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Sharonjaneday's Shop

I am a freelance mathematics consultant for EYFS and Primary. I have been trading in my current role since 2011. Before that I worked for the National Strategies for five years after having taught in the classroom for twenty-one years. I have a wealth of experience to share and I am always on the lookout for new and effective ways of making maths accessible and engaging for pupils and teachers.

I am a freelance mathematics consultant for EYFS and Primary. I have been trading in my current role since 2011. Before that I worked for the National Strategies for five years after having taught in the classroom for twenty-one years. I have a wealth of experience to share and I am always on the lookout for new and effective ways of making maths accessible and engaging for pupils and teachers.
Molly's Maths for Year 2 - wondering about numbers
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Molly's Maths for Year 2 - wondering about numbers

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Here is the second story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Long-Term Acquired Learning
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Long-Term Acquired Learning

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There are some elements of maths which are best learned by distributed practice, referring to it at regular intervals over time. Acquiring mathematical language is one of those elements. Regular experience of measurement is another. Developing mathematical habits to promote thinking like a mathematician is a third. This document lists examples of these three elements for Primary Schools. Remember, maths is something that shouldn’t just be experienced or learned in mathematics lessons!
Misconceptions list - NC years 1 to 6
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Misconceptions list - NC years 1 to 6

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Children learning mathematics in the primary school is fraught with difficulty. Maths can be easily misunderstood and misconceptions can quickly develop. This document lists common misconceptions and misunderstandings that a teacher of primary mathematics may encounter in the the children they teach. It will suggest ways to address and avoid these.
Progression across KS2 - maths
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Progression across KS2 - maths

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Calling all mathematics subject leaders: Here is a progression document for Key Stage 2 mathematics. It shows how each requirement of the mathematics national curriculum develops from one year group to another. It will help you to map maths development across KS2 (there is a companion document entitled ‘Progression between EYFS & Y2 - maths’)
Molly's Maths for year 2 - exploring shapes
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Molly's Maths for year 2 - exploring shapes

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Here is the sixth story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Molly's Maths for year 2 - exploring fractions
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Molly's Maths for year 2 - exploring fractions

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Here is the fifth story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Molly's Maths for year 2 - exploring number bonds
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Molly's Maths for year 2 - exploring number bonds

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Here is the third story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Molly's Maths in year 2 - exploring our own numbers
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Molly's Maths in year 2 - exploring our own numbers

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Here is the seventh story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Molly's Maths for year 2 - learning how to notice
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Molly's Maths for year 2 - learning how to notice

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Here is the first story in my sequence of stories aimed at year 2 based around a group of children who are always noticing and wondering about maths. There are seven of them in total. They will help teachers to plan a progression through their units of work.
Misconceptions list - EYFS
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Misconceptions list - EYFS

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Children learning about numbers and amounts is fraught with difficulty. Maths can be easily misunderstood and misconceptions can quickly develop. This document lists common misconceptions and misunderstandings that a teacher of the Early Years Foundation Stage may encounter in the the children they teach. It will suggest ways to address and avoid these.
Year 6 vocabulary list - maths
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Year 6 vocabulary list - maths

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Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 6. (There are companion vocabulary lists for all other year groups.)
Year 2 vocabulary list - maths
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Year 2 vocabulary list - maths

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Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 2. (There are companion vocabulary lists for all other year groups.)
Year 3 vocabulary list - maths
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Year 3 vocabulary list - maths

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Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 3. (There are companion vocabulary lists for all other year groups.)
Year 1 vocabulary list - maths
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Year 1 vocabulary list - maths

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Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 1. (There are companion vocabulary lists for all other year groups.)
Progression between EYFS & Y2 - maths
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Progression between EYFS & Y2 - maths

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Calling all mathematics subject leaders: Here is a progression document for EYFS and KS1 mathematics. It shows how each requirement of the mathematics national curriculum develops from Year 1 to Year 2 and also links it with the EYFS. It will help you to map maths development across EYFS and KS1 (there is a companion document entitled ‘Progression across KS2 - maths’)
Year 5 vocabulary list - maths
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Year 5 vocabulary list - maths

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Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 5. (There are companion vocabulary lists for all other year groups.)
Year 4 vocabulary list - maths
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Year 4 vocabulary list - maths

(0)
Mathematical language is crucial to children’s development of thinking. Teachers and teaching assistants need to ensure that their own knowledge of vocabulary and technical language is appropriate for the age they are teaching. Children need to have experience of hearing mathematical words being used regularly and ‘naturally’ by the adults they learn with as it is the first crucial step to being able to use new language. It is recommended that all adult practitioners are given a copy of the vocabulary lists to be able to refer to them when planning and delivering lessons as well as to hone unplanned talk and interactions with children. This list is an indication of the year group content for vocabulary in year 4. (There are companion vocabulary lists for all other year groups.)
Subitising
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Subitising

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Subitising has to be planned for and taught. This document explains what subisiting is and also gives suggestions for learning experiences that can be provided for children.
Daily Counting
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Daily Counting

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Do you want ideas for daily counting? This document lists the progression in daily counting from years 1 to year 6. It links with mathematics national curriculum for England.