**Creative Mathematics**

A creative approach to Math will set the stage for a long and successful approach to Mathematics. These are some of the basic principles of the curriculum:

**Problem solving**

* Approach problems involving number, and data presented in a variety of forms,
in order to identify what they need to do

* Develop flexible approaches to problem solving and look for ways to overcome difficulties

* Make decisions about which operations and problem-solving strategies to use

* Organize and check their work

**Communicating**

* Use the correct language, symbols and vocabulary associated with number and
data

* Communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols

**Reasoning**

* Present results in an organized way

* Understand a general statement and investigate whether particular cases match it

* Explain their methods and reasoning when solving problems involving
number and data.

**Numbers and the number system**

Count reliably up to 20 objects at first and recognize 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**

* 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; recognize sequences,
including odd and even numbers to 30 then beyond; recognize the relationship
between halving and doubling

**The number system**

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; recognize 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**

* Understand addition and use related vocabulary; recognize that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognize 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 + ]

* 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

* 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

* 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

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

**Solving numerical problems**

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

* Check that their answers are reasonable and explain their methods or
reasoning.

**Processing, representing and interpreting data**

* Solve a relevant problem by using simple lists, tables and charts to sort, classify and organize information

* Discuss what they have done and explain their results.

__Principles__

* During the primary stage, pupils should explore knowledge, skills and
understanding of numbers through:

* Practical activity, exploration and discussion

* Using mathematical ideas in practical activities, then recording these using objects, pictures, diagrams, words, numbers and symbols

* Using mental images of numbers and their relationships to support the development of mental calculation strategies

* Estimating, drawing and measuring in a range of practical contexts

* Drawing inferences from data in practical activities

* Exploring and using a variety of resources and materials

* Activities that encourage them to make connections between number work and
other aspects of their work in mathematics.

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