Number and Place Value Provision Map

This document is subject to change as we continue to work as a school on curriculum development.

Recent research shows us that:

‘Number sense develops gradually over time as a result of exploring numbers, visualising them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms’ Sood and Jitendra (2007)

Developing number skills at Hindhayes - We draw on the principles of the NCETM, Gareth Metcalf’s number sense work and the mastery maths approach to support our long term aim of developing robust mathematicians who have a developed understanding of number. Our approach,over time, enables children to understand the concept of 1:1 correspondence, the use of patterns to support subitizing as a way to perceive the cardinality of a small set, to understand that the last number in the counting sequence represents the quantity of the set. Alongside these concepts, children develop their understanding of number symbols and representations and the vocabulary involved in comparing sets. It is therefore imperative that due time is given to the development of these skills, and as a staff we understand that to provide stretch and breadth in number we question will that always make 5?, we ask the children to create tell me a story using your animals and we provide twists is it still 5? We want all our year groups to have time to work with concrete materials and familiar ideas, have time to compose and recompose different arrangements and representations of number, discuss and share their discoveries and solutions, investigate the realistic uses of number in their everyday world and explore number patterns and relationships. This is where our application of additional APE and fluency slots outside of our dedicated maths lessons is so vital and why our progression of skills and long term plans are so important.

Download the document below.

Number and Place Value Provision Map Final
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