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Development planner
Unit
Curriculum for Excellence
SHM 3
Mathematics 5-14
SHM Topic
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
Data handling
• By obtaining information for
• Frequency tables; bar charts;
pictograms:
a task from sets of pictures or
diagrams.
- introduces organising data using
• By conducting a class
frequency tables
survey.
- extends work on displaying and
O/B
interpreting vertical and
• By using a tally sheet with
horizontal bar charts to include
individual ticks for each item.
frequency axes labelled in ones,
• By using a simple database
then twos.
in which the teacher defines the
- includes the use of a computer to
headings or fields.
display data
• With the aid, where
- extends the work on displaying
appropriate, of a computer
and interpreting pictographs to
package.
include pictograms with the
D/B
symbol representing two units.
• 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.
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.
Number 1
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
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
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
Assessment
Teaching
File page
Activity
Book page
Text-book
Extension
Textbook
322–328
23
82–83
E20–E21
84–85
E18–E19
55–56
E1–E2
1–3
329–340
34–38
1–2
39–50
3–10
Pupil
Sheet
Home
Activity
CheckUp
1–2
1–2
Other
Resources
Date
Comment
Topic
Assessment
1
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Unit
Number 1
(cont.)
Curriculum for Excellence
Mathematics 5-14
SHM Topic
• Round 2-digit whole numbers
a digit, its place and its value.
1000
MNU 1-02a
to the nearest 10.
- introduces finding numbers 10 or
I can use addition, subtraction,
100 more/less
multiplication and division when
- introduces adding/subtracting 10,
solving problems, making best use of
100, multiples of 10, multiples of
the mental strategies and written skills
100
• Counting in hundreds, tens and
I have developed.
MNU 1-03a
ones:
I can continue and devise more
- deals with counting in hundreds,
involved repeating patterns or designs,
then in tens, then in ones to
using a variety of media.
1000.
MTH 1-13a
• Place value, comparing and
ordering:
Through exploring number patterns, I
can recognise and continue simple
- introduces place value in 3-digit
number sequences and can explain
numbers
the rule I have applied.
- deals with recognising:
MTH 1-13b
- the larger or smaller number in
I can compare, describe and show
a pair
number relationships, using
- the largest or smallest number
appropriate vocabulary and the
in sets of up to six
symbols for equals, not equal to, less
- includes ordering up to six nonthan and greater than.
consecutive numbers, starting
MTH 1-15a
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
Teaching
File page
Activity
Book page
51–53
11–13
54–60
14–17
61–66
18–20
67–74
21–23
Text-book
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
CheckUp
3
3
Other
Resources
Date
Comment
Topic
Assessment
4–5
1a, 1b
2
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Development planner
Unit
SHM 3
Curriculum for Excellence
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Number I can share ideas with others to develop ways of
2
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.
Activity
Book
page
Textbook
Assessment
Extension Pupil
Textbook Sheet
Home
Activity
CheckUp
78–83
1–4
84–88
5–6
6
5
4
89–95
7–10
7–8
6–7
5
96–99
11–12
9
8
6
100–116
24–25
13–16
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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, …
Topic
Assessment
4
E3–E8
10–
11
2a, b
ASSESSMENT
Number I can share ideas with others to develop ways of
3
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
Other
Date Comment
Resources
120–125
17–20
126–132
21–23
12–
13
9
7
8
3,
14–
16
3
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Unit
Curriculum for Excellence
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Number strategies and written skills I have developed.
and money, including
3
MNU 1-03a
payment and change u
(cont.)
Through exploring number patterns, I can recognise and
to £1.
continue simple number sequences and can explain the
FE/B
rule I have applied.
MTH 1-13b • Finding the missing
numbers in statements
I can compare, describe and show number relationships,
using appropriate vocabulary and the symbols for equals,
where symbols are
not equal to, less than and greater than.
used for known
MTH 1-15a
numbers or operators.
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
• 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.
Activity
Book
page
Textbook
133–138
24–26
139–142
27–28
143–151
29–32
152–160
26
33–36
Assessment
Extension Pupil
Textbook Sheet
17
Home
Activity
CheckUp
10
9
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 2digit 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.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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
Topic
Assessment
11
18–
23
10
12
E9
ASSESSMENT
Number I can share ideas with others to develop ways of
4
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
Other
Date Comment
Resources
3a, b
164–172
27–30
37–39
173–181
31–32
40–43
182–190
44–46
E10
13–15
11–12
3
16–18
13
24
19
14
4a, b
4
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Development planner
Unit
Number 5
Number 6
Curriculum for Excellence
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
SHM 3
Mathematics 5-14
MD/B
• Mentally by 2, 3, 4, 5, 10,
within the confines of these
tables.
• With a calculator for 2-digit
numbers multiplied by any
digit.
• In application in number,
measurement and money to
£1.
FE/B
• Find the missing numbers in
statements where symbols are
used for unknown numbers or
operators.
M/B
I can share ideas with others to develop
• Use coins up to £1 including
ways of estimating the answer to a
calculation or problem, work out the actual
exchange (50p = 5 × 10p).
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 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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Topic
Division
• Dividing by 2 and by 10;
halving:
- revises mental division by 2 and
by 10
- revises linking division by 2 with
halving an even number to 20.
• Dividing by 5:
- introduces mental link between
division by 5
- reinforces the link between
division and multiplication
• Dividing by 3:
- introduces mental division by 3
- reinforces the link between
division and multiplication
• Dividing by 4; consolidation:
- introduces mental division by 4
- consolidates mental division by
2, 3, 4, 5 and 10
- reinforces the link between
division and multiplication.
• Problem solving and enquiry,
remainders:
- introduces remainders through
grouping and sharing
- deals with rounding answers in
context.
SHM Resources
Teaching
File page
Activity
Book page
Text-book
194–200
33–37
47–48
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
CheckUp
49–50
3, 25
23
15–16
205–208
51–52
3
24
17
209–217
53–58
3
25–26
18–19
38–39
59–60
Comment
Topic
Assessment
E12–E13
ASSESSMENT
Money
• Using the £1 coin:
- revises counting coin collections
and laying out amounts to 99p
- introduces the £1 coin
- deals with counting and laying
out amounts beyond £1
- includes finding change from £1
- involves finding the difference
between two amounts.
Date
20–22
201–20
218–226
Other
Resources
5a, b
228–232
61–66
E11
26–27
27
20–21
5
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Development planner
Unit
Curriculum for Excellence
SHM 3
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Number 7
Measure 1
Measure 2
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 found 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/B
• Work with quarters (practical
applications only).
FPR/B
• Find halves and quarters of
quantities involving 1 or 2 digit
numbers, for example by
sharing.
Factions
• Halves and quarters:
- revises and consolidates halves
and quarters of shapes
- revises finding half of a number
- introduces finding one quarter of
a number and uses this to find
three quarters of a number
- provides extension activities
which introduce finding one
tenth of a shape and number.
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
I can use the common units of measure,
convert between related units of the metric
system and carry out calculations when
solving problems.
MNU 2-11b
ME/B
• Measure in easily handled
standard units and fractions
of them:
1
1
Length: m, 2 m, 4 m, cm.
Measure
• Length: metres and
centimetres:
- introduces estimation of length
in metres and in centimetres
- introduces measurement of
lengths in metres and in
centimetres using metre sticks
and rulers.
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
ME/B
• Measure in easily handled
standard units and fractions
of them:
1
Weight: kg, 2 kg.
• Place sets of objects in order
of length.
• Use the abbreviations m, cm.
• Realise that length can be
conserved when shape
changes.
• Read scales on measuring
devices to the nearest
graduation, where each
graduation is labelled.
• Place sets of objects in order
of weight.
• Read scales on measuring
devices to the nearest
graduation, where each
graduation is labelled.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Measure
• Weight:
- revises comparing weights using
non-standard units
- introduces the kilogram and half
kilogram
- deals with weighing in
kilograms, using scales.
Activity
Book page
234–240
242–250
1–4
252–256
5–7
Assessment
Text-book
Extension
Textbook
Pupil
Sheet
Home
Activity
CheckUp
67–68
E14–E15
28–33
28
22
Other
Resources
Date
Comment
Topic
Assessment
69–70
6
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Development planner
Unit
Measure 3
Time 1
Time 2
Shape 1
Curriculum for Excellence
SHM 3
Mathematics 5-14
I have experimented with everyday items as ME/B
• Measure in easily handled
units of measure to investigate and
standard units and factions of
compare sizes and amounts in my
environment, sharing my findings with
them
• Read scales on measuring
others.
MNU 0-11a
devices to the nearest
I can estimate how long or heavy an object
graduation, where each
is, or what amount it holds, using everyday
graduation is labelled.
things as a guide, then measure or weigh it
using appropriate instruments and units.
MNU 1-11a
SHM Topic
Measure
• Capacity: the litre:
- revises comparison of capacities
for non-standard units
- introduces the litre as a
standard unit
- introduces calculations involving
litres.
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
T/B
• Place events in time
sequences
• Tell time using analogue
displays, and the terms
‘quarter past/to, half past’
• Read time in hours and
minutes using digital displays.
Time
• Telling the time:
- revises and consolidates
‘o’clock’ and ‘half past’ times on
analogue and digital clocks
- introduces ‘quarter past’ and
‘quarter to’ times on analogue
and digital clocks
- involves writing these times as,
for example, quarter to 7
- introduces a ‘new’ notation for
these times, for example, 9.00,
9.15, 9.30, 9.45
- deals with ordering ‘o’clock’,
‘quarter past’, ‘half past’ and
‘quarter to’ times given as
analogue or digital displays and
in the 12-hour notation.
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
T/B
• Place events in time sequence
• Tell time using analogue
displays, and the terms
‘quarter past/to, half past’
• Read time in hours and
minutes using digital displays.
Time
• Durations:
- introduces finding the time 15 or
30 minutes after or before given
digital or analogue times
- introduces finding durations of
15 minutes, 30 minutes or 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
I have explored simple 3D objects and 2D
shapes and can identify, name and
describe their features using appropriate
vocabulary.
MTH 1-16a
RS/B
• Collect, discuss, make and
use 3D shapes.
• Respond to written or oral
descriptions which refer to
features of shapes such as
faces, edges, corners, sides
and angles.
• Identify and name triangular
prism, square pyramid.
• Make 3D shapes from
diagrams or pictures.
SHM Resources
Teaching
File page
Activity
Book page
258–260
8–9
262–272
10–12
273–280
13
Text-book
71–72
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
CheckUp
34–36
29
23
37–39
30
24
ASSESSMENT
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Shape
• 3D shape:
- revises recognising and naming
spheres, cubes, cuboids, cones
and cylinders
- introduces pyramids
- introduces prisms
- builds models with these shapes
- deals with properties associated
with 3D shapes – faces, corners
and edges.
Other
Resources
Date
Comment
Topic
Assessment
6a, b
282–290
14–16
73–75
40–42
7
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Development planner
Unit
Shape 2
Shape 3
Shape 4
Curriculum for Excellence
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 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
SHM 3
Mathematics 5-14
RS/B
Shape
• Collect, discuss, make and
• 2D shape: recognising and
use 2D shapes.
describing shapes:
• Respond to written or oral
- revises the circle, square,
descriptions which refer to
rectangle, triangle, hexagon and
features of shapes such as
simple properties of their sides
corners, sides, angles.
and corners
• Find shapes that will tile and
- introduces the pentagon and
continue tilings using grids or
octagon and simple properties
tiles.
of their sides and corners
PS/B
- uses shape to copy, continue
Work with patterns and
and create patterns.
sequences:
- more complex sequences with
shapes.
S/B
I have had fun creating a range of
symmetrical pictures and patterns using a
• Recognise symmetrical shapes
range of media.
by folding or using a mirror.
MTH 0-19a
I have explored symmetry in my own and
the wider environment and can create and
recognise symmetrical pictures, patterns
and shapes.
MTH 1-19a
I can illustrate the lines of symmetry for a
range of 2D shapes and apply my
understanding to create and complete
symmetrical pictures and patterns.
MTH 2-19a
I can describe, follow and record routes and
journeys using signs, words and angles
associated with direction and turning.
MTH 1-17a
I have developed an awareness of where
grid reference systems are used in
everyday contexts and can use them to
locate and describe position.
MTH 1-18a
I have investigated angles in the
environment, and can discuss, describe
and classify angles using appropriate
mathematical vocabulary.
MTH 2-17a
Through practical activities, which include
the use of technology, I have developed my
understanding of the link between compass
points and angles and can describe, follow
and record directions, routes and journeys
using appropriate vocabulary.
MTH 2-17c
SHM Topic
PM/B
• Discuss position and
movement.
• Give and understand
instructions for turning through
right angles.
• Recognise and name the four
compass points.
• Use grid references to read or
plot location on grid.
• Give and follow directions to
create a square or rectangle.
A/B
• Use a template to draw or
check for a right angle.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Shape
• 2D shape: symmetry:
- revises folding paper shapes to
find a line of symmetry
- introduces finding and sketching
a line of symmetry with the aid
of a mirror
- introduces completing a
symmetrical pattern.
Shape
• 2D shape: position, movement
and angle:
- introduces turning clockwise and
anti-clockwise through whole,
half and quarter turns
- introduces right angles
- introduces grid references
- introduces the four compass
directions North, South, East
and West
- revises moving forwards and
turning left and right on a
squared grid and introduces the
abbreviations F, R and L for
these movements
SHM Resources
Assessment
Teaching
File page
Activity
Book page
Text-book
Extension
Textbook
Pupil
Sheet
292–300
17–18
76–78
E16
43–48
301–306
19
79
E17
49–50
308–318
20–22
80–81
E22
51–54
Home
Activity
CheckUp
Other
Resources
Date
Comment
Topic
Assessment
8