learning number bonds to 20 is a target when working towards which nc level?

[caffeinated]

I'm a bit confused can someone clarify?

About 2a if I remember rightly (off the top of my head). However, currently working with some children on this who in all areas are generally level 3b, it's a gap they've got.

Thanks for replying. That was my hunch but then I googled it and had an information overload.

Your answer sparks another question though? How can a child move beyond a level without meeting all the criteria for a level. for instance if number bonds to 20 are a requirement for 2a shouldn't a child remain a 2a until they know them or is the assessment procedure not a tick the box list like I imagine?

Just been on the DoE website and I think this may help.

www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199044/mathematics/attainment/ma2

Ooh thanks that's a great link though that appears to indicate number bonds to 20 is level 3.

I may still be level two as for level 3 it states

Pupils use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers

Hopefully someone will be able to clarify :)

We have level 1 children working towards number bonds to 20, simply as by already know them to 10. But they are still working on other level 1 stuff in numeracy too.

Oh yes that is true. Well pointed out.

Hula yes my year 1 son knows his too but this is the current target for year 2 dd, number bonds to 20 with addition and subtraction. Year 1 ds can easily do addition bonds to 20 but not subtraction.

The 'larger numbers' thing is really important for Level 3. I would expect a child working on Level 3 to, for example, use number bonds to 10 and 20 to help them when adding or subtracting larger 2 digit numbers mentally, or 3 digit numbers on paper. I would also expect them to be able to apply what they know to numbers 10x or 100x larger e.g. to know that 120 + 70 is 190 or 1,200 + 700 is 1,900.

Does that help?

[It's the number bonds to 10 that are REALLY critical for all of the above - but knowing number bonds to 20 does at least deal with the 'teen confusion' which many children seem to suffer from - they're fine once in the 20s and 30s, the teens seem to get certain children every time...]

Teacher that's really helpful thank you. I have no idea if she's actually applying what she's learning but I imagine not.

In answer to the levelling, children are levelled with a best fit method (with weighting towards number and using and applying). I've managed to get my level 3s to do numberbonds to 1, 10 & 20 but funnily enough they aren't very good with 30 and 50, I think it's too much to hold in their heads.

Hi caffeinated

Number bonds are mentioned but it is clear from what campaign for real education publish that the expectation is that children have mastered this by end year 1: see link here: www.cre.org.uk/docs/primary_maths_curriculum.pdf

Now do bear in mind that this curriculum outline is 'gold standard' and probably not what your school is working to. But at least it gives you a guide to what in an ideal world your child should be covering and mastering in a given year. Better yet - it's written clearly and examples are given.

HTH

Hi Pastby,
just had flick through your link and it advocates column adding for year 1s and 2s. This is not the case til year 3 or 4 in our primary. Use lots of other methods to ensure understanding of numbers first. Very different methods in your link.

Oh so basically I guess it depends how each school interpret the criteria.

The 'campaign for real education' may well have very different ideas to the NC I feel caffeinated!
My year 2 working towards level 3 and number bonds to 20 still seen as important and need to be strong for following learning/ understanding to be secure.

Information on the internet seems so contradictory I wish schools were more honest and clear and didn't make you feel treacherous for actually taking an interest and simply wanting to support your childs education.

I do sympathise caffeinated. I have said on a different thread that I asked for the first time where on NC levels my ds was approx. I felt grubby for doing so as clearly not encouraged [taken me til year 2 to ask!].

I had asked too and in advance and was not told but instead given a short list of targets called targets 5 and told they started at 1 and went up to 6 but the things on the list don't seem to apply to a specific nc level. Frustrating.

It is all a mystery! .

What I mean is I don't know what your 1 - 5 targets mean. Were they attached to information?

If year 2 six = level 3ish??

No no other information. I had thought number 5 must be 2a to make number 6 level 3 because yes it is year 2 but ds in year 1 got target lists number 4 and so counting back 6 from level 3 would mean target list 1 is for 1b but there are bound to be kids in xyear 1 still working towards 1c. and they'd need targets?

I think if you really want to know you are going to have to ask teacher outright- unless a teacher here can help.
It is confusing.

I have considered that but instead plumped for working on the targets at home and a what next approach. This years teacher hasn't been a great fit for dd.

Hi caffeinated & SunflowersSmile:

Yes column addition/ subtraction is rather an interesting point in case. Our school refuses to introduce it until Y5.

No long division at all.

Perfectly happy for children still to be mastering x1 - x10 tables in Y6.

Basically, I think the school's emphasis is more on happy/ caring environment than the 'learning thing'. For example more time has been expended learning hand actions to a song than on numeracy one week.

Like you we do what we can at home.