Mathematics Curriculum

Numeracy in Davies Lane Primary School covers a range of key areas such as:


Key Numeracy Skills:

This draws together those key aspects of mathematics pupils need to secure so that they can make good progress over the year and are ready to move onto the work set out in the following year. When planning the year’s work we will return to these skills at regular intervals and provide pupils with the opportunity to refresh and rehearse them through practice, consolidating and deepening their knowledge, skills and understanding.



Problem Solving, Reasoning, Communicating

Pupils solve routine and non-routine problems that involve the four operations. They use estimation to get a sense of the scale of the answer and round answers to a specified degree of accuracy. They scale equal and unequal quantities up or down and use this to convert between units of measure. Pupils use letters to represent variables, an unknown value and to express relationships in number patterns or between two variables. They evaluate formulae and use them to find areas and volumes.


Pupils reason mathematically. They use known properties of geometric shapes and numbers to sort and classify them and to calculate missing values. They identify the similarities or differences within a set of numbers and shapes, using what they know to deduce related properties. Pupils analyse and interpret information in tables, diagrams and pictures to determine what is important and use this to solve problems and logic puzzles. They use collected data and measurements to determine patterns and relationships and to provide answers to questions along with a justification for their choices and decisions. They infer trends and changes in data over time and use these to predict future results.


Pupils use precise mathematical language to describe their thinking and observations. They interpret quantities and apply solutions to the context of a problem to ensure it is sensible. Pupils describe sequences and proportional parts and explain the difference between an approximate answer expressed as a decimal and an exact answer given as a fraction.



Numeracy as a language and vocabulary

When we think mathematically we may use pictures, diagrams, symbols and words. We communicate our ideas, reasons, solutions and strategies to others using the spoken and written word. We listen to how others explain their methods using mathematical language and read what they have written so we can interpret their ideas and solutions. Language is a fundamental tool of learning and this is as true for learning mathematics as it is for any other subject.


Having a good command of the spoken language of mathematics is an essential part of learning, and for developing confidence in mathematics.


Mathematics has its own vocabulary which children need to acquire and use. They need to be taught how to pronounce, write and spell the mathematical words they are to use, and to know when they apply and to what they apply. Learning the vocabulary and language of mathematics involves:


  • associating objects, measures and events with their names (e.g. a cube, a mixed number, a metre rule)
  • stating, repeating and recalling facts aloud, and explaining how they can be used and applied (e.g. a regular quadrilateral is a square, three multiplied by four is twelve so twelve divided by four is three, seven tenths can be written as zero point seven)
  • describing the relationship between two or more objects, shapes, events or sets (e.g. a diagonal cuts a rectangle into two identical triangles, the number fifty is double twenty-five, these four lines are all shorter than 15 centimetres, in 20 minutes time it will be 14:35)
  • identifying properties and describing them (e.g. squares have four right-angled corners, negative numbers are less than zero, unit fractions have numerator one)
  • framing an explanation, reasoning and making deductions (e.g. this triangle cannot be isosceles because its angles are unequal, 3 is a factor of 39 so 39 is not prime but 37 is a prime, if one quarter is £5 then the whole amount is 4 x £5 = £20)



What is Mathletics?



Essential Learning In Numeracy

Numeracy Curriculum Overview

Maths Resources

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Davies Lane primary school is operated by Arbor Academy Trust, a charitable company limited by guarantee and registered in England and Wales with company number 10234376. The registered office is at Arbor Academy Trust, Davies Lane primary school, Davies Lane, Leytonstone E11 3DR



Davies Lane Primary School,

Davies Lane,



E11 3DR




Main Telephone:

020 8539 2466



020 8523 3230


Chief Executive - Maureen Okoye

Executive Principal – Jason Cook

Head of School – Bronwen Chalmers





School hours

Office Hours

8.00am - 4.30pm

Davies Lane is operated by Arbor Academy Trust, a charitable company limited by guarantee and registered in England and Wales with company number 10234376.


The registered office is at

Arbor Academy Trust, Davies Lane Primary School, Davies Lane, Leytonstone, London.  E11 3DR