each player writes the numbers 1 to 12 on a piece of paper.
Lay out the dominoes face down. Take turns to pick one up. Add
the total number of spots on both halves of your domino. Then cover
this number on the piece of paper with a counter. The first person to
cover all their numbers is the winner.
1
5
9
2
6
10
3
7
11
4
8
12
Dominoes Down
Spread a set of dominoes face down on the table. Each player chooses a domino at the
same time. Add the two numbers on your domino together. Whoever has the largest
number keeps both dominoes. The person who ends up with the most dominoes wins!
You can change the game by subtracting the two numbers on your domino from 12
Three in a row
9
11
9
8
11
7
8
8
10
7
8
6
9
6
12
10
10
11
10
9
6
8
12
8
10
Choose any three of the following numbers. 5 1 4 3 2
Add them up to make a number on the board. Cover the number with a counter.
The winner is the first person to get three of their counters in a straight line in any direction.
© Lilliput CE (VC) First School June 2008
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Wipe Out – Pairs to make 10
For the following game you need to draw two 3 x 3 grids.
Use a 10-sided dice. Roll the dice and write the number I need to add to the number to
make 10 in a box in the grid. When the grid is full, roll the dice and work out the number
needed to add to the number shown to make 10. If that number is on the grid then cross
it out. The first person to cross out all their numbers wins.
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In Year Two your child will be learning to…
• Count up to 100 objects by grouping them and counting in tens, fives or twos; explain
what each digit in a two-digit number represents, including numbers where 0 is a place
holder; partition two-digit numbers in different ways, including into multiples of 10 and
1
• Derive and recall all addition and subtraction facts for each number to at least 10, all
pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
• Add or subtract mentally a one-digit number or a multiple of 10 to or from any twodigit number; use practical and informal written methods to add and subtract twodigit numbers
• Use the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all
four operations; calculate the value of an unknown in a number sentence (e.g. ÷ 2 = 6,
30 - = 24)
• Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in
different positions and orientations; sort, make and describe shapes, referring to their
properties
• Use units of time (seconds, minutes, hours, days) and know the relationships between
them; read the time to the quarter hour; identify time intervals, including those that
cross the hour
• Use lists, tables and diagrams to sort objects; explain choices using appropriate
language, including 'not'
The focus is working with numbers up to 100.
© Lilliput CE (VC) First School June 2008
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Your child will be progressing towards work in Year Three…
• Read and write numbers up to 1000 and put them in order
• Know what each digit is worth in numbers up to 1000
• Count on or back in tens or hundreds from any number less than 1000, for example,
‘462, 472, 482…’ or ‘662, 562, 462…’
• Know by heart addition and subtraction facts up to 20, for example,
4 + 16 = 20, 12 – 8 = 4
• Work calculations out in their head such as 56 + 29 and 97 – 51
• Know by heart the 2, 5 and 10 times tables
• Do simple divisions with remainders, such as 27 ÷ 5
• Find simple fractions, such as 1/2, 1/3, 1/4, 1/5, or 1/10, of shapes such as a circle, square
etc., and numbers
• Tell the time to the nearest 5 minutes
• Use £ and p, for example, know that £2.04 is £2 and 4p
• Solve simple number problems and explain how to work them out
• Recognise right angles and lines of symmetry in simple shapes
• Explain a simple graph
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Guess and count
Guess all kinds of things, and then count to check. Children may make wild guesses at
first, but they are learning about numbers and measures in the real world – and their
guessing can only get better.
• How many steps do you think it is from here to the post office? Let’s count and check.
• How many minutes do you think we will have to wait in the queue? Let’s count and
check.
• How many pears do you think we will get for £1?
Shopping
When you are shopping, your child could weigh items, add up the cost and count out the
change.
Car number plates
One person is ‘even’ and the other is ‘odd’. Add up the digits on car number plates. If the
answer is even the Even person scores the point; if it’s odd the Odd person scores.
M376 TFN
3 and 7 and 6 makes
16. That’s even, so it’s
my point
Car number games
Look at the three digits (numbers) on a car, for example 562:
• The biggest number you can make by rearranging them is 652
• The smallest number you can make is 256
• Add the numbers together (5 + 6 + 2 = 13).
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Aim for £1
You need plenty of 10p, 5p and 1p coins and a dice. Take turns to throw the dice and take
that many coins. All the coins must be of the same value (all 10ps, all 5ps or all 1ps). Add
up the total value of your coins. Keep track of how much money you have collected. If
the coins take you over £1, you must put your coins back instead of collecting them. The
first person to get exactly £1 is the winner.
How close? For 2 or 3 people
You need plenty of 10p and 1p coins and a dice.
Take turns to throw the dice and take that many coins.
On each turn you must decide if you are going to take all 1p coins or all 10p coins. After
four turns each, count up your money. Then see who has got closest to £1 without going
‘bust’.
I’ve got a number in my pocket!
My number is less than 100 but what is it? Try to find out what it is in 20 questions. A
guess is wasted so ask questions that remove groups of numbers.
♦ Is it odd or even?
♦ Is it more or less than 50?
♦ Can you divide it by 5?
You can use the 100 grid to help your child to become confident with doing calculations in
their head.
Read the numbers in order. Colour all the numbers in the 10 times table yellow (10, 20,
30, 40 and so on). Colour all the numbers in the 5 times table red (5, 10, 15, 20 and so on).
Why have the ‘tens’ numbers ended up ‘orange’?
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Check the names of the numbers
Is that number thirty-four or
forty-three? (Pointing to 34)
Count in tens, starting at any number, 14, 24, 34, 44, 54….
It’s Nan’s 56th
birthday.
Can you find her
age on the grid?
Use the grid whenever you are talking about numbers
Look for patterns and talk about them
Look at the numbers in that diagonal
line: 10, 19, 28, 37, 46, 55, 64, 73, 82, 91.
Each number is nine more than the one
before.
Number squares
Cover six numbers on your number square. Can you work out what they are?
Phone number sums
What do all the digits of your phone number add up to? For example, 0181 424 1163 adds
up to 31. Ask your child to find ten phone numbers in your local phone book with the
same total as your own phone number.
Imagine this
Close your eyes and imagine that in front of you is a cube. Can you see it in your mind?
♦ What shape is one side (or face) of a cube? (It’s a square)
♦ How many sides (or faces) has it got?
♦ How many corners has it got?
♦ How many edges has it got?
Seeing the shape in your head is very important in maths. Try this with other solid shapes.
Doubling and halving
Doubling and halving are very useful skills, and people who are fast at mental maths
make great use of them. Your child can practice by using a bus number, a price in a shop
window, or a car number plate, and doubling or halving it in their head.
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Wipe Out - Doubles
Rules:
You need a pencil and a dice. Use one grid each.
Take turns to roll the dice. Double the number rolled. Write it in any box on your grid.
Carry on until each grid is full.
Now take turns to roll the dice again. If you can, cross out the double of the number.
The winner is the first to cross out all their numbers.
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Four in a row
10 7 6
3 9 5
6 10 6
5 7 10
13 10 4
2 9 6
8
8
9
4
8
7
7
10
2
10
9
10
9
4
8
5
3
1
Choose any two of the following numbers.
5 2 9 4 3 6 7 1 8 0
Add them together to make a number on the board. Cover the number with a counter.
The winner is the first person to get four of their counters in a straight line in any direction.
Heads and tails
You need a coin, a dice and 15 small toys, buttons or sweets for each player. Decide who is
Heads and who is Tails. Roll the dice and say the number. One of you is going to give
away that many of your toys to the other person. Toss the coin. If it’s tails, the Tails person
gives toys to the Heads person. If it’s heads, the Heads person gives toys to the Tails person.
After each go both players must say how many toys they have. Keep playing. The first to
get down to five toys or fewer loses.
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Take three (a game for two or more players)
12
17
19
22
17
20
16
11
15
13
10
14
20
14
9
16
18
12
13
19
20
24
15
21
18
23
18
14
11
13
22
15
21
17
19
16
Rules
Each team needs some counters of their own colour. Take turns to choose any three of
these numbers.
3
6
4
7
9
2
8
5
Add them up to make a number on the board. Cover the number with one of your
counters.
The winner is the first team to get four of their counters in a straight line in any direction.
© Lilliput CE (VC) First School June 2008
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Top of the table
Your football team is unbeaten in the first ten games of the season:
WWDWDDDWWD, where a win (W) is 3 points
A draw (D) is 1 point, and
A loss (L) is 0 points.
How many points has your team got?
Supercalifragilisticexpialidocious
To get your children started let them count the letters in the word above
♦ How many letters has it got?
♦ If the vowels cost 5p and the consonants cost 10p, how much would that be?
♦ In the same way, how much is your child’s name worth?
♦ How many words can you write for one pound?
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In Year Three your child will be learning to…
• Partition three-digit numbers into multiples of 100, 10 and 1 in
different ways
• Derive and recall all addition and subtraction facts for each number
to 20, sums and differences of multiples of 10 and number pairs that
total 100
• Add or subtract mentally combinations of one-digit and two-digit
numbers
• Draw and complete shapes with reflective symmetry; draw the
reflection of a shape in a mirror line along one side
• Read, to the nearest division and half-division, scales that are
numbered or partially numbered; use the information to measure
and draw to a suitable degree of accuracy
• Use Venn diagrams or Carroll diagrams to sort data and objects
using more than one criterion
The main focus is on mentally adding and subtracting numbers.
© Lilliput CE (VC) First School June 2008
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Your child will be progressing towards work in
Year Four…
• Know the 2, 3, 4, 5 and 10 times tables by heart, for example, know
facts such as 7 x 5 and 36 ÷ 4
• Round three digit numbers such as 672 to the nearest 10 or 100
• Work out that a simple fraction such as 2/6 is equivalent to 1/3
• Work out calculations in their head such as 26 + 58 and 62 – 37
• Work out calculations by writing them in columns using pencil and
paper, such as 234 + 479 and 791 – 223
• Multiply numbers such as 38 by 10 or by 100, and divide numbers
such as 4200 by 10 or by 100
• Multiply and divide numbers up to 100 by 2, 3, 4 or 5, and find
remainders, for example, 36 x 3 or 87 ÷ 4
• Change pounds to pence and metres to centimetres, and vice versa,
for example, work out that £3.45 is the same as 345p, and that 3.5
metres is the same as 350 centimetres
• Tell the time to the nearest minute and use a simple timetable
• Pick out shapes with similar features, for example, shapes with sides
the same length, or with right angles or symmetrical shapes
• Use +, -, x and ÷ to solve problems and decide whether it is best to
calculate in their head or to use paper and pencil.
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Learn your tables while at the shops!
Count things that come in sets of the following
• Two:
twin packs of orange juice
• Three:
bars of soap, packs of sandwiches
• Four:
packs of bread rolls, chicken pies
• Five:
slices of meat or cheese
• Six:
eggs, jam tarts, cans of cola
• Seven: now there’s a challenge! Can you find anything that comes
in sets of seven?
How about sets of eight or nine?
It’s a bargain
What would the shopping in your trolley be worth if their prices were
cut by:
♦ 50%
♦ 25%
♦ 10%
♦ 20%; or
♦ What if they were all two for the price of one?
Add together 3 items. What would your change be from £5 or £10 ?
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Beat the clock
Time your child as they do one of the following:
• Count back from 100 in tens
• Count back from 75 in fives
• Starting at six, count up in tens to 206
• Starting at 39, count up in twenties to 239
• Starting at 67, count up in thirties to 367
Can they beat their record or start at an alternative digit?
World family
You have a family all over the world. When you are having your lunch
(12 noon), what are your relatives doing in:
• Los Angeles (8 hours behind)
• Jamaica (5 hours behind)
• Hong Kong (8 hours ahead)
• Sydney (10 hours ahead)?
What about in other countries around the world?
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Pizza please!
Your pizza costs £3.60. Cut it into six equal slices. How much does each
slice cost? The answer is that each slice costs 60p.
• How much is half a slice?
• How much do two slices cost?
• How much does half (1/2) of the whole pizza cost?
What if you cut the pizza into four equal slices (quarters)?
• How much does one slice (1/4) cost now?
• How much does half cost now?
Is this the same, more or less than above?
Oranges
Peel an orange (or a satsuma) then do the following. Divide it into
segments. Count the segments. Eat one segment. That’s one segment
out of how many? Eat half of all the segments. How many segments
was that? What other fruits have segments?
From 3D to 2D
Get an empty cereal box (a three-dimensional shape), and carefully
take it apart at the seams by undoing the edges. Flatten the box out
and see it’s shape as a two-dimensional shape. Without the tabs this is
called a ‘net’.
• Look at the nets of other box shapes.
© Lilliput CE (VC) First School June 2008
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We’re all going on a summer holiday
Don’t miss your flight! Your flight to Spain leaves at 10:50. Is that day
or night?
You need to be at the airport two hours before your flight leaves.
What time is that?
What time will you need to leave your house to get to the airport?
The flight takes three hours: 11:50, 12:50, 13:50. So, you arrive in Spain at
13:50, which is ten minutes to two in the afternoon.
Now, your return flight leaves Spain at 15:30. What time do you need
to be at the airport?
What time will you arrive home?
Car number games
Look at the three digits (numbers) on a car, for example 562:
• The biggest number you can make by rearranging them is 652
• The smallest number you can make is 256
• Add the numbers together (5 + 6 + 2 = 13)
• Multiply them (5 x 6 x 2 = 60)
• Count up in tens (562, 572, 582, 592, 602 and so on)
• Count down in tens (562, 552, 542 and so on)
• Count up in hundreds (562, 662, 762, 862, 962, 1062 and so on)
• Count down in hundreds (562, 462, 362, 262, 162, 62)
• Divide it by tens (562, 56.2, 5.62, 0.562, 0.0562 and so on)
• Multiply by ten (562, 5 620, 56 200, 562 000 and so on)
© Lilliput CE (VC) First School June 2008
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Get back to 1
You will need paper and pencil. Together decide on a start number
between 50 and 99. Write the number down on a piece of paper.
When it is you turn divide the number by 2, add the remainder to your
answer and write down the new total. Keep taking turns at working
out the new total until some one writes 1. This person is the winner.
Play the game again using a different start number or a different
number to divide by.
Aim for 300
You will need an ordinary dice. This game gives your child practice in
multiplication facts. When it is your turn:
• Throw a dice four times and write down the numbers
• Add any two of your numbers, then add the other two
• Multiply your answers to get your score
Keep taking turns like this. Whoever reaches a total score of 300 or
more first wins the game.
Flexibility with numbers
Choose the first five digits you see, on buses, in shop windows, front
doors and so on. Try to use those five digits to make fifty by adding,
subtracting, dividing or multiplying.
I saw a 6, a 2, two 5s and a 9.
I can do 5 x 5 to get 25,
Then 25 x 2 to get 50
What other numbers can you make?
© Lilliput CE (VC) First School June 2008
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Initial the number
You need a pack of cards with the picture cards removed. Turn the
pack of cards face down. Take turns to pick two cards and add their
numbers together. Then find two numbers on the 100-grid whose
difference is the same as your total. Write your initial in those two
squares. The winner is the first person to write their initial in four
squares in a line.
Three in a line for 2 or more people
You need two dice and coloured counters.
Take turns to roll two dice and multiply the dice numbers together. On
the 100-grid, cover your total with a counter. The winner is the first
person to get a line of three counters. (Remember you will only use
some of the numbers up to 36).
3 x 3 grid ideas
Use each of the numbers 1 to 9. Put one number in every box.
• Each vertical line should total:
a different amount
the same amount
• Each horizontal line should total:
a different amount
the same amount
• The horizontal, vertical and diagonal lines should add up to twelve
(13, 14 or 15) i.e. a magic square
• The horizontal, vertical and diagonal lines should add up to a
different total, i.e. a non-magic square
• The number in the middle of each side is the sum of the two corner
numbers on either side of it
© Lilliput CE (VC) First School June 2008
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© Lilliput CE (VC) First School June 2008
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Four in a row
20
17
22
19
17
12
16
11
15
13
10
14
12
18
16
3
14
20
13
19
20
24
15
21
13
11
14
18
23
18
22
15
21
17
19
16
Choose any three of the following numbers:
5
1
9
4
3
6
7
2
8
Add them up to make a number on the board. Cover the number with
a counter.
The winner is the first person to get four of the counters in a straight line
in any direction.
© Lilliput CE (VC) First School June 2008
Updated 2012
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Wipe Out – Tables Race
For the following game you need to draw two 3 x 3 grids.
Use a 10 or 12 sided dice (if you use the 10 sided dice let 0 = 10)
Choose the multiplication table you would like to practise. Take it in
turns to roll the dice, and multiply the number shown by your choice of
multiple, and place the answer in a box on the grid.
When the grid is full, repeat the rolling, and if the answer is on your
grid, cross it out. The first person to cross out all their numbers wins.
© Lilliput CE (VC) First School June 2008
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Please find the following pages of Mathematical Vocabulary. The
words and phrases have been organised into four separate year groups,
Reception, Year One, Year Two and Year Three. These pages only show
the new words for that year group.
As your child progresses through the school these new words are
introduced. Due to this you will need to refer to the appropriate year
group for your child and the previous year groups, as these will be
revisited and consolidated.
© Lilliput CE (VC) First School June 2008
Updated 2012
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Reception
Counting and recognising numbers
Counting
Number
zero, one, two, three…to twenty and beyond
zero, ten, twenty….one hundred
none
how many…?
count, count (up) to
count on (from to)
count back (from to)
count in ones, twos…tens…
more, less, many few
odd, even
every other
how many times?
pattern, pair
guess how many, estimate
nearly, close to, about the same as
just over, just under
too many, too few, enough, not enough
© Lilliput CE (VC) First School June 2008
Comparing and ordering numbers
the same number as, as many as
of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
of three or more objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third….tenth
last, last but one
before, after
next
between
above, below
Updated 2012
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Adding and subtracting
how did you work it out?
count, sort
group, set
match
same, different
list
add, more, and
make, sum, total
altogether
score
double
one more, two more, ten more….
how many more to make…?
how many more is….than….?
take (away), leave
how many are left/left over?
how many have gone?
one less, two less….ten less…
how many fewer is ….than….?
difference between
is the same as
Problems involving “real life” or money
compare
double
half, halve
pair
count out, share out
left, left over
Solving problems
Reasoning about numbers or shapes
pattern
puzzle
answer
right, wrong
what could we try next?
© Lilliput CE (VC) First School June 2008
money
coin
penny, pence, pound
price
cost
buy
sell
spend, spent
pay
change
dear, costs more
cheap, costs less, cheaper
Updated 2012
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costs the same as
how much…? how many…?
Total
longest, shortest, tallest, highest… and so on
far, near, close
Mass
Measures, shape and space
weigh, weighs, balances
heavy, light, heavier/lighter, heaviest/lightest
balance, scales, weight
Measures (general)
measure
size
compare
guess, estimate
enough, not enough
too much, too little
too many, too few
nearly, close to, about the same as
just over, just under
Capacity
full
half full
empty
holds
container
Length
Time
length, width, height, depth
long, short, tall
high, low
wide, narrow
deep, shallow
thick, thin
longer, shorter, taller, higher…and so on
time
days of the week: Monday, Tuesday…
day, week
birthday, holiday
morning, afternoon, evening, night
bedtime, dinnertime, playtime
today, yesterday, tomorrow
© Lilliput CE (VC) First School June 2008
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before, after
next, last
now, soon, early, late
quick, quicker, quickest, quickly
slow, slower, slowest, slowly
old, older, oldest
new, newer, newest
takes longer, takes less time
hour, o’clock
clock, watch, hands
sphere
cone
Exploring patterns, shape and space
Patterns and symmetry
shape, pattern
flat
curved, straight
round
hollow, solid
corner
face, side, edge, end
sort
make, build, draw
size
bigger, larger, smaller
symmetrical
pattern
repeating pattern
match
2D shapes
circle
triangle
square
rectangle
star
Position, direction and movement
3D shapes
position
over, under
above, below
top, bottom, side
cube
pyramid
© Lilliput CE (VC) First School June 2008
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on, in
outside, inside
around
in front, behind
front, back
before, after
beside, next to
opposite
apart
between
middle, edge
corner
direction
left, right
up, down
forwards, backwards, sideways
across
close, far, near
along
through
to, from, towards, away from
movement
slide
roll
turn
stretch, bend
Instructions
listen
join in
say
think
imagine
remember
start from
start with
start at
look at
point to
show me
put, place
fit
arrange
rearrange
change, change over
split
separate
carry on, continue
repeat
what comes next?
find
choose
collect
use
© Lilliput CE (VC) First School June 2008
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make
build
tell me
describe
pick out
talk about
explain
show me
read
write
trace
copy
complete
finish, end
fill in
shade
colour
tick, cross
draw
draw a line between
join (up)
ring
cost
count
work out
answer
check
General
same number/s
different number/s
missing number/s
number facts
number line, number track
number square
number cards
counters, cubes, blocks, rods
die, dice
dominoes
pegs, peg board
same way, different way
best way, another way
in order, in a different order
not
all, every, each
© Lilliput CE (VC) First School June 2008
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Year One
Numbers and the number system
how much less is…?
half, halve
=, equals, sign
Solving problems
Place value and ordering
units, ones
tens
exchange
digit
“teens” number
equal to
eleventh….twentieth
half-way between
Making decisions and reasoning
number sentence
sign, operation
Organising and using data
Vote
Table
Measures, shape and space
Estimating
roughly
Measures (general)
Calculations
roughly
Addition and subtraction
Length
+, plus
near double
how much more is…?
_, subtract, minus
metre
ruler, metre stick
© Lilliput CE (VC) First School June 2008
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Time
seasons: spring, summer, autumn, winter
month, year
midnight
fast, faster, fastest
half past
how long ago?
how long will it be to….?
how long will it take to….?
how often?
always, never, often, sometimes, usually
once, twice
Shape and space
centre
journey
whole turn, half turn
Instructions
record
arrow
General
abacus
point, pointed
3D shapes
cuboid
cylinder
Position, direction and movement
underneath
© Lilliput CE (VC) First School June 2008
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Estimating
Year Two
Numbers and the number system
Counting, properties of numbers and number
sequences
two hundred…one thousand
threes, fours, fives…
tally
multiple of
sequence
continue
predict
rule
exact, exactly
round, nearest, round to the nearest ten
Fractions
part, equal parts
fraction
one whole
one half, two halves
one quarter, two…three…four quarters
Calculations
Addition and subtraction
addition
one hundred more
subtraction
one hundred less
tens boundary
Place Value and ordering
hundreds
one-, two- or three-digit number
place, place value
stands for, represents
exchange
twenty-first, twenty-second….
Multiplication and division
lots of, groups of
© Lilliput CE (VC) First School June 2008
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X times, multiply, multiplied by
multiple of
once, twice, three times….ten times….
times as (big, long wide…and so on)
repeated addition
array
row, column
share equally
one each, two each, three each…
group in pairs, threes…tens
equal groups of
/, divide, divided by, divided into
Solving problems
Making decisions and reasoning
bought
sold
Organising and using data
tally
graph
block graph
pictogram
represent
label
title
most popular, most common
least popular, least common
Measures, shape and space
Measures (general)
calculate
calculation
mental calculation
jotting
correct
symbol
measuring scale
about
Length
further
furthest
(m), centimetre (cm)
Money
(£)
© Lilliput CE (VC) First School June 2008
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tape measure
2D shapes
Mass
circular
triangular
rectangular
pentagon
hexagon
octagon
Patterns and symmetry
Kilogram, ( kg), half- kilogram, gram (g)
Capacity
capacity
contains
litre (l), half-litre, millilitre (ml)
line of symmetry
fold
mirror line, reflection
Time
months of the year: January, February….
fortnight
minute
second
quarter to, quarter past
digital/analogue clock/watch, timer
Shape and space
Position, direction and movement
route
higher, lower
clockwise, anti-clockwise
quarter turn
right angle
straight line
surface
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Instructions
General
recite
predict
describe the pattern
describe the rule
find all, find different
investigate
decide
name
discuss
explain your method
explain how you got your answer
give an example of…..
write in figures
present
represent
label
tally
calculate
solve
number pairs
number bonds
hundred square
number grid
geo-strips
© Lilliput CE (VC) First School June 2008
Updated 2012
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Year Three
hundreds boundary
Numbers and the number system
Counting, properties of numbers and number sequences
Multiplication and division
multiplication
product
division
remainder
hundreds
relationship
Place value and ordering
Solving problems
one hundred more
one hundred less
method
equation
Estimating
approximate, approximately
(up or down)
Money
one third, two thirds, three thirds
one tenth
note
more/most expensive
less/least expensive
amount
value, worth
Calculations
Handling data
Fractions
© Lilliput CE (VC) First School June 2008
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Shape and space
right-angled
vertex, verticies
layer, diagram
chart, bar chart
frequency table
Carroll diagram, Venn diagram
axis, axes
diagram
3D shapes
Measures, shape and space
hemi-sphere
prism
Measures (general)
2D shapes
division
approximately
Length
distance apart/between, distance to…from…
kilometre (km)
mile
semi-circle
pentagonal
hexagonal
octagonal
quadrilateral
Position, direction and movement
Time
map, plan
ascend, descend
grid
row, column
compass point
north, south, east, west (N, S, E, W)
century
calendar, date
am, pm
earliest, latest
© Lilliput CE (VC) First School June 2008
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horizontal, vertical
diagonal
angle,…..is a greater/smaller angle than
Instructions
show your working
interpret
sketch
investigate
question
General
greatest value, least value
© Lilliput CE (VC) First School June 2008
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• Updated by the Mathematics
Subject Leader, with support
from the staff at Lilliput CE
(VC) First School.
• DfEE, Maths Year 2000, It all
adds up
• DCSF, Primary Framework for
Mathematics from
Reception to Year 6
• BEAM Education, Mathematics
learning in Reception
• BEAM Education, Mathematics
learning in Year 1
• BEAM Education, Mathematics
learning in Year 2
• BEAM Education, Mathematics
learning in Year 3
• BEAM Education, Mathematics
learning in Year 4
© Lilliput CE (VC) First School June 2008
Updated 2012
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