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Development planner SHM 3
Unit / Curriculum for Excellence / Mathematics 5-14 / SHM Topic / SHM Resources / Assessment / Other Resources / Date / Comment /Teaching
File page / Activity Book page / Text-book / Extension
Textbook / Pupil Sheet / Home
Activity / Check-Up / Topic
Assessment /
Information
handling 1 / I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.
MNU 1-20a
I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.
MNU 1-20b
Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale.
MTH 1-21a / C/B
• By obtaining information for a task from sets of pictures or diagrams.
• By conducting a class survey.
O/B
• By using a tally sheet with individual ticks for each item.
• By using a simple database in which the teacher defines the headings or fields.
• With the aid, where appropriate, of a computer package.
D/B
• By using tables, charts or diagrams, such as mapping one to many.
• By constructing a bar graph with axes graduated in units and with discrete categories of information.
• With the aid, where appropriate, of a computer package.
I/B
• From displays by asking specific questions including some about similarities and differences. / Data handling
• Frequency tables; bar charts; pictograms:
- introduces organising data using frequency tables
- extends work on displaying and interpreting vertical and horizontal bar charts to include frequency axes labelled in ones, then twos.
- includes the use of a computer to display data
- extends the work on displaying and interpreting pictographs to include pictograms with the symbol representing two units. / 322–328 / 23 / 82–83 / E20–E21
Information
handling 2 / I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.
MNU 1-20a
I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.
MNU 1-20b
Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale.
MTH 1-21a / C/B
• By obtaining information for a task from sets of pictures or diagrams.
• By conducting a class survey.
D/B
• By using tables, charts or diagrams, such as mapping one to many.
I/B
• From displays by asking specific questions including some about similarities and differences. / Data handling
• Carroll diagrams:
- revises and extends work on Carroll and Venn diagrams. / 329–340 / 84–85 / E18–E19 / 55–56
Number 1
Number 1 (cont.) / I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.
MNU 1-01a
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value.
MNU 1-02a
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.
MNU 1-03a
I can continue and devise more involved repeating patterns or designs, using a variety of media.
MTH 1-13a
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.
MTH 1-13b
I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.
MTH 1-15a / RTN/B
• Work with whole numbers up to 100 and then up to 1000 (count, order, read/write statements).
PS/B
• Work with patterns and sequences:
- even and odd numbers
- whole number sequences within 100.
RN/B
• Round 2-digit whole numbers to the nearest 10. / Numbers to 1000
• Counting in twos, threes, fours and fives:
- revises and extends counting in twos, threes, fours and fives
- revises and extends odd and even numbers.
• The sequence to 1000:
- uses the language: ‘the number after/before/between’, ‘the number one or two more/less’
- extends the number sequence to 1000
- introduces finding numbers 10 or 100 more/less
- introduces adding/subtracting 10, 100, multiples of 10, multiples of 100
• Counting in hundreds, tens and ones:
- deals with counting in hundreds, then in tens, then in ones to 1000.
• Place value, comparing and ordering:
- introduces place value in 3-digit numbers
- deals with recognising:
- the larger or smaller number in a pair
- the largest or smallest number in sets of up to six
- includes ordering up to six non-consecutive numbers, starting with the smallest/largest.
• Numbers halfway between, estimating and rounding:
- deals with numbers between and halfway between the two given numbers
- develops ideas about estimation of a number from its position on a number line
- consolidates rounding to the nearest ten.
• Number names, ordinal numbers:
- introduces number names for multiples of ten and multiples of one hundred
- consolidates first, second…. tenth and the notation 1st, 2nd, … 10th
- introduces, eleventh, twelfth…. twentieth and the notation 11th, 12th, … 20th
ASSESSMENT / 34–38
39–50
51–53
54–60
61–66
67–74 / 1–2
3–10
11–13
14–17
18–20
21–23 / E1–E2 / 1–3
4–5 / 1–2
3 / 1–2
3 / 1a, 1b
Development planner SHM 3
Teaching
File page / Activity Book page / Textbook / Extension
Textbook / Pupil Sheet / Home
Activity / Check-Up / Topic
Assessment /
Number 2 / I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.
MNU 1-01a
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value.
MNU 1-02a
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.
MNU 1-03a
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.
MTH 1-13b
I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.
MTH 1-15a
When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others.
MTH 1-15b / AS/B
• Mentally for numbers 0 to 20; in some cases beyond 20
• Without a calculator for 2 digit numbers
• With a calculator for numbers to two digits added to three digits.
• In applications in number, measurement and money, including payments and change up to £1.
FE/B
• Find the missing numbers in statements where symbols are used for unknown numbers or operators. / Addition to 100
• Addition facts to 20:
- revises and consolidates addition facts to 20, for example, 6 + 8, 10 + 7
- systematises addition of a single digit and a teens number not bridging 20, for example, 15 + 3, 7 + 12
• Addition of a 2-digit number and a single digit, 10, and a multiple of 10:
- introduces mental addition of a 2-digit number and a single digit (non-bridging examples only) for example, 35 + 4, 6 + 52
- revises addition of 10 and multiples of 10 to 2-digit numbers, for example, 53 + 10, 20 + 60, 28 + 40
• Addition of 2-digit numbers:
- Revises adding mentally 9 or 11, based on adding 10 and adjusting, and extends this strategy to adding
19, 29, 39… and 21, 31, 41
- Deals with adding a teens number to a 2-digit number without bridging a multiple of 10, for example,
54 + 13, 45 + 7
- Introduces mental addition of 2-digit numbers, for example,
32 + 55, 71 + 27, including pairs of multiples of 5 which total 100.
• Addition of 2-digit numbers and single digit/teens number, with bridging:
- introduces addition of a 2-digit number and a single digit, with bridging, for example, 38 + 5, 45 + 7
- introduces addition of a 2-digit number and a teens number, with bridging, for example, 54 + 18, 14 + 67
• Addition of 2-digit numbers, with bridging:
- introduces addition of 2-digit numbers, with bridging, for example, 63 + 28, 35 + 47
- continues to develop informal ‘jotting’ methods to support mental calculation strategies
- introduces a vertical recording with tens and units aligned, for example,
- 58 + 24 ® 50 + 8
20 + 4
70 + 12 ® 82
- develops mental strategies for the addition of several small numbers, for example, looking for doubles, pairs which total 10
- provides opportunities for using and applying the above methods.
ASSESSMENT / 78–83
84–88
89–95
96–99
100–116 / 24–25 / 1–4
5–6
7–10
11–12
13–16 / E3–E8 / 6
7–8
9
10–11 / 4
5
6–7
8 / 4
5
6 / 2a, b
Number 3
Number 3 (cont.) / I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.
MNU 1-01a
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value.
MNU 1-02a
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.
MNU 1-03a
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.
MTH 1-13b
I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.
MTH 1-15a
When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others.
MTH 1-15b / AS/B
• Mentally for number 0 to 20, in some cases beyond 20.
• Without a calculator for 2-digit numbers.
• With a calculator for numbers to two digits subtracted from three digits.
• In application in number, measurement and money, including payment and change u to £1.
FE/B
• Finding the missing numbers in statements where symbols are used for known numbers or operators. / Subtraction to 100
• Consolidation of facts to 20:
- consolidates subtraction facts to 20.
• Subtracting a single digit, a multiple of 10:
- introduces subtracting a single digit from a 2-digit number using patterns of similar calculations, without bridging, for example, 39 – 7
- introduces subtracting a multiple of 10 from a 2-digit number, for example 84 – 40
- introduces subtracting mentally 11, 21 and 9, 19 and extends this to subtracting mentally 31, 41, … and
29, 30, …
• Subtracting a 2-digit number:
- introduces subtracting a teens number from a 2-digit number, for example, 76 – 14
- introduces subtracting a 2-digit number from a 2-digit number, for example, 88 – 23
- applies mental strategies to the subtraction of 2-digit numbers.
• Subtracting a single digit, bridging multiples of 10:
- introduces mental subtraction of single-digit numbers ‘bridging’ 20, for example, 24 – 8, 25 – 7
- introduces mental subtraction of single-digit numbers ‘bridging’ other multiples of 10, for example, 45 – 6, 73 – 7
• Subtracting a 2-digit number, bridging multiples of 10:
- introduces subtraction of 2-digit numbers, bridging multiples of 10, using:
- number lines and ‘jottings’
- mental calculation, for example, 54 – 16, 63 – 47
- prepares for the introduction of a standard written method of subtracting 2-digit numbers:
- not bridging a multiple of 10, for example, 78 – 35
- bridging a multiple of 10, for example, 65 – 37
- applies mental strategies to the subtraction of 2-digit numbers.
• Linking addition and subtraction, problem solving and enquiry:
- links addition and subtraction of 2-digit numbers
- uses and applies addition and subtraction of 2-digit numbers
- introduces addition and subtraction of 3-digit numbers using a calculator.
ASSESSMENT / 120–125
126–132
133–138
139–142
143–151
152–160 / 26 / 17–20
21–23
24–26
27–28
29–32
33–36 / E9 / 12–13
3,
14–16
17
18–23 / 9
10
11
12 / 7
8
9
10 / 3a, b
Number 4 / I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.
MNU 1-01a
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value.
MNU 1-02a
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.
MNU 1-03a
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.
MTH 1-13b
I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.
MTH 1-15a
When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others.
MTH 1-15b / MD/B
• Mentally by 2, 3, 4, 5, 10, within the confines of these tables.
• Without a calculator for 2-digit numbers multiplied by 2, 3, 4, 5, 10.
• With a calculator for 2-digit numbers multiplied by any digit.
• In applications in number, measurement and money to £1.
FE/B
• Find the missing numbers in statements where symbols are used for unknown numbers or operators. / Multiplication
• The 2, 10 and 5 times table:
- revises the 2 times table
- introduces the 10 and 5 times table.
• The 3 and 4 times tables:
- introduces the 3 and 4 times tables
- consolidates the 2, 3, 4, 5 and 10 times table.
• Multiplication of a 2-digit number:
- deals with multiples of 2
- introduces multiplication of multiples of 10 up to 50 by 2, 3, 4, 5, and 10
- introduces doubling to double 15 and extends this to doubling 16 to 20
- introduces multiplication of a 2-digit number by 2, 3 and 4 without bridging, for example, 2 × 41, 4 × 22
- uses and applies multiplication facts.
ASSESSMENT / 164–172
173–181
182–190 / 27–30
31–32 / 37–39
40–43
44–46 / E10 / 3
24 / 13–15
16–18
19 / 11–12
13
14 / 4a, b
Development planner SHM 3