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Development plannerSHM 1

Unit / Curriculum for Excellence / Mathematics 5-14 / SHM Topic / SHM Resources / Assessment / Other Resources / Date / Comment
Teaching
File page / Activity Book page / Pupil Sheet / Home
Activity / Check-Up / Activity Book page
Information
handling 1 / I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.
MNU 0-20b / O/A
•By counting.
•By sorting into specific sets (shape, colour texture).
O/A
•By drawing simple diagrams (such as one-to-one mappings). / Sorting and matching
•Sorting:
-introduces sorting by colour, type, size and shape
-deals with selecting criteria for sorting.
•Matching:
-Introduces matching members of a set one-to-one with members of another set. / 22–28
29–30 / 1–8
Information
handling 2 / I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.
MNU 0-20b
I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.
MNU 0-20a
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 / O/A
•By tallying as collections of objects.
•By counting.
•By sorting into specific sets (shape, colour, texture).
D/A
•By drawing simple diagrams such as one-to-one mappings.
I/A
•From displays by locating and counting. / Data handling
•Sorting, matching, relationships:
-encourages children to select their own criteria for sorting
-Introduces Carroll diagrams
-Introduces arrow diagrams to show relationships. / 290–295 / 16–18 / 5–7,
62–64
Information handling 3 / I can collect objects and ask questions to gather information, organisingand displaying my findings in different ways.
MNU 0-20a
I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.
MNU 0-20b
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/A
•By obtaining information for a task from a picture, video or story.
•By collecting information about themselves and familiar objects.
O/A
•By tallying as collections of objects.
•By counting.
•By sorting into specific sets (shape, colour, texture).
D/A
•By using real objects.
•By using real pictures.
•By drawing simple diagrams such as one-to-one mappings.
I/A
•From displays by locating and counting. / Data handling
•Graphs:
-deals with organising, displaying and interpreting data using simple graphs. / 296–298 / 19–23 / 65, 66
Number 1
Number 1
(cont.) / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a / RTN/A
•Work with wholenumbers 0 to 20 (count, order, read/write statements). / Numbers to 10(one to five)
•One and two:
-introduces counting sets of 1 and 2
-deals with recognising and writing the numerals 1 and 2.
•Three:
-introduces counting sets of up to 3
-deals with recognising and writing the numeral 3.
•Four:
-deals with counting sets of up to 4
-introduces the numeral 4.
•Five:
-deals with counting sets of up to 5
-emphasises the language ‘more’ and ‘less’
-introduces the numeral 5.
•Ordering to 5:
-introduces zero and the sequence 0 to 5
-introduces written number names zero to five and associates these with numerals and sets. / 34–36
37–40
41–44
45–48
49–53 / 1–3
4–6
7–9
10–12 / 9
10–11
11
12
13
Number 2 / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
I am developing my awareness of how money is used and can recognise and use a range of coins.
MNU 0-09a
I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
MTH 0-13a / RTN/A
•Work withwhole numbers 0 to 20 (count, order, read/write statements).
PS/A
•Work with patterns and sequences:
-copy, continue and describe simple patterns or sequences of objects of different shape or colour. / Numbers to 10 (six to ten)
•Six and seven:
-deals with counting sets of up to 7
-emphasises the language ‘more’ and ‘less’.
•Eight and nine:
-deals with counting sets of up to 9
-introduces the numerals 8 and 9.
•Ten:
-deals with counting sets of 10, including 1p coins
-emphasises the language ‘more’, ‘less’, ‘same number’ and ‘fewer’.
•Ordering to 10:
-deals with the number sequence 0 to 10, number ‘before’, ‘after’ and ‘between’.
-introduces the number names ‘six’ to ‘ten’
-involves finding ‘1 more/less than’ a given number
-introduces oral use of the terms ‘first’, ‘second’, ‘third’ and ‘last’.
•Numbers to 20:
-extends the number sequence to 20
-deals with counting sets from 11 to 20.
•Patterns
-deals with copying, continuing and devising simple patterns. / 54–57
58–60
6165
66–73
74–75
76–79 / 13–16
17–20
21–23
24–29
30–31 / 14, 15
16
17
17–19

Development plannerSHM 1

Unit / Curriculum for Excellence / Mathematics 5-14 / SHM Topic / SHM Resources / Assessment / Other Resources / Date / Comment
Teaching
File page / Activity Book page / Pupil Sheet / Home
Activity / Check-Up / Activity Book page
Number 3 / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
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/A
•Add and subtract mentally for numbers 0 to 10. / Addition to 10 (facts to 5)
•Concept of addition:
-uses material to introduce addition (maximum totals to 10)
-introduces ‘and’.
•Recording addition:
-introduces ‘add’, ‘+’ and ‘=’.
•Adding 1 and 2:
-introduces adding 1 / 2 more within 10
-deals with the ‘add 1’ and ‘add 2’ facts to 5
-extends to counting on 1 and 2.
•Addition facts to 5:
-introduces addition facts for 2, 3, 4 and 5
-encourages quick random recall of these facts
-consolidates, uses and applies subtraction facts.
•Consolidation of addition facts to 5:
-consolidates addition facts to 5
-introduces the addition of three numbers with totals to 5
-Introduces examples of the type  +  = 5 and  +  +  = 5.
ASSESSMENT / 84–88
89–93
94–96
97–101
102–106
106 / 1–4
5–7
8–9
10–12
13 / 20, 21
22
22 / 14
Number 4
Number 4
(cont.) / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
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/A
•Add and subtract mentally for numbers 0 to 10. / Addition to 10 (facts for 6 to 10)
•Addition to 5: consolidation:
-Consolidates addition facts to 5 and includes the addition of three numbers
-Introduces examples of the type 2 +  = 5 and
 + 1 = 5.
•Doubles and near doubles:
-Systematically introduces ‘doubles’ and ‘near doubles’ facts for addition to 10
-deals with the development of quick random recall of these facts.
•Addition facts for 6 and 7:
-introduces systematically the addition facts for 6 and 7
-develops quick, random recall of these facts and all previously learned.
•Addition facts for 8 and 9:
-introduces systematically the addition facts for 8 and 9
-develops quick, random recall of these facts and all other facts previously learned.
•Addition facts to 10:
-introduces systematically the addition facts for 10
-develops quick, random recall of all facts to 10.
ASSESSMENT / 107–111
112–116
117–121
122–127
128–133
133–134 / 15–16
17–18
19–22
23–26
27–29 / 23–25
26, 27
28, 29
30, 31
32 / 1
2
3
4 / 1
2
3
4 / 30–31
Number 5 / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
MTH 0-13a
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 / RTN/A
•Work with whole numbers 0 to 20 (count, order, read/write statements). / Numbers to 20
•Number sequence to 20:
-extends the number sequence to 20
-deals with ordering language – the number after/before, the number(s) between.
•Counting to 20:
-Introduces counting and drawing up to 20 objects
-Introduces counting a number of objects within a set.
•Comparing and ordering numbers:
-deals with recognising the larger/smaller number in a pair
-deals with recognising the largest/smallest number in a set of three
-includes ordering up to five non-consecutive numbers, starting with the largest/smallest
-includes finding a number 1 and 2 more/less than a given number.
•Even and odd numbers:
-deals with counting back and on in steps of 2
-introduces even and odd numbers
-introduces counting on and back in steps of 3.
•Number names:
-Introduces number names eleven to twenty.
•Ordinal numbers:
-Introduces fourth, fifth, sixth…tenth
-Introduces the notation 1st, 2nd, 3rd…10th.
ASESSMENT / 138–142
143–145
146–149
150–154
155–157
158–160
160–162 / 1–6
7–10
11–14
15–17
18–20 / 33, 34
35–37
38, 39 / 5
6
7, 8
9
10 / 5
6
7
8 / 21–23
Number 6
Number 6
(cont.) / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
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 / AS/A
•Add and subtract mentally for numbers 0 to 10 / Subtraction to 10 (facts to 5)
•Concept of subtraction:
-deals with the concept of subtraction
-introduces the language ‘take away’ and the ‘–‘ symbol.
•Subtraction involving 1, 2 and 0:
-deals with subtracting 1 and 2
-introduces subtracting all of a set of 0.
•Facts to 5:
-introduces the subtraction facts 5 – 4, 5 – 3, 4 – 3
-involves counting back in ones on a number line/strip
-begins to systematise subtraction facts to 5.
•Subtraction language:
-Involves subtraction word problems
-Involves alternative forms of subtraction language, for example:
-2 less than 4
-take 3 from 5
-subtract 1 from 3
-links addition and subtraction facts for 3, 4 and 5.
ASSESSMENT / 166–169
170–174
175–181
182–189
189–190 / 1–2
3–4
5–7
8–11 / 40
41, 42 / 11
12
13, 14 / 9 / 12
Number 7 / I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
MNU 0-02a
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
MTH 0-13a
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/A
•Add and subtract mentally for numbers 0 to 10. / Subtraction to 10 (facts for 6 to 10)
•Subtraction within 10:
-deals with subtracting 1 and 2 from 6 – 10
-deals with zero facts for 6 – 10
-introduces subtraction facts associated with addition doubles
-explores the remaining subtraction facts to 10.
•Facts for 6 and 7:
-systematises subtraction facts for 6 and 7.
•Facts for 8 and 9:
-introduces and systematises subtraction facts for 8 and 9.
•Facts to 10:
-systematises subtraction facts for 10
-provides word problems and practice involving subtraction facts to 10.
•Subtraction: comparison:
-introduces ‘how many more?’ and ‘difference between’.
•Linking + and – facts for 6 to 10:
-links addition and subtraction facts for 6, 7, 8, 9 and 10.
•Subtraction facts to 10:
-introduces examples of the following types:
7 –  = 3 and  – 4 = 3.
ASSESSMENT / 191–197
198–202
203–207
208–214
215–221
222–225
226–229
229–231 / 13–17
18–20
21–24
25–27
28–30
31–35
36–37 / 43
44, 45
46, 47 / 18–19
20, 21 / 10
11
12 / 38–39

Development plannerSHM 1

Unit / Curriculum for Excellence / Mathematics 5-14 / SHM Topic / SHM Resources / Assessment / Other Resources / Date / Comment
Teaching
File page / Activity Book page / Pupil Sheet / Home
Activity / Check-Up / Activity Book page
Number 8 / I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
MNU 0-03a
I am developing an awareness of how money is used and can recognise and use a range of coins.
MNU 0-09a
I can use money to pay for items and can work out how much change I should receive.
MNU 1-09a
I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.
MNU 1-09b / M/A
•Use 1p, 2p, 5p, 10p, 20p coins to buy things.
As/A
•Add and subtract in applications in number, measurement and money, including payments and change to 10p. / Money
•Recognising coins:
-deals with language associated with using money
-deals with recognising 1p, 2p, 5p, 10p, 20p, 50p, £1 and £2 coins.
•Addition to 10p/£10:
-deals with increasing prices by 1p/2p and £1/£2
-introduces addition to 10p/£10 using coins, then mentally.
•Subtraction within 10p/£10:
-deals with reducing prices by 1p/2p and £1/£2
-introduces subtraction within 10p/£10 using coins, then mentally.
•Using 1p, 2p and 5p coins:
-gives practice in using 1p, 2p and 5p coins
-deals with finding totals of combinations of 1p, 2p and 5p coins
-introduces selecting coins to pay the exact amount for an item.
ASSESSMENT / 233–236
237–239
240–243
244–247
247–248 / 1–3
4–6
7–10 / 48
49, 50
51–53 / 22 / 11–12
Measure 1 / I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.
MNU 0-11a / Length/A
•Measure in convenient non-standard units (e.g. handspans):
-length
-place pairs of objects in order.
•Use and understand vocabulary related to all aspects of measuring and ordering. / •Length:
-introduces the language long, short, tall, wide, narrow, thick and thin
-introduces direct comparison using language such as longer and shorter. / 266–270 / 58, 59
Measure 2 / I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.
MNU 0-11a / Weight/A
•Measure in convenient non-standard units (e.g. cubes):
-weight
-place pairs of objects in order.
•Use and understand vocabulary related to all aspects of measuring and ordering. / •Weight:
-introduces the language of ‘heavy’ and ‘light’
-introduces direct comparison using language such as ‘heavier’ and ‘lighter’. / 271–275

Development plannerSHM 1

Unit / Curriculum for Excellence / Mathematics 5-14 / SHM Topic / SHM Resources / Assessment / Other Resources / Date / Comment
Teaching
File page / Activity Book page / Pupil Sheet / Home
Activity / Check-Up / Activity Book page
Measure 3 / I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.
MNU 0-11a / Volume/A
•Measure in convenient non-standard units (e.g. sand, water):
-volume
-place pairs of objects in order.
•Use and understand vocabulary related to all aspects of measuring and ordering. / •Capacity:
-introduces the language ‘full’, ‘empty’
-introduces direct comparison by filling and emptying containers. / 276–278
Time 1 / I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.
MNU 0-10a / Time/A
•Work with time:
-place events in time sequences
-tell the time in whole hours using digital and analogue displays. / •Days of the week:
-introduces the language of time such as ‘before’, ‘after’
-introduces the days of the week.
•Telling the time:
-introduces ‘o’clock’ times on analogue and digital clocks. / 280–284
285–288 / 13–15 / 60
Shape 1 / I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
MTH 0-13a
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
MTH 0-16a
I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.
MTH 1-16a / RS/A
•Collect, discuss, make and use 3D shapes:
-classify shapes by simple properties
-identify and name cubes, cuboids, cones, cylinders and spheres
-create or copy 3D structures using building blocks or everyday objects.
•Work with patterns and sequences:
-copy, continue and describe simple patterns or sequences of objects of different shape or colour. / Shape
•3D shape:
-introduces the cube, cone, sphere and cylinder.
-gives practice in copying, continuing or creating patterns. / 250–254 / 54, 55
Shape 2 / In movement, games, and using technology I can use simple directions and describe positions.
MTH 0-17a / PM/A
•Discuss position and movement:
-associated with position of object;
•locate an object in the classroom. / Shape
•Position and movement:
-introduces everyday language to describe position, direction and movement. / 255–257
Shape 3 / I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
MTH 0-13a
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
MTH 0-16a
I have had fun creating a range of symmetrical pictures and patterns using a range of media.
MTH 0-19a
I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.
MTH 1-16a / RS/A
•Collect, discuss, make and use 2D shapes:
-classify shapes by simple properties
-identify and name squares, rectangles, triangles and circles.
•Work with patterns and sequences:
-copy, continue and describe simple patterns or sequences of objects of different shape or colour. / Shape
•2D shape:
-introduces the circle, triangle, square and rectangle
-gives practice in copying, continuing or creating patterns
-introduces symmetry. / 258–268 / 56–57

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