Links to the Primary Framework for Mathematics A maths trail around the school

Links to the Primary Framework for Mathematics A maths trail around the school Below is a list of suggested links between where the maths visit activities, and Learning Intentions for each year group may fit into the blocks and units of learning within the Primary Framework for Mathematics. For EYFS, we have linked the activities to the Overview of Learning section of the framework. NB: The visits can take place during any time in the learning sequence, though it would possibly be best placed either at the start of a unit of learning as a stimulus, or at the end as a consolidation experience. Area of Mathematical learning: Number and the number system Shape, Space and Measure Handling Data Year groups Foundation Stage Year 1&2 Year 3&4 Year 5&6 Overview of Learning 6 Overview of Learning 7 Overview of Learning 11 Overview of Learning 12 Overview of Learning 5 Overview of Learning 6 Y1 Block B Unit 1-3 Y2 Block A Units 1-3 Y1&2 Block E Unit 1-3 Y1 Block B Units 1-3 Y1&2 Block D Units 1-3 Y2 Block C Units 1-3 Y1&2 Block C Unit 1&3 Y1 Block E Unit 3 Y3 Block A Unit 3 Y4 Block A Unit 3 Y3 Block B Unit 2&3 Y3&4 Block E Units 1-3 Y3 Block D Unit 2 Y4 Block D Units 2&3 Y3&4 Block C Units 1-3 Y3 Block E Units 1&3 Y5&6 Block A Units 2&3 Y5&6 Block B Units 1-3 Y5 Block D Units 1-3 Y6 Block D Unit 2 Y5&6 Block C Units 1-3 Y 5 Block D Units 2&3 Y6 Block D Unit 2 Y5&6 Block C Units 1-3

A maths trail within your school. (Foundation Stage) Rationale: The purpose of this activity is to use the school environment to facilitate the teaching and learning of aspects of mathematics: Count using one to one correspondence. Make patterns and talk about symmetry. Sort objects by different criterion. Pre-visit discussion (What do the learners want to find out in addition to teacher s Probing Questions): Teachers may want to discuss rules such as how to walk around the school, how we must not disturb other classes, where and who is in each class etc. Context for learning: To work in three groups and move around the three different activities number, shape space and measures and data handling, if appropriate. If not small groups could be taken out with the TA and done over a period of time. Number: To be able to count using one to one correspondence. I can count 10 items using one to one correspondence. I can count 6 items using one to one correspondence. I can count 3 things using one to one correspondence. How many where there? How do you know? How could we check? How could we make our counting better? What could we do? Use computer programmes that have games where there is counting opportunities. Shape, Space and Measure: To be able to make a pattern using playground equipment. I can make a pattern of my own that is correct and say that symmetrical patterns are the same on both sides. I can copy a pattern that some one has started. I can copy a pattern that someone has started with some help from a grown up. What would come next in the pattern? What if I were to put a ball there, would that be ok? Why? What do you notice about this picture? Taking photographs of our patterns/pictures. Using the paint programme to make patterns or symmetrical pictures. Follow-up learning/something to bring back: Discussions of the important rules of counting. More practise at counting within the classroom. Patterns or pictures on the paint programme. Printing out our pictures. Make art pattern/symmetry pictures. Data Handling: To be able to sort items by a given criterion. I can sort by criterion and use the middle hoop correctly. I can sort by criterion. I can sort by criterion with a bit of guidance. Where would I put this? Tell me why that would go in there and not here? What is this bit for? Graphing is there more blue or red items? How many of each?

Success Criteria linked to: A maths trail within your school (Foundation Stage) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: To be able to count 10 everyday objects using one to one correspondence. Number Success Criteria: Steps to success: 1) Know the number names. 2) Be able to count to 10 (no objects) 3) Understand counting using one to one correspondence. 4) Count up to three everyday items using one to one correspondence 5) Count up to six everyday items using one to one correspondence 6) Count up to ten everyday items using one to one correspondence. Shape, Space and Measure Learning Intentions: To be able to make a pattern using playground equipment. Shape, Space and Measure Success Criteria: Steps to success: 1) To be able to recognise a simple pattern (two items). 2) To be able to copy a simple pattern (two items) 3) To be able to finish a simple pattern (two items) that has been started. 4) To be able to make up a simple pattern (two items) of their own. 5) To be able to make a more complex pattern using more that two items. 6) To recognise symmetry. Data Handling Learning Intentions: To be able to sort items by a given criterion. Data Handling Success Criteria: Steps to success: 1) To experiment with sorting items in their play with their own criteria/ideas. 2) To understand why we need to sort items. 3) To be able to sort objects into two hoops that have a given criterion. 4) To use the middle hoop appropriately when sorting objects. 5) To think of their own criterion for sorting objects.

A Maths Trail at School (Y1&2) Rationale: The purpose for this visit is to present the learners with opportunities to experience maths challenges in real life situations while enjoying the stimulus of an everyday, real life environment. Pre-visit discussion (What do the learners want to find out in addition to teacher s Probing Questions): Children and teacher to discuss own ideas which may include: How can this place help us with our maths? What might we find here? How many different people use this place? How do they use this place? How will we collect this information? Context for learning: Opportunities to apply mathematical skills and knowledge to answer questions and solve problems in a school environment. Number: Find a starting point, identify key odd and even facts and other relevant information. Shape, Space and Measures: Begin to use metres to measure length. Know 100cm = 1 metre. Data Handling: To record results and communicate findings using simple lists, tables and block graphs. I can recognise odd and even numbers to 10. I can explain the difference between odd and even numbers. I recognise that all the numbers count in twos. I know that the even numbers are found in 2 x table. I can place metre sticks end to end to measure a distance. I can total the number of metre sticks used. I know how to use one metre stick and slide it along to measure a longer distance. I know that 100cm = 1 metre. If I know 100cm = 1 metre, I can count in 100s and convert in to the number of metres travelled. I can identify and circle the key Maths in a problem. I can use practical equipment to solve a problem. I can jot down pictorial sums to solve a problem. I can record a number sentence to solve a problem. Probing Question/Extension Activity: If you know your odd and even numbers to 10, how can you use them to decide if a tu or htu number is odd or even? Primary Games How many metres are there in 800cm? Data base and block graph work on class computer. Follow-up learning/something to bring back: Comparing data collection, working though answers & looking for Maths in other areas of the school. If you know that one bike has 2 wheels, how many wheels would 5 bikes have? Can you explain why? Convince me! If you had 8 wheels, how many bikes could they belong to? Can you explain why? Convince me! Bee-bot cameras to film outdoor activity.

Suggested Number & AT1 Activities: Play with bikes & trikes in playground to solve problems. How many wheels are there if you had 2 bikes and 3 trikes? Find the alphabet snake in the playground. What is the 5 th letter? Which letter comes after e or before w? Collect key letters to play code breakers. Find the hopscotch. Can you find the odd or even numbers? Can you count, jump or throw a beanbag along it in ones, twos, fives or even tens? Points to consider: Links to other buildings/visits: 1. Adult : pupil ratio Environmental Maths everywhere! Suggested Shape, Space and Measure & AT1 Activities: Using the bikes & trikes in the playground how far can you travel in 5 seconds? Who can travel the furthest? Keep a tally of metres. Block graph results. Suggested Data Handling & AT1 Activities: Using the bikes & trikes to solve a problem. How many wheels would you have if there were 2 bikes and 3 trikes? Can you make a problem for a friend to solve using the bikes?

Success Criteria linked to: A Maths Trail at School (Y1&2) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Find a starting point, identify key odd and even facts and other relevant information Number Success Criteria: I can recognise odd and even numbers to 10. I can explain the difference between odd and even numbers. I recognise that all the numbers count in twos. I know that the even numbers are found in 2 x table. Shape, Space and Measure Learning Intentions: Begin to use metres to measure length. Know 100cm = 1 metre. Shape, Space and Measure Success Criteria: I can place metre sticks end to end to measure a distance. I can total the number of metre sticks used. I know how to use one metre stick and slide it along to measure a longer distance. I know that 100cm = 1 metre. If I know 100cm = 1 metre, I can count in 100s and convert in to the number of metres travelled. Data Handling Learning Intentions: To record results and communicate findings using simple lists, tables and block graphs. Data Handling Success Criteria: I can identify and circle the key Maths in a problem. I can use practical equipment to solve a problem. I can jot down pictorial sums to solve a problem. I can record a number sentence to solve a problem.

Y1 Maths Trail In the playground find the alphabet snake. 1. How many letter shapes can you see? 26 2. How many vowel letters are there? 5 3. How many consonant letters are there? 21 4. What is the fifth letter of the alphabet? e 5. What is the ninth letter of the alphabet? i 6. Which letter comes before w? v 7. Which lette comes after e? f 8. Rearrange the letters to discover a number word. What is it? five 9. Can you double the last answer? What is it? 10 10. Can you break the secret code? Complete the sums to reveal a hidden word. a b c d e f g h i j k l m 1 2 3 4 5 6 7 8 9 10 11 12 13 n o p q r s t u v w x y z 14 15 16 17 18 19 20 21 22 23 24 25 26 3 less than 10 +? Double 9 =? 3 + 10 8 =? 10 6 3 =? 6 more than 14 =? Great!

Y1 Maths Trail In the playground find the hopscotch. 1. Jump or throw beanbags along the hopscotch counting in ones. Colour the hopscotch squares you landed on. How many jumps / throws did you make? 2.Do the same again, draw a new hopscotch and count in twos, fives and tens. Colour in and record the results. Are the numbers odd or even? 10 8 9 7 5 6 4 2 3 1 3. Which way of counting took the longest? Why? Which way of counting took the shortest? Why? 4. Which numbers are odd? Why? Add them together. What is the total? 5. Which numbers are even? Why? Add them together. What is the total? 6. Think about the odd and even totals. Which answer is greater? Why? Use the space on the back of the sheet to jot down why.

Y1 Maths Trail In the playground find the bikes and trikes. 1. If you had two bikes and your friend had two trikes to play with, how many wheels are there altogether? Use the equipment and jot down a number or picture sum in the empty space. Can you make different problems for your friends? 2. How far can you ride around the road track in five seconds? How far did you travel? How many metres did you travel? 3. Fill in the tally chart and block graph to show how far everyone in your group travelled. Name Distance travelled in metres Distance Number of metres travelled Number of children 4. Who travelled the most distance? Who travelled the least distance? 5. What is the difference between the most and least amount of metres travelled? 6. How many more metres did A travel than B?

Y2 Maths Trail In the Adventure Zone find the monkey bars. 1. Make teams of 4 people. Time how long it takes for each team to complete the monkey bars. Which team is the winner. What is the difference in time between the fastest and slowest team? How can you find out? What equipment do you need? Can you make up different challenges for your friends? 2. How high are the monkey bars? How can you find out? What equipment do you need? 3. Estimate the distance from one end of the monkey bars to the other. My estimate Now measure Was your estimate quite close? Try estimating and measuring another piece of apparatus? Are your estimates getting closer? 4. Now work with a partner to plan a symmetrical sequence on the monkey bars. Start at the bottom of the ladders on opposite ends and plan your movements symmetrically. Ask a friend to take a photo of you do you look symmetrical? Why?

Y2 Maths Trail In the playground find the number line. 1. How many numbers are shown? How do you know? 2. Choose a 1-digit number. How many times does that digit appear on the number line? Try again with a different 1-digit number. Do you get the same result? 3. Find your age on the number line. Double your age. Now add 10 to this number. Now subtract double your age. What is your answer? Try again with a different 1-digit age. What did you find out? Talk about why this happens. 4. Start on number 1. Now jump along the number line but count in 10s. What number do you land on? Now jump along the number line but count in 2s. What number do you land on? Now jump along the number line but count in 5s. What number do you land on? Which number was easiest to count in? Why?

Y2 Maths Trail In the playground find clock face marked out on the playground. 1. Work with a friend to stand on points of the clock to show: 2 o clock 9:00 Half past 4 10:30 Quarter past 11 7:15 Quarter to 3 12:45 2. Start at 1. Walk round the edge of the clock face saying each number as you come to it. Keep walking and counting on when you get to 12 so that 1 will be 13, 2 will be 14 etc. What number do you end on? Now use some chalk to write the new numbers on the clock face. You have made a 24 hour clock! 3. The clock face is a CIRCLE. How could you measure the distance all the way round the circle? What could you use? Try out your idea to see if it works. Now measure across the circle from 12 to 6. What is the distance from 9 to 3? What do you notice? Now try making up some other measuring challenges for your friends!

A maths trail around the school (Y3/4) Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to real-life experiences within the context of the school s own environment. Pre-visit discussion (What do the learners want to find out in addition to teacher s Probing Questions): What type of mathematics could we find inside and around the school s own environment?? Context for learning: Children will use the school s own environment to search for the mathematics that can be seen.. Number: Shape, Space and Measure: Data Handling and U&A: To be able to solve one-step and two-step problems involving numbers or measures; choose and carry out appropriate calculations, using calculator methods where appropriate. To be able to estimate and find unit fractions of numbers and quantities. I can record how I work out a calculation showing each step. I can estimate and find unit fractions of numbers and quantities. What skills do I need to solve 1,2 or 3 step word problems relating to our place of worship? What strategies will I use for working out my answers? How will I find the fraction of a number? Use calculators for addition and subtraction of large numbers (numbers seen around the school). To be able to measure and calculate perimeters. To be able to find the area of rectilinear shapes. To be able to recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and identify the position of a square on a grid of squares. I know when a line is horizontal or vertical I can describe the position of a square on a grid of squares. I can measure and calculate perimeter I can find the area of a rectilinear shape. How can I find the perimeter of a display board? What is the difference between horizontal and vertical lines? What skills do I need in order to read a map? Use Roamer to navigate a section of the school building, or on a floor plan of the school. To be able to Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information. To be able to answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate. I can decide what information to collect to answer a question. I can collect data and put it in a table to help me explore an idea and find out more about it. What mathematical question could we investigate through gathering data during our trail around the school? How could I record my data effectively and efficiently? Gather data on the class sizes, and the days of the week with most visitors in the visitor book. Create a presentation of the mathematical findings linked to the visit. Follow-up learning/something to bring back: Each child should aim to bring back the following: Photo of an aspect of the school relating to shape/tessellation - Photos could be used to categorize and investigate the benefits of that shape on the school building. The answer to their own question created during the pre-visit discussion - Questions and answers could form a learning log/learning wall display. A piece of information that the child finds fascinating - Link this to aspects of SMSC that develops the spiritual capacity of the learning.

Suggested Number & AT1 Activities: Find the fraction of boys and girls in each class/year group. Can this be broken down to lowest form? Plan story context problems from particular objects within the school. How many numbers can the children see as they walk the school? What is the total of the numbers and the difference between the largest and smallest? Estimate and approximate the number of books on a shelf in the school library. What is the average of 4 shelves? Calculate the total/difference of the house point charts, show two methods for working out the answer. Points to consider: Other classes not to be disrupted. Playground rotas. PE times. Whether extra help may be useful. Links to other buildings/visits: Field/woodland on site. Village halls. Others schools, work together with them. Suggested Shape, Space and Measure & AT1 Activities: Use a plan of the school to get from one place to another. Use a roamer to navigate an area of the school. Find areas and perimeters of rooms in the school, and discover which has the largest. Find examples of shape patterns/tessellation around the school. Which display board has the largest area? Suggested Data Handling & AT1 Activities: Which year group/class has the most boys or girls? Which day of the previous week had the most visitors to the school? How will you record this? Decide on a topic of investigation from around the school, and plan how to carry out, record and present findings.

Success Criteria linked to: A maths trail around your school (Y3&4) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this trail. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: To be able to solve one-step and two-step problems involving numbers or measures; choose and carry out appropriate calculations, using calculator methods where appropriate. Number Success Criteria: (Suggested Steps to Success for solving any word problem) 1. Read the problem carefully or have somebody read it to me. 2. Circle or underline the key numbers and words. 3. Sort out the operation. 4. Write the number statement. 5. Work out and check the calculation. 6. Read the word problem through again. 7. Answer the word problem. To be able to estimate and find unit fractions of numbers and quantities. 1. Make a sensible estimate of the answer. 2. I know which number is the denominator. 3. Divide the number by the denominator. 4. Multiply the quotient by the numerator to find the answer. 5. Check my answer against my estimate. Shape, Space and Measure Learning Intentions: To be able to measure and calculate perimeters. Shape, Space and Measure Success Criteria: 1. Identify the lengths of the sides around the shape 2. Add the lengths of each side together to find the total. 3. Answer is the perimeter of the shape. 4. Check answer using an appropriate method. To be able to find the area of rectilinear shapes. Data Handling Learning Intentions: 1. Identify the sides of the rectangle. 2. Measure the length of each side of the rectangle. 3. Multiply the length by the width of the rectangle (LxW). 4. The answer is the area which should be described using cm2. 5. Check the calculation using an appropriate method. Data Handling Success Criteria: To be able to present data by accurately constructing appropriate graphs. 1. Draw axes accurately and label them. 2. Use intervals greater than one. 3. Draw bars to the correct intervals/ plot points & join them accurately/place pictorial symbols to correct interval 4. Label graph. 5. Extract information from the graph. 6. Interpret the information presented.

A Maths Trail (Y5/6 ) Rationale: The purpose of this activity is to use the school environment to facilitate the teaching and learning of mathematics. Pre-activity discussion (The children are aware that mathematics is all around them if they look closely enough): Context for learning: To use the environment of the school as an inspiration for mathematical thinking. Number: To be able to use and interpret coordinates in all four quadrants Use an appropriate non-calculator method to solve problems using all four rules of number I can plot co-ordinates in all four quadrants I can multiply a digit number by a two digit number I can find the difference between two numbers Shape, Space and Measure: Know and use the formula for the circumference and area of a circle Look at angles in construction and determine which type they are? I can find the area of a circle I know that = 3.14 I can find the circumference using the diameter or the radius. I can identify acute, obtuse and reflex angles. Data Handling: Design a survey or experiment to capture the necessary data from one or more sources. Ask a question, plan how to answer them and collect the data required I can count the number of clocks around the school. I can follow a trail and record the appropriate data. I can record information in a clear and precise way. When identifying the position of something, how do I know whether the co-ordinate is positive or negative? Can the children sort out all the different number words into the correct areas? E.g difference, product etc Use a Roamer to identify position. Investigate What are powers or indices? Why are walls perpendicular to the floor? Construct a plan of the school Can the children plan their own maths trail around the school? Can they explain to someone the directions for a particular place? Follow-up learning/something to bring back: After following a maths trail around the school, could they then create their own? Use ICT to construct frequency tables for discrete or continuous data.

Suggested Number & AT1 Activities: Identify the number of chairs/tables in the hall or a classroom. Plan story context problems from particular objects within the school. Use common objects like clocks to construct number patterns Use numbers on roll to plan number activities to include all four rules. This could be done before they begin the trail around. Let them count the number of certain objects within a particular area of the school. Use estimation and approximation in their answers. Use ratio and proportion to compare one thing to another Points to consider: Other classes not to be disrupted. Playground rotas. PE times. Whether extra help may be useful. Links to other buildings/visits: Field/woodland on site. Village halls. Others schools, work together with them. Suggested Shape, Space and Measure & AT1 Activities: Use a plan of the school to get from one place to another. Put a co-ordinate grid over a map of the school and use it to determine the area that the children work in. Find areas and perimeters of given objects and places within the school Identify shapes within the framework of the school Suggested Data Handling & AT1 Activities: Count the number of clocks around the school Work out a frequency table of the number of tables in different areas. What is the average number of plug sockets/ light switches or lights in certain rooms of the school? Use different ways to present their findings.

Success Criteria linked to: A maths trail around your school (Y5&6) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this trail. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Algebra To be able to use and interpret coordinates in all four quadrants Shape, Space and Measure Learning Intentions: Know and use the formula to find the circumference and area of a circle. Data Handling Learning Intentions: Design a survey or experiment to capture the necessary data from one or more sources. Number Success Criteria: By the end of this block of work a child should be able to read co-ordinates in all four quadrants and mark a given coordinate on a grid. If a child is given a map of the school with a co-ordinate grid in four quadrants marked on top of the map. They should be able to be given a co-ordinate find it on the grid and read what the place is that lies under that particular co-ordinate. They need to remember the rule along the corridor and up/down the stairs. They should also be able to find somewhere on the map and give a co-ordinate as close to it as possible. They must also know that if x = -3 it is in a different place that when x = +3. They should know that the horizontal axis is the x axis and the vertical axis is the y axis. Where the two axes cross is called the origin. Shape, Space and Measure Success Criteria: By the end of this block of work the children should understand that is the number of times that the diameter divides into the circumference. The answer is always 3.14 times. This number can be written more accurately but 2 decimal places is a good place to start. To find the circumference of a circle they use the formula x Diameter. They must know that the radius is half the diameter and the distance from the circumference to the centre of the circle. The diameter divides the circle in half. Circumference is a measure of length. To find the area of a circle they multiply by the radius and then by the radius again. x R x R. Area is measured in squared units and is the space within the shape. Data Handling Success Criteria: By the end of this block of work the children should have had the opportunity to plan their own maths trail. They should work in groups and work in a particular part of the school. They could be given a framework which means they incorporate a number activity, an activity involving shape and space and another involving data handling. They should be aware of the audience they are catering for and use mathematical procedures accordingly. Any of the good questions could be added to a whole school maths trail. They could also use data involving the numbers of children in each class, attendance figures or the number that have school meals.

Beyond the Trail Evaluation Sheet 1) What did you think of the maths trail? 2) Which area of the school did you enjoy working in the most? Why? 3) Which part of the trail was the most challenging? 4) Could you think of other types of questions that I Might have asked, that are mathematical? You have to create your own maths trail. Choose a part of the school you could work in. Make up 4 questions that could be used as part of the trail. Area of the school you are working in 1) 2) 3) 4)