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Development planner
Unit Curriculum for Excellence Mathematics 5-14 SHM Topic
Information handling 1
I can collect objects and ask questions to gather information, organising and 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 drawing simple diagrams
(graphs).
I/A
•
From displays by locating and counting .
Data handling
• Bar graphs:
deals with organising data
involves displaying and interpreting a bar graph.
Number 1
Information handling 2
I can collect objects and ask questions to gather information, organising and 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
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
•
Carroll diagrams:
revises and extends work on Carroll diagrams.
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 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 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
RTN/B
• Work with whole numbers up to
100 (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 100
• The sequence to 100:
extends the number sequence to 100
uses the language: ‘the number after/before/between’, ‘the number one or two more/less’
deals with counting in ones and then in tens to 100.
• Introducing place value:
introduces place value
deals with ‘10 more than’ and ‘10 less than’.
• Comparing and ordering numbers:
deals with recognising
the larger or smaller number in a pair
the largest or smallest number in a
Teaching
File page
206
–209
210 –214
20
–25
26 –31
32 –35
SHM Resources
Activity
Book page
28
–30
Pupil
Sheet
38, 39
31
1
–7
8 –11
12 –15
3
1, 2
Home
Activity
Assessment
Check-Up Activity Book page
Other
Resources
2
1
1
2
Date
SHM 2
Comment
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1

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Unit Curriculum for Excellence Mathematics 5-14
Number 1
(cont.)
Number 2 to explain the link between a digit, its place and its value.
MNU 1-02a
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 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 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
AS/B
• Add and subtract mentally numbers 0 to 20.
SHM Topic
Teaching
File page set of three
includes ordering up to five nonconsecutive numbers, starting with the largest or smallest.
• Counting in twos, threes, fours and fives:
revises and extends counting in twos and threes, odd and even numbers
introduces counting in fours and fives.
• Numbers between, estimating and rounding:
deals with numbers between and halfway between two given numbers
introduces estimation of a number from its position on a number line
introduces rounding to the nearest 10.
ASSESSMENT
36
–40
41 –45
45
–47
Addition to 20
• Addition facts to 10:
deals with consolidation of facts to 10
•
Mental strategies:
introduces mental strategies for adding
10 to a single-digit number
introduces mental strategies for adding a singledigit number to a ‘teens’ number and totals of 20
introduces mental strategies for adding two single-digit numbers by:
-
‘bridging’ 10
using doubles/near doubles.
• Addition facts to 15:
introduces using materials, systematises and consolidates addition facts for totals 11 to 15.
• Addition facts to 20:
systematises addition facts for totals
16
–20
develops techniques for adding three numbers
consolidates, uses and applies addition facts for total 11 to 20.
ASSESSMENT
50 –52
53 –60
61
–67
68
–76
76
–78
7
–10
11
–16
1 –2
3 –6
SHM Resources
Activity
Book page
Pupil
Sheet
16
–18
19 –21
4, 5
8, 9
10
–12
6
7
5, 6
7, 8
3, 4
Home
Activity
4
5
3
Assessment
Check-Up Activity Book page
17
–18
22
–23
Other
Resources
Date Comment
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2

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Development planner
Unit Curriculum for Excellence Mathematics 5-14 SHM Topic
Teaching
File 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 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
AS/B
• Add and subtract mentally for numbers
0 to 20.
Subtraction to 20
• Consolidation of facts to 10:
consolidates subtraction facts to 10.
•
Subtracting from a teens number and 20, mental strategies:
introduces subtraction of a single-digit number from a teens number without bridging 10
introduces subtraction of a single-digit number and 10 from 20
introduces subtraction of a teens number from a teens number.
•
Subtraction facts for 11 to 15:
systematises subtraction facts for 11 –15.
•
Subtraction facts for 16 to 20:
systematises subtraction facts for 16 to 20
links addition and subtraction facts
consolidates, uses and applies subtraction facts to 20.
ASSESSMENT
80 –83
84 –91
92
–98
99
–105
106 –108
Number 4 I am developing my awareness of how money is used and can recognise and use a range of coins.
MNU 0-09a
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 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 payment and change to 10p.
M/B
• Use coins up to £1 including exchange.
Money
•
•
•
-
-
-
-
-
-
Using the 10p coin:
introduces the 10p coin
deals with finding amounts to 20p using 1p,
2p, 5p and 10p coins.
Using the 20p coin:
introduces the 20p coin
deals with counting and laying out amounts to 49p.
Using the 50p coin:
introduces the 50p coin
deals with counting and laying out amounts to 99p.
ASSESSMENT
Number 5 I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
MNU 0-07a
Having explored fractions by taking part in practical activities, I can show my understanding of:
how a single item can be shared equally
the notation and vocabulary associated with fractions
where simple fractions lie on the number line.
MNU 1-07a
Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division.
MNU 1-07b
Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent.
MTH 1-07c
RTN/A
• Work with halves
(practical applications only).
RTN/B
•
Work with quarters
(practical applications only).
Fractions
• Halves and quarters:
introduces halves and quarters of shapes
links doubles and halves of numbers.
110
–112
113
–116
117
–119
120
–121
123
–128
SHM Resources
Activity
Book page
19 –20
21 –25
26
–29
30
–37
Pupil
Sheet
13
–15
16
–18
1
–4
5
–6
7
–9
12
–15
19
–21
22
–25
26
Home
Activity
Check-
Up
Assessment
Activity Book page
Other Resources Date
14
15
9, 10
11
12, 13
16
9
10
6
7, 8
11
10
–11
38 –39
SHM 2
Comment
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3

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Development planner
Unit Curriculum for Excellence Mathematics 5-14 SHM Topic
Number 6 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 share out a group of items by making smaller groups and can split a whole object into smaller parts.
MNU 0-07a
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
MD/B
• Multiply:
(introduce concept of multiplication).
mentally by two.
Number 7 I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
MNU 0-07a
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
MD/B
• Divide:
(introduce concept of multiplication).
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
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units .
MNU 1-11a
Length/A
• Measure in convenient nonstandard units (eg handspans):
length
place pairs of objects in order.
• Estimate length in convenient non-
• standard units.
Use and understand vocabulary related to all aspects of measuring and ordering.
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
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.
MNU 1-11a
Weight/A
• Measure in convenient nonstandard units (e.g. cubes):
weight
place pairs of objects in order.
• Use and understand vocabulary related to all aspects of measuring and ordering.
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
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.
MNU 1-11a
Volume/A
• Measure in convenient nonstandard units (e.g. sand, water):
volume
place pairs of objects in order.
• Use and understand vocabulary related to all aspects of measuring and ordering.
Multiplication
• Concept of multiplication:
introduces the concept of multiplication, associated language and notation
introduces the commutative aspect of multiplication.
• The 2 times-table:
introduces the 2 times-table.
ASSESSMENT
Division
• Concept of division:
introduces the concept of equal sharing
deals with the concept of grouping
introduces the ‘÷’ sign and associated language.
ASSESSMENT
•
Length:
introduces direct comparison using language such as longer, shorter, longest, shortest
introduces the use of arbitrary and nonstandard units to measure and compare lengths
deals with estimation and selection of suitable measuring units.
• Weight:
deals with direct comparison of the weights of two objects by handling and by using a twopan balance
explains how to use a two-pan balance and non-standard units to:
-
weigh objects
compare the weights of objects indirectly introduces language associated with weighing
(heavy/light, heavier/lighter, about the same weight as, balances).
•
Capacity:
explains how to compare capacities directly, by pouring
introduces using non-standard units to measure and compare capacities
deals with estimation and selection of suitable measuring units.
Teaching
File page
130
–138
139 –143
143
Activity
Book page
1
–6
7 –8
SHM Resources
Pupil
Sheet
27
145 –149
150
168
–174
176
–179
181
–185
10 –14
7
–13
14
17
–16
–20
28, 29
SHM 2
Home
Activity
17, 18
Assessment
Check-
Up
12
Activity
Book page
9
Other
Resources
Date Comment
19, 20 13
15
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Development planner
Unit Curriculum for Excellence Mathematics 5-14 SHM Topic
Measure 4 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
I can estimate the area of a shape by counting squares or other methods.
MNU 1-11b
Area/A
• Measure in convenient nonstandard units (eg handprints):
•
area
place pairs of objects in order.
Use and understand vocabulary related to all aspects of measuring and ordering.
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
I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.
MNU 1-10a
Time/A
• Work with time:
place events in time sequences.
Time/B:
•
Work with time:
tell time using analogue displays; and the term ‘half past’.
Shape 1
•
Area:
introduces the concept and language of area
deals with direct comparison of areas by
perception introduces non-standard units for comparison of areas.
Time
• Months of the year:
introduces the months of the year.
• Telling the time:
introduces ‘half past’ times on analogue and digital clocks.
•
Durations:
deals with finding the time 1, 2 or 3 hours before or after given digital or analogue times
introduces finding durations in whole hours between given digital or analogue times.
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
MTH 0-16a
In movement, games, and using technology I can use simple directions and describe positions.
MTH 0-17a
RS/A
•
-
-
Collect, discuss, make and use 3D shapes:
classify shapes by simple properties
identify and name cubes, cuboids, cones, cylinders and spheres
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
create or copy 3D structures using building blocks or everyday objects
PM/A
• Discuss position and movement:
associated with position of object
locate an object in the classroom.
Shape
• 3D shape:
deals with recognising and naming 3D shapes using
-
‘everyday’ names (cube, box, ball, cone, tube)
mathematical names (cube, cuboid, sphere, cone, cylinder)
introduces language associated with 3D shapes (rolls, slides, flat, curved, face, edge, straight, corner)
deals with language associated with position
(near, beside, below, under, above).
Shape 2 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
In movement, games, and using technology I can use simple directions and describe positions.
MTH 0-17a
I have had fun creating a range of symmetrical pictures and patterns using a range of media.
MTH 0-19a
I can continue and devise more involved repeating patterns or designs, using a variety of media.
MTH 1-13a
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.
PS/A
•
Work with patterns and sequences:
copy, continue and describe simple patterns or sequences of objects of different shape or colour.
PM/A
• Discuss position and movement:
associated with position of object
locate an object in the classroom.
Shape
• 2D shape:
introduces the circle, triangle, square and rectangle
deals with simple properties of sides and corners
introduces the hexagon
gives practice in continuing and making patterns
introduces symmetry
deals with moving forward and back, turning left and right, whole turns and half turns.
Teaching
File page
187 –191
SHM Resources
Activity
Book page
21 –22
Pupil
Sheet
194 –196
197 –200
201
–204
151
–156
158 –165
23 –24
25
–27
1
–2
3 –6
33, 34
35 –37
30, 31
32
SHM 2
Home
Activity
Check-
Up
Assessment
Activity
Book page
Other
Resources
Date Comment
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5

Extension
Number 2
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Development planner
Unit Curriculum for Excellence Mathematics 5-14
Extension
Number 1
SHM Topic
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 1000 (count, order, read, write).
Extension: Numbers to 1000
• Sequences to 1000:
extends the number sequence to 1000 by counting forwards and backwards in ones, in tens and in hundreds.
deals with finding numbers one, 10 or a
100 more/less than given 3-digit numbers.
• Comparing and ordering:
introduces comparing and ordering 3digit numbers.
deals with finding numbers halfway between pairs of numbers such as 300 and 400, 450 and 550.
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 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
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/B
Add:
mentally for numbers 0 to
20; in some cases beyond
20
without a calculator for 2digit numbers.
Extension: Addition to 100
• Addition of a single-digit and a 2-digit number:
uses 10p and 1p coins to introduce addition of a single digit and a 2-digit number, for example, 40 + 6, 6 + 53
introduces mental strategies for the above and uses and applies these strategies.
• Addition of a multiple of 10 and a 2-digit number:
uses 10p and 1p coins and number lines to add 10 to a 2-digit number
uses cubes and number lines to introduce addition of:
two multiples of 10, for example
20 + 60
a multiple of 10 and any 2-digit number, for example 40 + 36, 23 + 30
introduces mental strategies for these additions and uses and applies these strategies.
• Addition of a single-digit and a 2-digit number, with bridging:
uses number lines and ten-frames to introduce addition of a single digit and a
2-digit number, bridging 20; for example,
18 + 5, 4 + 19
introduces mental strategies for the
216 –221
222
–225
228 –231
232
–238
239 –243
Teaching
File page
SHM Resources
Activity
Book page
1 –4
5
–6
Pupil
Sheet
40
7 –8
9
–11
12 –13 46 –48
41, 42
43
–45
Home
Activity
Assessment
Check-Up Activity
Book page
Other Resources
22
21
14
15
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Date
SHM 2
Comment
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Unit Curriculum for Excellence Mathematics 5-14
Extension
Number 2
(cont.)
Extension
Number 3
SHM Topic above and uses and applies these strategies
includes addition of a small single digit and a 2-digit number, bridging any multiple of 10; for example, 78 + 4,
3 + 59
• Addition of three numbers:
develops mental strategies for addition of three numbers, for example 6 + 8 + 9,
3 + 14 + 2, 30 + 20 + 40
provides examples where mental addition to 100 is applied to simple number problems.
ASSESMENT
244 –246
246
–247
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
AS/B
Subtract :
mentally for numbers 0 to
20; in some cases beyond
20
without a calculator for 2digit numbers.
Extension: Subtraction to 100
•
Subtracting a single digit:
deals with subtracting a single-digit number from a two-digit number, without bridging, for example, 56
– 4
involves subtracting a single-digit number from a multiple of 10, for example, 60
– 7
• Subtracting tens:
deals with mentally subtracting 10 from a
2-digit number, for example 59 – 10
introduces subtracting a multiple of 10 from a multiple of 10, for example,
70
– 30
includes subtracting a multiple of 10 from any 2-digit number, for example, 73
– 40
• Subtracting a single digit, bridging 20:
introduces mental subtraction of singledigit numbers, ‘bridging’ 20, for example,
24
– 6, 27 – 9.
ASSESSMENT
249 –252
253 –260
261
–264
265
Teaching
File page
SHM Resources
Activity
Book page
Pupil
Sheet
14
16
18
21
–17
–20
–22
49
50, 51
Home
Activity
Assessment
Check-Up Activity
Book page
Other Resources
25
23
24 16
23
15
Date Comment
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
7