**Key stage year covered KS2 / 3**

Maths Circus Act 4 and Maths Circus Act 5 cover the same National Curriculum and National Numeracy Strategy objectives but each has a different set of activities.

Maths Circus supports the National Numeracy Strategy objectives for KS2 and the National Curriculum for Mathematics.

The software can be used to support children working towards each level of attainment from the National Curriculum depending on which level of difficulty the program is set. The following areas are supported from the National Curriculum.

# Knowledge, skills and understanding

## Using and applying number

1) | Pupils should be taught to: |

Problem solving | |

a. | approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do. |

b. | develop flexible approaches to problem solving and look for ways to overcome difficulties. |

c. | make decisions about which operations and problem-solving strategies to use. |

d. | organise and check their work. |

Reasoning | |

h. | understand a general statement and investigate whether particular cases match it. |

i. | explain their methods and reasoning when solving problems involving number and data. |

## Numbers and the number system

2) | Pupils should be taught to: |

Counting | |

a. | count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond. |

Number patterns and sequences | |

b. | create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling. |

The number system | |

c. | read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place-holder; order a set of one and two-digit numbers and position them on a number line and hundred-square; round any two-digit number to the nearest 10. |

## Calculations

3) | Pupils should be taught to: |

Number operations and the relationships between them | |

a. | understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ?] |

b. | understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division. |

Mental methods | |

c. | develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the *2 and *10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20. |

d. | develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single-digit number, then adding and subtracting a multiple of 10 to or from a two-digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition. |

e. | carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, *, division and = correctly [for example, 7 + 2 = 9]. |

## Solving numerical problems

4) | Pupils should be taught to: |

a. | choose sensible calculation methods to solve whole-number problems (including problems involving money or measures), drawing on their understanding of the operations. |

b. | check that their answers are reasonable and explain their methods or reasoning. |

# Breadth of study

1) | During the key stage, pupils should be taught the Knowledge, skills and understanding through: |

c. | using mental images of numbers and their relationships to support the development of mental calculation strategies. |

e. | drawing inferences from data in practical activities. |

f. | exploring and using a variety of resources and materials, including ICT. |

g. | activities that encourage them to make connections between number work and other aspects of their work in mathematics. |

# Knowledge, skills and understanding

## Using and applying shape, space and measures

1) | Pupils should be taught to: |

Problem solving | |

a. | try different approaches and find ways of overcoming difficulties when solving shape and space problems. |

c. | select and use appropriate equipment and materials when solving shape and space problems. |

Communicating | |

d. | use the correct language and vocabulary for shape, space and measures. |

Reasoning | |

e. | recognise simple spatial patterns and relationships and make predictions about them. |

f. | use mathematical communication and explanation skills. |

## Understanding properties of position and movement

3) | Pupils should be taught to: |

a. | observe, visualise and describe positions, directions and movements using common words. |

b. | recognise movements in a straight line (translations) and rotations, and combine them in simple ways. |

c. | recognise right angles. |

## Understanding measures

4) | Pupils should be taught to: |

a. | estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes] , then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three-and-a-bit litre jugs'] ; compare the durations of events using a standard unit of time. |

b. | understand angle as a measure of turn using whole turns, half-turns and quarter-turns. |

c. | estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division. |

# National Numeracy Strategy

The following are the key objectives from the National Numeracy Strategy that are supported by using this software:

## Year 3

- Read, write and order whole numbers to at least 1000; know what each digit represents.
- Count on or back in tens or hundreds from any two- or three-digit number.
- Know by heart all addition and subtraction facts for each number to 20.
- Add and subtract mentally a 'near multiple of 10' to or from a two-digit number.
- Know by heart facts for the 2, 5 and 10 multiplication tables.
- Understand division and recognise that division is the inverse of multiplication.
- Use units of time and know the relationships between them (second, minute, hour, day, week, month, year).
- Understand and use £.p notation.
- Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining methods and reasoning.
- Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.

## Year 4

- Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers.
- Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
- Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10 multiplication tables.
- Know and use the relationships between familiar units of length, mass and capacity.
- Choose and use appropriate number operations and ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.

## Year 5

- Multiply and divide any positive integer up to 10000 by 10 or 100 and understand the effect.
- Order a given set of positive and negative integers.
- Use decimal notation for tenths and hundredths.
- Round a number with one or two decimal places to the nearest integer.
- Calculate mentally a difference such as 8006 - 2993.
- Know by heart all multiplication facts up to 10 × 10.
- Carry out short multiplication and division of a three-digit by a single-digit integer.
- Carry out long multiplication of a two-digit by a two-digit integer.
- Use all four operations to solve simple word problems involving numbers and quantities, including time, explaining methods and reasoning.

## Year 6

- Multiply and divide decimals mentally by 10 or 100, and integers by 1000, and explain the effect.
- Order a mixed set of numbers with up to three decimal places.
- Derive quickly division facts corresponding to multiplication tables up to 10 × 10.
- Carry out short multiplication and division of numbers involving decimals.
- Carry out long multiplication of a three-digit by a two-digit integer.
- Identify and use the appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities, and explain methods and reasoning.

Revision 6

Last modified on 14/03/15 .

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