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Development planner
Unit
Curriculum for Excellence
SHM 4
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/C
• By obtaining information
for a task from a variety of
given sources.
O/C
• By using a tally sheet with
grouped tallies.
• By entering data in a table
using row and column
headings.
D/C
• By constructing a table or
a chart.
• By constructing a bar
graph with axes graduated
in units and with discrete
categories of information.
I/C
• From displays and
databases
- by retrieving specific
records
- by identifying the most
and least frequent items.
Data handling
• Extracting information, tally charts
and bar charts:
- deals with extracting numerical and
written information from a table or
chart
- introduces recording and extracting
information from tally charts
- extends work on displaying and
interpreting vertical and horizontal bar
charts to include frequency axes
labelled in fives and then in tens
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
O/C
• By using a tally sheet with
grouped tallies.
• By entering data in a table
using row and column
headings.
D/C
• By constructing a table or
a chart.
I/C
• From displays and
databases
- By retrieving specific
records
- By identifying the most
and least frequent items.
Data handling
• Pictograms:
- introduces displaying pictograms with
the symbol representing two units
- introduces interpreting and displaying
pictograms with the symbol
representing five units
Information
handling 3
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/C
• By entering data in a table
using row and column
headings.
D/C
• By constructing a table or
a chart.
I/C
• From displays and
databases by retrieving
specific records
Data handling
• Carroll and Venn diagrams:
- revises and extends work on Carroll
and Venn diagrams.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
Assessment
Teaching
File page
Activity
Book
page
Textbook
Extension
Textbook
Pupil
Sheet
356–364
36–37
102–104
E21
38–39
365–369
38–39
105
E22
370–374
106–107
Home
Activity
Check-Up
Topic
Assessment
Other
Resources
Date
Comment
40–41
1
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Development planner
Unit
Number 1
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
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
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 4
Mathematics 5-14
SHM Topic
RTN/C
Numbers to 10 000
• Work with whole numbers • The sequence to 10 000:
up to 10 000 (count, order,
- the number sequence to 1000
read/write statements).
- extends the number sequence to 10 000
- includes finding the number
after/before/between and 1, 2, 10, 50,
100 or 1000 more/less
• Place value, comparing and ordering:
- introduces place value in 4-digit numbers
- deals with adding/subtracting 1, 10, 100
and 1000 to/from 4-digit numbers, using
place value knowledge.
- deals with recognising
- the larger or smaller number in a pair
- the largest or smallest number in a set
up to six
- introduces the symbols > and < to
represent ‘greater than’ and ‘smaller
than’ respectively
- includes ordering up to six nonconsecutive numbers, starting with the
smallest/largest.
- deals with finding the number ‘halfway
between’ a pair of 3-/4-digit multiples of
1000, 100 or 10.
• Number names ordinal numbers:
- deals with reading and writing number
names to ten thousand
- extends ordinal numbers and their
associated notation to include multiples
of 10 to 100, for example, thirtieth (30th),
fortieth (40th),… hundredth (100th).
RN/CAS/B
• Estimating and rounding:
• Round 3-digit whole
- revises estimation of a number form its
numbers to the nearest
position on a 1–10 number line and
10 (eg when estimating).
extends this to a 0–100 number line
- deals with estimating a simple proportion,
for example, the number of millimetres in
a part-full jar to hold 100 ml when full
- revises rounding a 2-digit number to the
nearest 10 and a 3-digit number to the
nearest 100
- introduces rounding a 3-digit number to
the nearest 10
- includes choosing the best approximate
answer to additions involving 2- and 3digit numbers.
PS/C
• Work with patterns and
sequences within and
among multiplication
tables.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
ASSESSMENT
• Number properties:
- revises odd and even numbers
- revises counting on and back in 2s, 3s,
4s and 5s and extends this to include
counting on and back in 6s, 7s, 8s and 9s
- introduces finding rules for number
sequences
- revises multiples of 2, 3, 4, 5 and 10.
SHM Resources
Teaching
File page
Activity
Book
page
Textbook
36–42
1–5
1–3
43–57
4–6
58–64
65–72
262–268
28–29
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
Topic
Assessment
Date
Comment
1
1–3
1
7–8
4
2
9–10
5
70
Check-Up
Other
Resources
E1–E2
2
3
1a, b
2
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Development planner
Unit
Number 2
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 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 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 4
Mathematics 5-14
SHM Topic
AS/C
Addition to 1000
• Addition to 100, mental strategies:
• Mentally for one
digit to whole
- revises mental addition including 2-digit multiples of 10, for
numbers up to
example: 50 + 20, 34 + 40
three digits,
- deals with finding pairs of numbers which total 100 or 60, for
beyond in some
example: 34 + 64 = 100, 28 + 32 = 60
cases involving
- extends work on addition doubles/near doubles from 20 + 20 to
multiples of 10.
50 + 50
• Without a
- revises mental addition of two-digit numbers, bridging a multiple
calculator for whole
of 10, for example: 57 + 35, 26 + 48
numbers with two
- consolidates mental strategies for the addition of several small
digits added to
numbers
three digits.
- provides opportunities for using and applying the above methods.
• Addition of 2-digit numbers, bridging 100:
• In applications in
number,
- revises mental addition of 2-digit numbers and multiples of 10
measurement and
- extends adding 11, 21, 31, … and 9, 19, 29,… to 2-digit numbers
money to £20.
bridging 100, for example: 73 + 41, 53 + 69
- revises addition of 2-digit numbers
FE/C
- bridging 100, for example: 54 + 62
• Use a simple
- bridging 10 and 100, for example: 74 + 59
“function
• Addition involving 3-digit numbers; mental strategies:
machine” for
- revises mental addition of a 3-digit number and a single digit,
operations
bridging a multiple of 10 or 100 for example: 534 + 6, 698 + 7
involving doubling,
- deals with addition of a 2-digit multiple of 10 and any 3-digit
halving, adding
number, for example: 240 + 30, 435 + 50
and subtracting.
- extends mental addition of a multiple of 10 (9, 19, 29,… 11, 21,
31,…) to any 3-digit number without bridging a multiple of 100,
for example: 444 + 29, 507 + 51
- introduces mental addition of a 2-digit multiple of 10 and any 3digit number, bridging a multiple of 100, for example: 180 + 70,
854 + 60
- extends mental addition of a near multiple of 10 and a 2-digit
number to include examples which bridge 100, for example:
84 + 39, 77 + 51
- deals with addition of a 3-digit multiple of 10 to a 2-digit number,
not bridging a multiple of 100, for example: 340 + 38
- includes addition of multiples of 100 and a 3-digit numbers, not
bridging 1000, for example: 485 + 300
- revises addition doubles/near doubles of multiples of 5 up to 100
+ 100 and extends this work to include doubles/near doubles of
- multiples of 50 from 50 + 50 to 450 + 450
- multiples of 10 from 100 + 100 to 500 + 500
- includes finding what must be added
- to a multiple of 50 to make 1000, for example: 350 +  = 1000
- to a 3-digit number to make the next higher multiple of 100, for
example: 628 +  = 700
- provides opportunities for using and applying the above methods.
• Written methods of addition:
- revises an ‘expanded’ method of written addition where the most
significant digits are added first
- introduces an alternative expanded method where the least
significant digits are added first
- introduces a standard method of written addition using examples
- with no bridging; bridging 10 only; bridging 100 only; bridging
10 and 100
- provides opportunities for using and applying these methods.
ASSESSMENT
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
Teaching
File page
Activity
Book
page
Textbook
80–87
6–7
88–92
93–103
104–110
8–9
Extension
Textbook
Assessment
Home
Activity
Check-Up
11–14
3
4
15–17
4
5
5–6
6
18–22
23–24
Pupil
Sheet
6–7
E3–E4
Topic
Assessment
Other
Resources
Date
Comment
8–12
2a, b
3
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Development planner
Unit
Curriculum for Excellence
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 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
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 4
Mathematics 5-14
SHM Topic
AS/C
Subtraction to 1000
• Subtraction to 100, mental strategies:
• Mentally for one
digit from whole
- uses patterns of similar calculations to
numbers up to
consolidate subtraction of
three digits;
- a single digit from a 2-digit number (27 – 3)
beyond in some
- a multiple of 10 from a multiple of 10 and
cases involving
any 2-digit number (70 – 30, 74 – 30)
multiples of 10.
- consolidates subtracting mentally 11, 21, 31,
• Mentally for
… and 9, 19, 29, … and extends this to other
subtraction by
near multiples of 10, for example, 12, 22,
‘adding on’.
32,… and 8, 18, 28,...
• Without a
- revises mental subtraction from a 2-digit
calculator for
number, with bridging of a multiple of 10, of
whole numbers
- a single digit (45 – 8); any 2-digit number
with two digits
(53 – 17,
72 – 35)
subtracted from
- uses and applies mental calculation skills to
three digits.
link addition and subtraction, check answers,
• In applications in
investigate subtraction of odd and even
number,
numbers.
measurement and • Subtraction involving 3-digit numbers,
mental strategies:
money to £20.
- consolidates subtracting a single digit from a
multiple of 100 (500 – 3)
- introduces subtracting a single digit bridging
100 (106 – 8), a multiple of 100 (406 – 9) and
bridging a multiple of 10 (892 – 5)
- introduces subtracting a multiple/near
multiple of 10 from a 3-digit number without
bridging a multiple of 100 (385 – 50, 385 –
49)
- introduces subtracting a multiple/near
multiple of 10 bridging 100 (152 – 70, 127 –
52)
- deals with finding mentally
- differences between 3-digit multiples of 10
(520 – 410)
- small differences between 3-digit numbers
(173 and 165, 386 and 409)
- uses and applies these mental methods in
problems including money.
• Subtraction involving 3-digit numbers,
written procedures:
- develops an ‘expanded’ form of recording for
subtraction of a 2-/3-digit number from a 3digit number:
- with no exchange (368 – 42, 597 – 166)
- with exchange of a 10 for 10 units (645 –
28, 764 – 537)
- with exchange of a 100 for 10 tens (824 –
62, 736 – 451)
- with exchange of a 10 and a 100 (536 – 78,
724 – 459)
- introduces a standard written method for the
above subtractions
- uses and applies the standard written
method:
- in word problems involving addition and
subtraction
- in investigations of patterns in subtraction.
ASSESSMENT
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
Teaching
File page
Activity
Book
page
Textbook
118–125
10
25–28
126–136
11–12
29–33
137–145
34–37
Extension
Textbook
E5–E8
Assessment
Pupil
Sheet
Home
Activity
Check-Up
42
7
7
8–9
8–9
Topic
Assessment
Other
Resources
Date
Comment
13–21
3a, b
4
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Development planner
Unit
Curriculum for Excellence
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
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
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
Having explored the patterns and relationships in
multiplication and division, I can investigate and
identify the multiples and factors of numbers.
MTH 2-05a
SHM 4
Mathematics 5-14
MD/C
Multiplication
• Tables facts and multiplication by 10,
• Mentally within
100:
the confines of all
tables to 10.
- revises the 2, 3, 4, 5 and 10 times tables
• Mentally for any
- revises multiplication by 10 and by 100
2- or 3- digit
- introduces and then consolidates the 8, 6,
whole number by
9 and 7 times table.
• Multiplication beyond tables: Mental
10.
Strategies:
• Without a
calculator for 2- revises multiplication of a two-digit
digit whole
number by 2, 3, 4, or 5, without bridging
number by any
(3 × 23, 2 × 42) and then extends this to
single digit whole
examples which bridge a multiple of 10
number.
but not 100
• In application in
(3 × 28, 2 × 46)
number,
- introduces mental strategies for
measurement
multiplication of two-digit numbers by 4,
and money to
by 20 and by 5 based on doubling/halving,
£20.
multiplication by 10
- extends multiplication of a multiple of 10
by 2, 3, 4 or 5 to include multiplication of
60, 70, 80 and 90
- introduces finding approximate answers
by first rounding to the nearest 10 and
then multiplying (3 x 59  3 x 60  about
180)
Number I can share ideas with others to develop ways of
MD/C
5
estimating the answer to a calculation or problem,
• Mentally within
work out the actual answer, then check my solution by
the confines of all
comparing it with the estimate.
tables to 20.
MNU 1-01a • In applications in
I have investigated how whole numbers are
number,
constructed, can understand the importance of zero
measurement
within the system and use my knowledge to explain
and money to
the link between a digit, its place and its value.
£20.
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Topic
SHM Resources
Teaching
File page
Activity
Book
page
Textbook
154–167
13–16
38–44
168–174
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
Check-Up
10–15
10–12
45–47
Date
Comment
13
4a, b
ASSESSMENT
Division
• Dividing by 2, 3, 4, 5, and 10:
- revises mental division by 2, 3, 4, 5 and
10
- reinforces the link between division and
multiplication.
• Dividing by 8:
- introduces mental division by 8
- reinforces the link between division and
multiplication.
• Dividing by 6:
- introduces mental division by 6
- reinforces the link between division and
multiplication.
• Dividing by 9:
- introduces mental division by 9
- reinforces the link between division and
multiplication.
• Dividing by 7; consolidation:
- introduces mental division by 7
- consolidates mental division by 6, 7, 8 and 9
- reinforces the link between division and
multiplication.
Topic
Assessment
Other
Resources
180–182
48–49
42
16
183–187
17
50
22–23
17
14
188–191
18
51
42
18
15
192–195
19
52
24, 42,
19
16
196–201
20–21
53–54
23
20–21
17–18
5
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Unit
Curriculum for Excellence
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Number I can compare, describe and show number
5 (cont.) 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
Having explored the patterns and relationships in
multiplication and division, I can investigate and
identify the multiples and factors of numbers.
MTH 2-05a
• Linking multiplication and division:
- introduces the link between
- doubling any number to 50 and halving
an even number to 100
- doubling a multiple of 10 to 100 and
halving a multiple of 10 to 200
- doubling a multiple of 10 to 500 and
halving an ‘even’ multiple of 10 to 1000
- doubling a multiple of 100 to 5000 and
halving an ‘even’ multiple of 100 to
10 000
- links multiplication and division
- involving tables facts.
• Dividing 2-digit numbers; remainders:
- deals with remainders
- includes rounding answers in context.
Activity
Book
page
Textbook
202–208
55
209–212
56–57
Extension
Textbook
Assessment
Pupil
Sheet
Home
Activity
Check-Up
RTN/C
Fractions
• Work with thirds, • Halves, quarters, tenths, thirds and fifths
fifths, eights,
- revises halves and quarters of shapes
tenths and simple
- introduces mixed numbers involving these
1
2
3
equivalences
fractions, for example: 22 , 3 3 , 4 5
such as one half
1
1
- revises finding 2 and 4 of a number
= two quarters
(practical
1 1
1
- introduces finding 10 , 3 and 5 of a
applications
number
only).
- provides extension activities which
FPR/C
introduce finding one sixth and one eighth
• Find simple
1 1
of a number.
fractions (3 , 5 ,
• Sixths and eighths, equivalent fractions
1
) of quantities
- introduces sixths and eighths of shapes
10
- introduces equivalent fractions, for
involving 1 or 2
1
2
3
4
example: 2 = 4 = 6 = 8
digit numbers.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
M/C
Money
• Use coins/notes • Using £1 and £2 coins
to £5 worth or
- revises work with coin collections
more, including
involving 1p, 2p, 5p, 10p, 50p and £1
exchange.
coins
RTN/C
- introduces the £2 coin
• Work with
- deals with converting amounts in pounds
decimals to two
and pence to pence and vice-versa
places when
- includes finding change from £1 and £2
reading/recording
- involves finding the difference between
money, and
two amounts.
• Using £5, £10 and £20 notes
using calculator
displays.
- introduces £5, £10 and £20 notes
- deals with counting and laying out mixed
collections of coins and notes to £39.99
- includes finding change from £5 and £10
- provides opportunities for using and
applying the above.
ASSESSMENT
Comment
E10–E12
5a, b
220–236
22–24
58–61
237–244
25–26
62
25–31
22–23
E13–E15
19
20
6
ASSESSMENT
Number I have investigated how whole numbers are
7
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 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 have extended the range of whole numbers I can
work with and having explored how decimal fractions
are constructed, can explain the link between a digit,
its place and its value.
MNU 2-02a
Date
42
ASSESSMENT
Number Having explored fractions by taking part in practical
6
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
Topic
Assessment
Other
Resources
245–253
254–258
27
63–66
67–69
32
E16
24
25
21
7
6
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Development planner
Unit
Curriculum for Excellence
SHM 4
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Measure 1 I can estimate how long or heavy an object ME/C
• Measure in standard
is, or what amount it holds, using everyday
units:
things as a guide, then measure or weigh it
using appropriate instruments and units.
- weight: 1 kg = 1000 g
MNU 1-11a • Read scales on
I can use the common units of measure,
measuring devices to
convert between related units of the metric
the nearest graduation
system and carry out calculations when
where the value of an
solving problems.
intermediate graduation
MNU 2-11b
may be deduced.
Measure
• Weight:
- revises the kilogram and half
kilogram
- introduces the gram
- introduces the relationship 1 kg =
1000 g
- deals with weighing in kilograms and
half kilograms
- provides estimating activities using
kilograms and grams.
Measure 2 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 my knowledge of the sizes of
familiar objects or places to assist me when
making an estimate of measure.
MNU 2-11a
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/C
Measure
• Measure in standard
• Length:
units:
- revises estimating and measuring
• Estimate length and
lengths to the nearest half metre
height in easily standard
- revises measuring in metres and in
1
1
centimetres and the use of the
units: m, 2 m, 10 m, cm.
abbreviation cm
• Select appropriate
- introduces measuring length to the
measuring devices and
nearest half centimetre
units for length.
- introduces measuring using a tape
• Read scales on
measure
measuring devices to
- introduces measuring in metres and
the nearest graduation
centimetres, for example, 2 m 30
where the value of an
cm.
intermediate graduation
may be deduced.
Measure 3 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/C
• Measure in standard
units:
1
1
• Volume: 2 litre, 4 litre
• Read scales on
measuring devices to
the nearest graduation,
where each graduation
is labelled.
Measure
• Capacity: the half-litre, millilitres:
using and applying:
- revises the litre and introduces the
half-litre
- introduces millilitres
- uses litres and millilitres in problem
solving contexts.
Measure 4 I can estimate the area of a shape by
ME/C
Measure
• Measure in standard
• Area:
counting squares or other methods.
MNU 1-11b
units:
- introduce the need for a standard
- area: shapes
unit
composed of
- introduces the square centimetre
rectangles/squares or
and its abbreviation cm2
irregular shapes using
- provides practice in measuring and
1
tiles or grids in square
drawing shapes involving 2 square
centimetres and
centimetres
metres.
investigates drawing shapes with the
• Realise that area can
same area.
be conserved when
shape changes.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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74–75
285–289
291–296
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Development planner
Unit
Curriculum for Excellence
SHM 4
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
Activity
File page Book page
Time 1
Time 2
Time 3
I can use a calendar to plan and be organised T/C
for key events for myself and my class
• Conventions for
throughout the year.
recording time.
MNU 1-10b • Use calendars.
Time
• The calendar:
- revises the sequence of months and the
number of days in each month
- introduces reading a calendar to identify
the day given the date and vice-versa
- extends calendar work to finding
durations, in weeks or days, which
‘bridge’ consecutive months.
T/C
I can tell the time using 12 hour clocks,
realising there is a link with 24 hour notation,
• Conventions for
explain how it impacts on my daily routine and
recording time.
ensure that I am organised and ready for
• Work with hours,
events throughout my day.
minutes.
MNU 1-10a
Time
• Minutes past/to the hour:
- introduces reading the time in 5 minute
intervals on analogue and digital
displays.
- deals with distinction between times
‘past’ and times ‘to’ the hour
- consolidates the 12-hour notation by
giving practice in writing times in 5
minute intervals (10 minutes to 7 
6:50).
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/C
Time
• Use 12-hour times for • Durations:
15
2
simple timetables.
- revises finding times 30 minutes, 3
• Conventions for
hours before/after ‘o’clock’, ‘half past’
recording time.
and ‘quarter past/to’ times and durations
• Work with hours,
15
2
of 30 minutes and 3 hours
minutes.
- introduces finding times 5, 10, 15 .. 45,
50, 55 minutes, or several hours
before/after given analogue or digital
times
- introduces finding durations in multiples
of 5 minutes between given analogue or
digital times within the same hour and
bridging an hour
- deals with durations of several hours,
including those which bridge 12:00
- includes problems which require
children to use and apply the above.
Shape 1 I have explored simple 3D objects and 2D
shapes and can identify, name and describe
their features using appropriate vocabulary.
MTH 1-16a
Having explored a range of 3D objects and 2D
shapes, I can use mathematical language to
describe their properties, and through
investigation can discuss where and why
particular shapes are used in the environment.
MTH 2-16a
I can draw 2D shapes and make
representations of 3D objects using an
appropriate range of methods and efficient use
of resources.
MTH 2-16c
RS/C
Shape
• Collect, discuss,
• 3D shape:
make and use 3D
- revises recognising, naming, classifying
shapes.
and describing spheres, hemispheres,
• Identify 2D shapes
cubes, cuboids, cones, cylinders,
within 3D shapes.
pyramids and prisms from 2D pictures
• Recognise 3D shapes
and by handling solids
from 2D shapes.
- deals with properties associated with
these shapes – faces, edges, vertices
- includes building models using
construction kits and straws
- deals with building 3D shapes from 2D
pictures using interlocking cubes.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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22–23
27
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80–81
304–315
31–32
82–85
316–324
33
86–87
326–334
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E18
88–91
8
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Unit
Curriculum for Excellence
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
Activity
File page Book page
Shape 2 I can continue and devise more involved
RS/C
• Collect, discuss,
repeating patterns or designs, using a variety
make and use 2D
of media.
MTH 1-13a
shapes.
I have explored simple 3D objects and 2D
shapes and can identify, name and describe
their features using appropriate vocabulary.
MTH 1-16a
Having explored a range of 3D objects and 2D
shapes, I can use mathematical language to
describe their properties, and through
investigation can discuss where and why
particular shapes are used in the environment.
MTH 2-16a
Shape
• 2D shape: properties and patterns:
336–340
- revises circles, triangles, pentagons,
hexagons, octagons and their properties
- develops the language of shape to
regular and irregular
- consolidates using shapes to continue
and create patterns.
Shape 3 I have explored symmetry in my own and the
S/C
Shape
• 2D shape: line symmetry:
wider environment and can create and
• Find lines of
recognise symmetrical pictures, patterns and
symmetry of shapes
- consolidates work on recognising lines
shapes.
drawn on squared
of symmetry in shapes and designs
MTH 1-19a
grids.
- extends work on completing
I can illustrate the lines of symmetry for a range • Complete the missing
symmetrical patterns with one or two
of 2D shapes and apply my understanding to
half of a simple
lines of symmetry to designs which
create and complete symmetrical pictures and
symmetrical shape or
include half squares.
patterns.
pattern on a squared
MTH 2-19a
grid.
Shape 4 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
I can accurately measure and draw angles
using appropriate equipment, applying my skills
to problems in context.
MTH 2-17b
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
I can use my knowledge of the coordinate
system to plot and describe the location of a
point on a grid.
MTH 2-18a
PM/C
• Describe the main
features of a familiar
journey or route.
• Create paths on
squared paper
described by
instructions such as
‘Forward 5, right 90,
forward 7, left 90’.
A/C
• Know that a right
angle is 90o.
• Use ‘right, acute,
obtuse’ to describe
angles.
• Know that a straight
angle is 180o.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Shape
• Position, movement and angle:
- extends the work on grid references
using numbers only, for example: 2, 3
- introduces the notation for co-ordinates,
for example: (2, 3)
- revises the four compass points North,
South, East, West
- introduces clockwise and anti-clockwise
turns of 90o, 180o, 360o and 45° for
example: turn through 90o anticlockwise
- introduces comparing two angles to
determine which is larger/smaller and
ordering up to four angles, starting with
the largest/smallest.
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341–345
34
94–95
347–354
35
96–101
9