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Devising a Rolling Programme of Oral & Mental Starters Over a given period e.g. 15 days, each curricular target will be addressed once in a dedicated Oral & Mental Starter each. This will leave some ‘free’ days for other areas of mathematics to be practised in the remaining Oral & Mental Starters (OMS). Each curricular target OMS should be planned in advance (see grid) and referred to in short-term planning. There is no need to rewrite the OMS onto the short-term plan. A brief reference/code is enough – as long as the OMS Rolling Programme grid is attached to the planning. The programme of Target OMS activities should include the use of a variety of resources, different ways for children to respond and opportunities for pupil talk and interaction. OMS on the ‘free’ days’ should be planned for on the school’s usual short-term planning format. These can be activities from Unit Plans, ‘class favourites’, other areas in need of practice, etc. as usual. At the end of the given period (e.g. 15 days), the programme of Target OMS is repeated – using the same planned OMS activities. The order in which they are carried out each time does not have to remain the same as long as they are all taught within the 15 days. After one term, the programme will have been repeated four times. Within this time, the activities may have evolved slightly as the children progress towards the targets. This should be noted, in brief, on the OMS Rolling Programme grid. Each term, a new plan/grid needs to be written with a new set of activities for the same target objectives. (If a target/objective has been achieved in the previous term, a linked higher-level objective must be targeted in its place). L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Reception Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame Opportunities Level -work OMS Activity for Talk Resources Date Objective Page Count forwards and backwards in Sec. 4 tens from/to a given multiple of p. 7 Place Value ten. Say one or ore numbers that are Sec. 4 between two given numbers e.g. p. 12 start with small numbers and extend as appropriate. Number Facts Calculate one more or one less Sec. 4 than a given number. W p. 14 Relate addition to counting on e.g. find the total by counting Sec. 4 on. Start with two groups and p. 15 Mental Calculation Strategies extend to three, as appropriate. Relate the addition of doubles to Sec. 4 counting on. p. 15 Calculate how man objects have been removed from a group by counting up from a number. Sec. 4 Include ‘how many more are p. 17 needed to make a larger number?’ Additional objectives for regular Oral and Mental Starter practice: Directly compare two lengths, masses or Sec. 4 capacities. Extend to three or more as appropriate. Use language appropriate. p. 22 Measures Sec. 4 Tell the time to the hour. p. 23 W, Sec. 4 Shape Classify and describe 2-D and 3-D 1C, p. 24 shapes, according to their properties. 1B L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 1 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Begin to know what each digit in a 2-digit number represents. Partition a ‘teens’ number & Sec. 5 begin to partition larger 2-digit p.8 Place Value numbers into a multiple of tens & ones (TU). Compare two familiar numbers; say which is more or less and give Sec. 5 a number, which lies between p. 10 them. Know by heart all pairs of Sec. 5 numbers with a total of 10. 2C p.30 Number Facts Know by heart addition facts for all pairs of numbers with a total Sec. 5 up to at least 5 & the p.30 corresponding subtraction facts. Know by heart addition doubles of Sec. 5 all numbers to at least 5 (e.g. 4 + p.30 4) & the corresponding halves. Use knowledge that addition can be done in any order to do mental Sec. 5 Mental Calculation Strategies calculations more efficiently e.g. put the larger number first & count on in p.32 ones, including beyond 10 e.g. 7 + 5 Add 9 to a single-digit number by Sec. 5 adding 10 then subtracting 1. p.34 Use known facts & place value to add or subtract mentally within the range 0 Sec. 5 to 10, then 0 to at least 20: Add or subtract a single digit to or from 10, p.36 then 20. Additional objectives for regular Oral and Mental Starter practice: Sec. 5 Handling Solve a given problem by Data p. 90, sorting…information in simple ways 92 Measures Read the time to the hour or half Sec. 5 hour on analogue clocks. p. 78 Use everyday language to describe 1C, Sec. 5 Shape features of familiar 3-D & 2-D 1A, 2C p. 80 shapes… L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 2 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Know what each digit in a 2-digit number represents, including Sec. 5 zero as a placeholder and 2A p. 9 Place Value partition 2-digit numbers into a multiple of tens & ones (TU). Order whole numbers to at least Sec. 5 100 & position them on a number 2A p. 15 line & 100 square. Know by heart all addition & Sec. 5 subtraction facts for each 2A Number Facts p. 31 number to at least 10. Know by heart multiplication facts for the 2 & 10 times-tables. Sec. 5 2A Know doubles of all numbers to at p. 53 least 15 (e.g. 15 + 15). Use knowledge that addition can be done in any order to do mental calculations more Sec. 5 efficiently. For example, add three 2A p.33 small numbers by putting the largest number first & or find a pair totaling Mental Calculation Strategies 10. Find a small difference by Sec. 5 counting up from the smaller to p. 33 the larger number e.g. 42 - 38 Add/subtract 9 or 11: add/subtract 10 & adjust by 1. Sec. 5 Begin to add/subtract 19 or 21 by p. 33 adjusting. Use known number facts & place value to add/subtract mentally: Sec. 5 add/subtract a single digit to a p. 37 multiple of 10 or 100. Additional objectives for regular Oral and Mental Starter practice: Solve a given problem by sorting, Sec. 5 Handling classifying & organizing information in Data simple ways…. p. 91, 93 Read a simple scale to the nearest labeled division, including using a Sec. 5 2A ruler to draw & measure lines to p. 77 Measures the nearest centimetre. Read the time to the hour, half hour or quarter hour on an analogue clock & a Sec. 5 12-hour digital clock & understand the p. 79 notation 7:30 Sort shapes & describe some of Sec. 5 Shape 2B, 2A their features … p. 81 L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 3 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Know what each digit represents and partition 3-digit numbers into Sec. 5 3 Place Value a multiple of a hundred, a p. 9 multiple of tens & ones (HTU). Say the number that is 1, 10 or Sec. 5 100 more or less than any given 2- p. 13 or 3-digit number. Know by heart all addition & Sec. 5 subtraction facts for each 3 p. 31 number to 20. Number Facts Know by heart multiplication Sec. 5 facts for the 2, 5 & 10 times- 3 p. 53 tables. Derive quickly doubles of all whole numbers to at least 20 (e.g. Sec. 5 17 +17) & all the corresponding p. 53 halves. Find a small difference by Mental Calculation Strategies Sec. 5 counting up from the smaller to p. 33 the larger number e.g. 102 - 97 Add & subtract mentally a ‘near multiple of 10’ to or from a 2- Sec. 5 digit number… by adding or 3 p. 35 subtracting 10, 20, 30…& adjusting. Use known number facts & place value to add mentally: add a pair Sec. 5 of 2-digit numbers without p. 37, crossing the tens boundary or 100 39 e.g. 45 + 22. Additional objectives for regular Oral and Mental Starter practice: Recognise unit fractions such as ½, Fractions Sec. 5 1/3, ¼ , 1/5, 1/10… & use them to find 3 p.21, 23 fractions of shapes & numbers. Solve a given problem by organising & interpreting data in simple lists, Sec. 5 Handling 3 Data tables & graphs… e.g. Venn & Carroll p. 91, 93 diagrams Read scales to the nearest division Sec. 5 (labelled or unlabelled). P. 77 Measures Read the time to 5 minutes on an Sec. 5 analogue clock & a 12-hour digital p. 79 clock & use the notation 9:40. Classify & describe 3-D & 2-D Sec. 5 Shape shapes…referring to properties… p. 81 L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 4 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Add/subtract 1, 10, 100 or 1000 to/from any integer & count on or Sec. 6 Place Value back in tens, hundreds or thousands p. 4 from any whole number up o 10 000. Multiply or divide any integer up to Sec. 6 1000 by 10 (whole number answers) p. 6 understand the effect. Consolidate knowing by heart Sec. 6 Number Facts addition & subtraction facts for all p.38 numbers to 20. Know by heart multiplication facts Sec.6 for the 2, 3, 4, 5 & 10 times- 3 p. 58 tables. Find a small difference by counting Sec. 6 up e.g. 50003 - 4996 p. 40 Mental Calculation Strategies Add or subtract the nearest multiple Sec. 6 of 10 then adjust. p. 40 Use known number facts & place value to add or subtract mentally, Sec. 6 including any pair of 2-diigit whole 3 p. 44 numbers, including crossing the tens boundary. Use doubling or halving, starting from known facts. For example, Sec. 6 double/halve 2-digit numbers by p. 60 doubling/halving the tens first. Additional objectives for regular Oral and Mental Starter practice: Recognise the equivalence between the Fractions & decimal & fraction forms of one half, Sec. 6 Decimals one quarter, & tenths such as 0.3 p. 30 Solve a problem by collecting, quickly, Data Handling Sec. 6 organising, representing & interpreting p. 114, data in tables, charts, graphs & 116 diagrams… Record estimates & readings from Sec. 6 scales to a suitable degree of accuracy. p. 94 Measures Read the time from an analogue clock to the nearest minute & from a 12-hour Sec. 6 digital clock. Use am/pm & the p. 100 notation 9:53 Describe & visualise 3-D & 2D shapes. Shape & Space Classify polygons using criteria such Sec. 6 as number of right angles, whether or 4 p. 102 not they are regular, symmetry properties. L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 5 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Multiply & divide any positive Sec. 6 integer up to 10 000 by 10or 100 4 Place Value p. 7 & understand the effect. Use decimal notation for tenths Sec. 6 4 & hundredths. p. 29 Derive quickly (or continue to Sec. 6 Number Facts derive quickly) all 2-digit numbers p. 39 that total 100 e.g. 43 + 57. Know by heart all multiplication Sec. 6 4 facts up to 10 × 10. p. 59 Find differences by counting up through the next multiple of 10, Sec. 6 100 or 1000 e.g. calculate 4 p. 41 mentally a difference such as Mental Calculation Strategies 8006 – 2993. Add or subtract the nearest Sec. 6 multiple of 10 or 100, them P. 41 adjust. Use known number facts & place Sec. 6 value for mental addition & p. 45, subtraction e.g. 470 + 380, 810 – 47 380, 7.4 + 9.8, 9.2 – 8.6 Use doubling or halving, starting from known facts. For example, Sec. 6 double/halve any 2-digit number p. 61 by doubling/halving the tens first. Additional objectives for regular Oral and Mental Starter practice: Relate fractions to their decimal representations, that is recognise the FDPRP Sec. 6 equivalence between the decimal & fraction 4 p. 31 forms of one half, one quarter, three quarters…& tenths & hundredths. Handling Solve a problem by representing & Sec. 6 Data interpreting data in tables, charts, graphs p. 115 & diagrams… Record estimates & readings from scales Sec. 6 to a suitable degree of accuracy. p. 95 Measures Read the time on a 24-our digital clock & Sec. 6 use 24-hour clock notation, such as 19:53. p. 101 Recognise properties of rectangles. & Space Shape Classify triangles (isosceles, equilateral, Sec. 6 4 scalene) using criteria such as equal sides, p. 103 equal angles, lines of symmetry. L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole Key Areas of Focus to Address some of the Prerequisite Numeracy Skills Objectives to be Addressed in Planning/Teaching Year 6 Oral & Mental Starters Rolling Programme NNS Curricular Target/ Frame- Opportunities Level work OMS Activity for Talk Resources Date Objective Page Multiply & divide numbers mentally by 10 or 100, & Sec. 6 5 Place Value integers by 1000, & explain the p. 7 effect. Order a mixed set of numbers or Sec. 6 measurements with up to three 4 p. 29 decimal places. Consolidate knowing by heart multiplication facts up to 10 × 10 Sec. 6 Number Facts 4 & derive quickly the p. 59 corresponding division facts. Derive quickly doubles of 2-digit Sec. 6 numbers & decimals e.g. 3.8 × 2, p. 59 0.76 × 2. Consolidate finding a difference Sec. 6 Mental Calculation Strategies by counting up. p. 41 Consolidate adding or subtracting Sec. 6 the nearest multiple of 10, 100 or p. 41 1000, then adjust. Use known number facts & place Sec. 6 value to consolidate mental p. 45, addition/subtraction & 47, 65 multiplication/division. Use related facts & doubling or halving. For example, double or Sec. 6 halve the most significant digit p. 61 first… Additional objectives for regular Oral and Mental Starter practice: Express simple fractions such as one half, one quarter, three quarters, one FDPRP Sec. 6 third, two thirds,,,& tenths & p.31, 33 hundredths & thousandths as decimal fractions & as percentages. Solve a problem by representing, Handling Handling extra ting & interpreting data in Sec. 6 Data Data 4 tables, graphs, charts & diagrams … p. 115 for example, line graphs. Record estimates & readings from scales Sec. 6 to a suitable degree of accuracy. p. 95 Measures Read the time on a 24-our digital clock & Sec. 6 use 24-hour clock notation, such as 19:53 p. 101 (Year 5 objective) Classify quadrilaterals, using criteria Shape Sec. 6 such as parallel sides, equal angles, p. 103 equal sides … L.B. Redbridge Mathematics and Numeracy Team Paula Murray-Mower/Sarah Poole