Maths

Subject Guide

K45802

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www.oxfordinternationalcurriculum.com
 Maths Subject Guide 1

Contents
I see problem-solvers
2 Curriculum at a glance
4 Assessment framework who can clearly
6 Lesson plans and worksheets
8 Resources communicate their
mathematical thinking
The Oxford International Curriculum is a What does the Oxford International
new approach to teaching and learning Curriculum for Maths offer you?
focused on wellbeing, which places joy
• An inherently inter-connected and overlapping
at the heart of the curriculum and spiral curriculum, building in complexity each
develops the skills your learners need year, with elements of mastery throughout.
for their future academic, personal and • A problem-solving approach that encourages
career success. students to use their mathematical skills in a
real-world context.
Maths is one of six subjects that make up the • A variety of concrete and pictorial
curriculum, part of a coherent and holistic representations used to introduce new
approach that ensures continuity and progression learning, allowing students to build a strong
across every student’s educational journey. mental schema.
• Language support with new vocabulary,
Six strands encompass the full spectrum of skills to help students communicate their thinking
and understanding that young learners will need clearly, and support EAL learners.
to develop at primary and lower secondary level,
to both prepare them for further mathematical
study, and in their everyday lives:

• Number
• Calculating
• Measure, ratio and proportion
• Geometry
• Algebra
• Statistical thinking

oxfordinternationalcurriculum.com
2 Oxford International Curriculum Maths Subject Guide 3

Curriculum at a glance
PRIMARY
Curriculum at aAND
glance LOWER SECONDARY MATHS CURRICULUM
PRIMARY aAND
glance LOWER SECO
AT-A-GLANCE
Curriculum at
Strand Year 1 Year 2 TheYear
Oxford
3 InternationalYear
Curriculum
4 YearStrand
5 Year
Year 61 Year 2
7
Students can: Students can: for Maths offers end-to-end
Students can: Students can: Students can: Students can: Students can: Students c

1 Number 1.1a: Count to 50, forwards and backwards 2.1a: Count to 100, forwards and
backwards
teaching and learning support with
3.1a: Count in multiples of 4, 8, 50 and
100 from 0
4.1a: Count in multiples of 6, 7, 9, 10, 25,
100 and 1000 in numerals and words
1 Number
5.1a: Read and write numbers to at least 1 000 000 1.1a: Count
6.1a: to 50,
Read and forwards
write andto
numbers backwards
at least 10 000 000 in numerals and words
7.1a:
2.1a: Compare
and
Count to 100,
backwards
andforwards
order positive
negative numbers
and 8.1a:
3.1a: Coun
of
Roun
100decima
from 0

Number
1.1b: Count in multiples of 2, 5, 10 and other
small multiples 2.1b: Count in multiples of 2 , 3 and 5
from 0
year-on-year progression of learning
3.1b Read and write numbers to 1000 in
numerals and words
4.1b: Count backwards through zero to
include negative numbers
Number
5.1b: Count forwards and backwards to 1 000 000
in steps 10, 100, 1000, 10 000 and 1 0 0000
1.1b: Count in multiples of 2, 5, 10 and other
6.1b:
smallDetermine
multiples the value of each digit in a
seven or eight digit number
7.1b:
2.1b: Recognize
(up
from
Count in multiples
to03)
and useofpowers
2 , 3 and
and5 roots 8.1b:
3.1b Read
Solve
numerals
and place 1.1c: Read and write numbers to 50 in
numerals and to 20 in words 2.1c: Count forwards and backwards in outcomes for nine year groups.
3.1c: Compare and order numbers up 4.1c: Compare and order numbers to
and place
5.1c: Compare and order numbers to 1 000 000
1.1c: Read and write numbers to 50 in
6.1c:
numerals
Roundandanytowhole
20 in number
words to a 7.1c:
2.1c: Determine
Count forwards
the value
and of
backwards
each digitinin
8.1c: Calcu
3.1c: Com
percentag
value tens from any number to 1000 10000 value required degree of accuracy any
tensnumber
from any number to 1000
1.1d: Compare numbers and quantities 5.1d: 1.1d: Compare numbers and quantities 8.1d: Calc
to 50 including the use of pictorial 2.1d: Read and write numbers to 100 in 3.1d: Determine the value of each digit in a 4.1d: Determine the value of each digit in a six-digit number 6.1d:
to 50Calculate
including across
the use0of pictorial
and use negative 7.1d:
2.1d: Use
Read estimates
and writetonumbers
check answers
to 100 in 3.1d: Dete
decrease
Fractions, representations words three digit number 4-digit number Fractions, representations
numbers in context words three digi
5.1e: Round any number to 1 0 000 00 to the 7.1e: Compare and simplify fractions 8.1e: Find a
decimals 1.1e: Identify one greater/fewer than any 2.1e: Compare and order numbers and 3.1e: Find 100 more or less than a given 4.1e: Find 1000 more or less than a given decimals
nearest 10, 100, 1000, 1 0 000 and 1 0 00 00 1.1e: Identify
6.1e: one greater/fewer
Solve problems than any
involving number to 2.1e: Compare and order numbers and 3.1e: Find
using a m1
number to 50 quantities to 100 including the use of <, > number number number
10 000 000 to 50 7.1f:
quantities
Write one
to 100
number
including
as athe
fraction
use ofof<, > method
number
and and = symbols and
5.1f: Solve problems involving numbers to 1 000 000 and = symbols
1.1f: Order numbers to 50 3.1f: Represent and estimate numbers 4.1f: Round any number to the 1.1f: Order
6.1f: numbers
Identify to 50
the values of all the 3.1f: Repre
percentage 2.1f: Give a numerical estimate of a using different representations nearest 10, 100 or 1000 percentage
5.1g: Recognize the concept of negative numbers digits in a number given to three 2.1f: Give
7.1g: a numerical
Recognize and useestimate of a
the equivalence using diffe
1.1g: Use the early ordinal numbers quantity and represent them on a number line 1.1g: Use the
decimal early ordinal numbers
places quantity
of fractions, decimals and percentages
thinking 3.1g: Partition numbers into hundreds, tens 4.1g: Partition numbers into thinking 3.1g: Partit
1.1h: Use the language of simple fractions 2.1g: Partition numbers into tens and ones thousands, hundreds, tens and ones 5.1h: Read Roman numerals to 1000 and recognize 1.1h: Use the language of simple fractions 2.1g: Convert
7.1h: Partitionbeween
numbersfractions,
into tens and ones
and ones years written in Roman numerals and ones and percentages
decimals
1.1i: Understand the relationship between 3.1h: Solve problems involving number 4.1h: Solve problems involving 1.1i: Understand the relationship between 3.1h: Solve
whole numbers and parts of numbers 2.1h: Use place value apparatus to 1000 number to 10 000 5.1i: Compare and order fractions whose whole numbers and parts of numbers 2.1h:Compare
7.1i: Use placeand
value apparatus
order fractions, to 1000
and part–whole reasoning to solve denominators are all multiples of the same and part–whole
decimals reasoning to solve
and percentages
1.1j: Know and apply the fact that half is problems 3.1i: Count forwards and backwards in 4.1i: Read Roman numerals to 100 number 1.1j: Know and apply the fact that half is problems 3.1i: Count
one of two equal parts and one quarter is tenths one of two equal parts and one quarter is 7.1j: tenths
one of four equal parts 2.1i: Round to the next multiple of ten 4.1j: Count forwards and backwards in 5.1j: Identify, name and write equivalent fractions one of four equal parts 2.1i: Round
simple to the next
percentage multiple
of an amountof ten
3.1j: Relate tenths to decimal measures hundredths represented visually 3.1j: Relate
2.1j: Count on from any number in halfs and division by ten 2.1j: Count
7.1k: Roundon from
any any number
decimal in halfs
to 1 decimal and divisi
and quarters to 10 4.1k: Relate hundredths to division by one 5.1k: Write mixed numbers as improper fractions and quarters to 10
place
3.1k: Compare and order fractions with hundred and convert from one form to the other 3.1k: Com
2.1k: Write simple fractions using fraction the same denominator 2.1k: Write simple fractions using fraction the same
notation 4.1l: Use diagrams, including fraction 5.1l: Read and write decimal numbers as fractions notation
3.1l: Recognize and show, using diagrams, walls, to represent families of common 3.1l: Recog
2.1l: Recognize the simple non-unit equivalent fractions with equivalent fractions 5.1m: Relate thousandths to tenths, hundredths 2.1l: Recognize the simple non-unit equivalen
fractions 24 as 2 out of 4, 34 as 3 out of 4 small denominators and decimal equivalents fractions 24 as 2 out of 4, 34 as 3 out of 4 small den
4.1m: Recognize and write decimal
2.1m: Recognize and use the facts that 3.1m: Solve simple problems using equivalents for any number of tenths or 5.1n: Recognize the percent symbol (%) and 2.1m: Recognize and use the facts that 3.1m: Solv
one half is equal to two quarters and that fractions hundredths and for 14 , 12 and 34 understand that percent relates to ‘number of one half is equal to two quarters and that fractions
one third is one of three equal parts parts per hundred’, and write percentages as a one third is one of three equal parts
4.1n: Understand the effect of dividing a fraction with denominator 100, and as a decimal
1-digit or 2-digit number by 10 or 100
5.1o: Round decimals with two decimal places to
4.1o: Compare numbers with the same the nearest whole number and to one decimal
number of decimal places, up to two place
decimal places
5.1p: Read, write, order and compare numbers
4.1p: Round decimals with one with up to three decimal places
decimal place to the nearest whole
number 5.1q: Solve problems involving number up to three
decimal places

The spiral development

4.1q: Solve simple problems involving
fractions and decimals to two decimal
places
model means that learning
5.1r: Solve problems which require knowing
percentage and decimal equivalents of 12 , 14 , 15 ,
2 4
5 , 5 and those fractions with a denominator of a
multiple of 10 or 25

2 Calculating 1.2a: Use the language and 2.2a: Recall and use addition and 3.2a: themes are 4.2.a: revisited each
2 Calculating
5.2a: Use written methods to add and subtract 1.2a: Use
6.2a: the
Solve languageaddition
multi-step and and 7.2a:
2.2a: Use
Recall
written
and use
andaddition
mental methods
and to 8.2a:
3.2a: Mult
symbols for addition, subtraction subtraction facts to 20 expanded formal written methods methods to add and subtract numbers with up to four digits symbols for problems
subtraction addition, subtraction
in context, add
subtraction
and subtract
facts to
positive
20 and negative negative
expanded
and equality for addition and subtraction year,
of building
numbers withonup toprevious
4-digits equality
and use estimation to check accuracy numbers for additio
2.2b: Add and subtract one- and numbers of up to three digits 5.2b: Use mental methods to add and subtract 2.2b: Add and subtract one- and 8.2b:
numbers Mult
1.2b: Recognize the relationship
between addition and subtraction
two-digit numbers
achievement,
3.2b: Use addition and subtraction context
and giving
4.2b: Solve 2-step problems in increasingly large numbers 1.2b: Recognize
6.2b:
between addition
numbers
the relationship
Add and subtract mixed
and subtraction
and fractions with
7.2b:
two-digit
Add and
numbers
subtract mixed numbers fractions
3.2b: Use a
2.2c: Use understanding of number 5.2c: Solve multi-step problems in context 7.2c:
2.2c: Add 8.2c:
1.2c: Add and subtract numbers to bonds to 10 to derive number coherence
to solve more complex problems
and
4.2.c: structure
Estimate and use inverse to
different denominators
1.2c: Add and subtract numbers to
Use understanding
and subtract decimals
of number
bonds to 10 to derive number
to solveDivid
fractions
m

20 including 0 bonds to 100 3.2c: Use the inverse relationship operations to check answers to a 5.2d: Use rounding to check answers and 6.2c:
20 including
Use long0 multiplication to 7.2d:
bonds Multiply
to 100 proper fractions and 3.2c: Use t
between addition and subtractionthe learning
calculation journey. determine levels of accuracy multiply numbers up to 4-digits mixed numbers by positive whole 8.2d:
between
1.2d: Recognize and use number 2.2d: Use addition and subtraction to solve more complex problems 1.2d:
by Recognize
2-digit and use number
numbers 2.2d: Use addition
numbers and by fractions
and subtraction to a
of solve m
fracti
bonds to 20 to solve problems and to check working 4.2d: Recall and use multiplication 5.2e: Add and subtract fractions with the same bonds to 20 to solve problems and to ch
and division facts for the denominator, and denominators that are 6.2d: Use long and short division to 7.2e: Use division to write a fraction as a 8.2e: Mult
1.2e: Use part whole reasoning 2.2e: Use the inverse relationship 3.2d: Add and subtract fractions multiplication tables up to 12 x 12 multiples of the same number 1.2e: Use
divide part whole
numbers up toreasoning
four digits by 2.2e: Use the inverse relationship
decimal 3.2d:
0.1, Add
0.01 or
between addition and subtraction with the same denominator 2-digit numbers between addition and subtraction with the s
1.2f: Solve simple addition and to solve problems and to check 4.2e: 5.2f: Use formal written methods for multiplying 1.2f: Solve simple addition and 7.2f:
to solve
Divide
problems
decimals
and
byto
whole
check
numbers, 8.2f: Use w
subtraction problems using working 3.2e: Recall and use multiplication multiplication and division of a 2-digit or numbers up to four digits by 1-digit and 2-digit 6.2e:
subtraction problems
Use written methods using
to and
working
solve problems involving decimals 3.2e: Reca
divide dec
objects or pictorial representations and division facts for the 3, 4 and 3-digit number by a 1-digit number numbers objects or
multiply pictorial
1-digit representations
numbers with and divisi
2.2f: Understand that addition is 8 multiplication tables two decimal places by a whole 7.2g:
2.2f: Understand
Find lists of factors,
that addition
multiples,
is 8 multiplic
1.2g: Use grouping and sharing as commutative but subtraction is not 4.2f: Recognize and use the 5.2g: Use formal written methods for dividing 1.2g: Use grouping and sharing as
number primes
commutative
and factor
but subtraction
pairs and use
is not
an introduction to multiplication 3.2f: patterning in multplying and dividing numbers up to four digits by 1-digit numbers an introduction to multiplication 3.2f:
2.2g: Use the language and symbols for 6.2f: 2.2g: Use
and division
multiplication and division Compact, concise and
written methods for multiplication
and division of a 1-digit or 2-digit
by 10
5.2h: Multiply and divide by 10, 100 and 1000
and Usedivision
written methods to
perform division where the answer
factor andthe
multiplication
multiple
language
lowest commonand symbols for
andofdivision
of a pair numbers
written m
and divisi
1.2h: Double and halve simple number by a 1-digit number 4.2g: Recognize and use factor 1.2h:up
has Double
to twoand halve places
decimal simple number b
numbers and quantities 2.2h: Recall and use multiplication
and division facts for the 2, 5 and 10
accessible learning
3.2g: Recognize and use the
pairs and commutativity in mental
calculations
5.2i: Use known facts to multiply and divide
numbers
numbers and quantities
6.2g: Use order of operations to
2.2h: Recall and use multiplication
and division facts for the 2, 5 and 10 3.2g: Reco
1.2i: Solve simple multiplication and
division problems using objects or
multiplication tables
outcomes
patterning in multplying and
dividing by 10 are easy to
4.2h: Solve 2-step problems in 5.2j: Multiply proper fractions and mixed numbers
1.2i: Solve
carry
division
in context
simple multiplication
out multi-step
problems
and useusing
problems and
objects
estimation toor
multiplication tables patterning
dividing b
pictorial representations 2.2i: Use the inverse relationship context by whole numbers pictorial
check representations
accuracy 2.2i: Use the inverse relationship

1.2j: Find one half and one quarter

between multiplication and division
to solve problems and to check
use
3.2h: Solve simple
problems in context.
for
2-step today's busy
4.2i: Estimate and use inverse operations 5.2k: Identify primes (to 100), factors and multiples 1.2j: Find
6.2h: Useone half and
common one quarter
factors to
between multiplication and division
to solve problems and to check
3.2h: Solve
problems
of a shape, a length/height, a
mass/weight, a capacity/volume,
working
educators. to check answers to a calculation 5.2l: Find factor pairs and common factors
of a shape,
simplify a length/height, a
fractions
mass/weight, a capacity/volume,
working

a group of objects or a small 2.2j: Understand that multiplication 6.2i

a group of objects
Multiply simple or a small
fractions 2.2j: Understand that multiplication
amount is commutative but division is not 5.2m: Use index notation for square numbers and amount is commutative but division is not
cube numbers 6.2j: Multiply and divide numbers
1 1 2 1 1 2
2.1k: Find and represent 3 , 4 , 4 by 10, 100 and 1000 2.1k: Find and represent 3 , 4 , 4
and 34 of an amount 5.2n: Solve multi-step problems including those and 34 of an amount
involving the use of factors and multiples, squares
and cubes

Sample from Maths Curriculum at a glance, Years 1 and 7

oxfordinternationalcurriculum.com
 Developing: The student can, with support, organize and compare a set of 3.1j: Relate tenths to decimal measures and division by ten
collated information. 3.1k: Compare and order fractions with the same denominator
4 Oxford International Curriculum Maths Subject Guide 5
Secure: The student can organize and compare a set of collated 3.1l: Recognize and show, using diagrams, equivalent fractions with small
information. denominators
Extended: The student can organize and compare more than one set of 3.1m: Solve simple problems using fractions
collated information. 3.2a: Use efficient mental and expanded formal written methods for addition and
subtraction of numbers of up to three digits
2.6c: Answer questions involving categorical data
3.2b: Use addition and subtraction to solve more complex problems
Developing: The student can, with support, answer questions involving

Assessment framework
3.2c: Use the inverse relationship between addition and subtraction to solve more
categorical data.
Access Testbase’s complex problems and to check working
Secure: The student can answer questions involving categorical data.
online question bank 3.2d: Add and subtract fractions with the same denominator
Extended: The student can answer questions involving different types of
and tailor assessment 3.2e: Recall and use multiplication and division facts for the 3, 4 and 8
data.
to support the needs of multiplication tables

you and your students. 3.2f: Use efficient mental and written methods for multiplication and division of a
1-digit or 2-digit number by a 1-digit number

YEAR THREE
Year 3 Built-in end of year
tests support the
3.2g: Recognize and use the patterning in multiplying and dividing by 10
3.2h: Solve simple 2-step problems in context

Introduction assessment 3.3f:

3.3a: Solve simple problems
Use appropriate involving
apparatus time and compare length (m/cm/mm),
to measure
framework. 3.3g: Calculate how
mass (kg/g) much
and change must(l/ml)
volume/capacity be given in your local currency
The focus of teaching in Year 3 should be to ensure that pupils become increasingly 3.4a:
3.3b: Draw simple
Express 2D shapes using appropriate mixed units
measurements
fluent with whole numbers, the four operations and the concept of place value.
3.4b:
3.3c: Use modelling
Tell and materials
write the time toto make
the 3D shapes
nearest minute using analogue clocks
Students should develop this fluency mainly through everyday tasks that involve Aligned to the (including angles
3.4c: Recognize using Roman numerals)of a turn or a property of a shape
as a description
problem solving and reasoning. They should also be taught to use measuring requirements of the 3.3d: Identify
34d: Convertacute
between
and12-hour
obtuse and 24-hour clock times
angles
instruments with accuracy and learn to make connections between measure and
Maths examination 3.3e: Identify
Know the number and
of seconds
number. 3.4e: horizontal verticalinlines
a minute and the number
and recognize of days
when lines in eachor
are parallel
20 © Oxford University Press 2020 syllabi, including month, year and leap year
perpendicular
OxfordAQA’s
Learning outcomes International GCSEs, AS
3.4f: Recognize that a right angle is a quarter turn, two right angles are a half turn
and so on
These learning outcomes set out a programme of study in mathematics for Year 3. and A-levels. 21 3.5a: Continue
© Oxford University Press 2020halving and doubling sequences
During the year, every student will:
3.5b: Solve missing number problems, involving subtraction
3.1a: Count in multiples of 4, 8, 50 and 100 from 0 3.6a: Solve one and two step real-life questions, interpret and present data using
3.1b Read and write numbers to 1000 in numerals and words bar charts, pictograms and tables

3.1c: Compare and order numbers up to 1000

3.1d: Determine the value of each digit in a 3-digit number Assessment criteria
3.1e: Find 100 more or less than a given number The assessment criteria allow the teacher to assess the level of achievement of each
3.1f: Represent and estimate numbers using different representations student.

3.1g: Partition numbers into hundreds, tens and ones

3.1a: Count in multiples of 4, 8, 50 and 100 from 0
3.1h: Solve problems involving number to 1000
Developing: The student can count to 500 in multiples of 50 and 100.
3.1i: Count forwards and backwards in tenths
Secure: The student can count to 500 in multiples of 4, 8, 50 and 100.
3.1j: Relate tenths to decimal measures and division by ten
Extended: The student can use their understanding of multiples of 4, 8, 50
3.1k: Compare and order fractions with the same denominator
and 100 to identify missing numbers on grids and number lines.
3.1l: Recognize and show, using diagrams, equivalent fractions with small
denominators 3.1b Read and write numbers to 1000 in numerals and words
3.1m: Solve simple problems using fractions Developing: The student can read and write numbers to 500 in numerals and
3.2a: Use efficient mental and expanded formal written methods for addition and words.
subtraction of numbers of up to three digits Secure: The student can read and write numbers to 1000 in numerals and
3.2b: Use addition and subtraction to solve more complex problems words.
3.2c: Use the inverse relationship between addition and subtraction to solve more Extended: The student can read and write numbers to 1000 in their work
complex problems and to check working across the curriculum.
3.2d: Add and subtract fractions with the same denominator
3.1c: Compare and order numbers up to 1000
3.2e: Recall and use multiplication and division facts for the 3, 4 and 8
multiplication tables Developing: The student can compare and order numbers and quantities
to 500.
3.2f: Use efficient mental and written methods for multiplication and division of a
1-digit or 2-digit number by a 1-digit number Secure: The student can compare and order numbers and quantities
to 1000.
3.2g: Recognize and use the patterning in multiplying and dividing by 10
Extended: The student can use their understanding of comparing and
3.2h: Solve simple 2-step problems in context
ordering numbers to 1000 solve problems.
3.3a: Use appropriate apparatus to measure and compare length (m/cm/mm),
mass (kg/g) and volume/capacity (l/ml)
3.1d: Determine the value of each digit in a 3-digit number
Sample3.3b:
from Express
Maths Assessment Framework, Year 3
measurements using appropriate mixed units
3.3c: Tell and write the time to the nearest minute using analogue clocks
(including using Roman numerals)
22 © Oxford University Press 2020 oxfordinternationalcurriculum.com
3.3d: Convert between 12-hour and 24-hour clock times
3.3e: Know the number of seconds in a minute and the number of days in each
6 Oxford International Curriculum Maths Subject Guide 7

Lesson plans and worksheets Maths Maths

Introductory activity
YEAR 7, Unit 3: Measures
• Give each student a white board and marker.
Term 1, Week 9, Lesson 4: Converting between metric measures • Ask student several questions such as: what metric units would you use to measure the
Learning outcome: 7.3a length of a pencil, the weight of a brick, the amount of water in a bath etc. Students should
answer on their whiteboards and hold up their answers when asked.
Context • Teacher and students to discuss answers.
• In this unit, students will revisit various topics involving measures before studying Main activity
Maths Maths metric to metric conversions and metric to imperial conversions.
• In this lesson, students will learn how to convert between different metric units. • Students should copy and complete the following metric conversion chart.
• Students will work independently. Length Weight Capacity
• This lesson has been planned to last between 45 minutes to 1 hour. The timings 1 cm = mm 1 g = mg 1 cl = ml
are flexible and the additional tasks can be used to extend the student’s 1 m = cm 1 kg = g 1 l = cl
Introductory activity learning. 1 km = m 1 t = kg 1 l = ml
YEAR 1, Term 1, Unit 1: Number: Counting and ordering numbers to 50
• Search online for the rhyme ‘5 little speckled frogs’ and show it to the children.
• After a suitable period of time discuss their answers.
Week 2: Can you count?, Lesson 4: What’s the order? • Have visuals to support the rhyme such as pictures or models of frogs.
• Give students a copy of the correct conversion chart.
Learning outcome: 1.1g • Share the picture of the five frogs from Worksheet 1.
• Ask the children which frog is going to be ‘first’ to jump off the log. Emphasise the original Length Weight Capacity
Context language. 1 cm = 10 mm 1 g = 1000 mg 1 cl = 10 ml
• Children should have a secure understanding of numbers to 50 and be familiar with • Ask children what the word ‘first’ means and where the children have heard this being used Equipment 1 m = 100 cm 1 kg = 1000 g 1 l = 100 cl
number names and cardinality. before. Ask a child to decide which frog will be first, according to the song, and mark this 1 km = 1000 m 1 t = 1000 kg 1 l = 1000 ml
frog with the word ‘first’ White boards
• This lesson focuses on children developing their understanding of the ordinal aspect of Markers • Ask students to answer: a Convert 65 ml into litres b 360 mm into cm
• Ask the children which frog will jump off next. What word can we use to describe this frog? Vocabulary
number and be able to use this in their description of positions. • Discuss answers with students.
Take feedback from the children and label this frog with the word ‘second’
• Children will have an opportunity to talk about their ideas and share their thinking. • Repeat until all the frogs have labels from first to fifth. Lesson summary mm, cm, metre,
km, mg, g,
• Show students how to convert from one unit to the other and back.
• This session has been planned to last between 45 minutes to 1 hour. The timings are • Sing the song again and take the frogs off the log in order. The lesson looks at how to convert kg, tonne, ml, cl, • Students answer questions 2 and 3 from Mymaths for KS3 1B page 27 Exercise 2c
l
flexible and the additional tasks can be used to extend the children’s learning. • Children can also be given a copy of Worksheet 1 to map the ordinal boxes to the correct between different metric units. OR
frog, as the labels are added, to help to consolidate their understanding. Resources • Students answer Exercise 1.1 Q 2 from Discovering Mathematics 1B p.27
• Teacher and students to discuss the answers.
Main activity Joy of learning Maths
Mymaths for KS3
1B • Encourage students to discuss their reasoning.
p.27 Exercise 2c
• Give each child a copy of Worksheet 2 with the illustration of a line of 10 frogs. Global Skills Projects Q 2–5 • Students should work independently as far as possible before the discussion.
Discovering Mat After a suitable period of time discuss the answers with students.
• Tell the children that they are going to colour in the frogs by following the instructions. • Encourage students to hematics 1B •
p.27 Exercise 1.1
Q2
Equipment
Pictures of frogs
Complete the first together, ‘Colour the fourth frog green’.
• Ask children to check with their partner that they have coloured the same frog. Review and practice of Unit 3 reflect on the real-world
relevance of the skills
Additional tasks
• Students answer questions 4 and 5 from Mymaths for KS3 1B page 27 Exercise 2c.
• Complete the remainder of the task. they are developing.
Labels: first 1st; second 2nd; 3rd third; Vocabulary 1. How much liquid is in the jug? Wellbeing
• Discuss their answers.
fourth 4th; fifth 5th Additional tasks Learning review
Ordinal numbers • This lesson is about
, • Children can colour further examples following labels with ordinal numbers.
first, second, thir
d…u Ltr ml practising concepts How far is that? How • Students have further developed their skills in converting between metric units.
Lesson summary tenth, before, afte p to • Children can use ordinal language to describe a pattern or line of objects. 1/2 500
students have already many ways can you
r • Children can give a partner instructions on how to place a group of items in order. Differentiation
In this lesson children will use ordinal 400
learned – fire together, express the same
language to describe the position of
Resources Learning review wire together teaches us • Students work with support from an adult where possible/necessary. If not possible then
distance? pair more able students with less able students.
frogs. Worksheets 1 and that practising
2 • The position of objects can be described using ordinal numbers. 300
OIPM Ordering something regularly Extension tasks
numbers – • Instructions can be given using ordinal numbers. 1/4
Joy of learning Discover, p.20 helps solidify learning.
-21 200
• Ask students if they know any prefixes that give an order of magnitude to a unit.
Differentiation
Global Skills Projects For example: megatonne, gigatonne (students should be aware of kb, Mb and Gb).
• 1.1c: participate in free • Children can be supported with the ordinal numbers arranged in order as a prompt. 100
Do they know what these prefixes mean?
play. Extension tasks 50

• 1.2b: follow simple

instructions. • Children can create a pattern, picture, or sequence following ordinal language and share © Oxford University Press 2020; This resource sheet may have been changed from the original. © Oxford University Press 2020; This resource sheet may have been changed from the original.
Where have you this with a partner. 2. How much liquid is in the jug?
Wellbeing
• 1.3b: practise taking heard ordinal • Students can complete activities in Oxford International Primary Maths.

turns and sharing in numbers being used? Ltr ml

1/2 500
games.
400
YEAR 7, Term 1, Unit 3: Measures
300

Maths 1/4
200

100
© Oxford University Press 2020; This resource sheet may have been changed from the original.
© Oxford University Press 2020; This resource sheet may have been changed from the original.
What’s the order? 50

Which frog is first into the water? Join up each frog with the correct word.
3. What time is it?

YEAR 1, Term 1, Unit 1: Number: Counting and ordering numbers to 50

11 12 1

9
10 2
3
Opportunities to link
8 4 to the Global Skills
7 5
6
Projects and
Wellbeing curricula
are highlighted.
First Second Third Fourth Fifth
Term 1, Week 10, Lesson 2, Worksheet 1
Includes links to
recommended
Term 1, Week 2, Lesson 4, Worksheet 1
© Oxford University Press 2020
© Oxford University Press 2020

resources and
Every lesson highlights worksheets where
Worksheets
Step-by-step guidance the learning outcomes relevant.
accompany lesson
navigates through it covers, linking back plans where
the delivery of the lesson, to the curriculum-at-a- appropriate to aid
with differentiation glance document. teaching.
suggestions provided.

Download sample lesson plans and worksheets at

oxfordinternationalcurriculum.com
8 Oxford International Curriculum Maths Subject Guide 9

Resources Find out more at

oxfordinternationalcurriculum.com
We recommend that schools use Primary
Oxford International Primary Maths
Second Edition alongside MyiMaths
at Primary level, and MyMaths for Key
Stage 3 alongside MyiMaths at Lower
Secondary to support the
implementation of the Oxford
International Curriculum for Maths.

Together, these series provide a complete and

integrated nine-year (Years 1–9) Maths course.
Offering a problem-solving approach to maths,
with seamless progression from primary to lower
secondary learning, they lay the foundation for
success at international GCSE level.

These resources are signposted within the Oxford

International Curriculum for Maths lesson plans. Oxford International Primary Maths
www.oxfordprimary.com/international-maths

Primary & Lower Secondary Lower Secondary

MyiMaths
www.myimaths.com

MyMaths for KS3

www.oxfordsecondary.com/mymathsks3