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Development planner
Unit
SHM 1
Curriculum for Excellence
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Information
handling 1
O/A
• By counting.
• By sorting into specific
sets (shape, colour texture).
MNU 0-20b O/A
• By drawing simple
diagrams (such as one-toone mappings).
I can match objects, and sort using my
own and others’ criteria, sharing my
ideas with others.
O/A
• By tallying as collections of
objects.
• By counting.
MNU 0-20b • By sorting into specific
sets (shape, colour, texture).
I can collect objects and ask questions
D/A
to gather information, organising and
• By drawing simple
displaying my findings in different
diagrams such as one-toways.
one mappings.
MNU 0-20a I/A
• From displays by locating
I have used a range of ways to collect
and counting.
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
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.
Information
handling 2
I can match objects, and sort using my
own and others’ criteria, sharing my
ideas with others.
Information
handling 3
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 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.
Number 1
I have explored numbers,
understanding that they represent
RTN/A
• Work with whole numbers 0
Numbers to 10 (one to five)
• One and two:
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Data handling
• Sorting, matching,
relationships:
- encourages children to select
their own criteria for sorting
- Introduces Carroll diagrams
- Introduces arrow diagrams to
show relationships.
Activity Book
page
22–28
Assessment
Pupil
Sheet
Home
Activity
Check-Up
Other Resources
Date
Comment
Activity Book
page
1–8
29–30
290–295
16–18
5–7,
62–64
296–298
19–23
65, 66
34–36
9
1
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Unit
Number 1
(cont.)
Curriculum for Excellence
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
Mathematics 5-14
SHM Topic
to 20 (count, order, read/write
statements).
•
•
•
•
Number 2
RTN/A
I have explored numbers,
• Work with whole numbers 0
understanding that they represent
quantities, and I can use them to count,
to 20 (count, order, read/write
create sequences and describe order.
statements).
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
PS/A
• Work with patterns and
sequences:
- copy, continue and
describe simple patterns or
sequences of objects of
different shape or colour.
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
- 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.
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.
SHM Resources
Assessment
Teaching
File page
Activity Book
page
Pupil
Sheet
37–40
1–3
10–11
41–44
4–6
11
45–48
7–9
12
49–53
10–12
13
54–57
13–16
14, 15
58–60
17–20
16
61-65
21–23
17
66–73
24–29
17–19
Home
Activity
Check-Up
Other Resources
Date
Comment
Activity Book
page
74–75
76–79
30–31
2
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Development planner
Unit
Number 3
Curriculum for Excellence
SHM 1
Mathematics 5-14
AS/A
I have explored numbers,
• Add and subtract mentally
understanding that they represent
quantities, and I can use them to count,
for numbers 0 to 10.
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
SHM Topic
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.
SHM Resources
Assessment
Teaching
File page
Activity Book
page
Pupil
Sheet
84–88
1–4
20, 21
89–93
5–7
22
94–96
8–9
97–101
10–12
102–106
13
Home
Activity
Check-Up
Other Resources
Date
Comment
Activity Book
page
22
ASSESSMENT
106
Number 4
AS/A
I have explored numbers,
• Add and subtract mentally
understanding that they represent
quantities, and I can use them to count,
for numbers 0 to 10.
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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.
14
107–111
15–16
23–25
1
1
112–116
17–18
26, 27
117–121
19–22
28, 29
2
2
122–127
23–26
30, 31
3
3
3
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Unit
Curriculum for Excellence
Mathematics 5-14
SHM Topic
• Addition facts to 10:
- introduces systematically the
addition facts for 10
- develops quick, random recall
of all facts to 10.
Number 4
(cont.)
ASSESSMENT
Number 5
RTN/A
I have explored numbers,
understanding that they represent
• Work with whole numbers 0
quantities, and I can use them to count,
to 20 (count, order,
create sequences and describe order.
read/write statements).
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
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
Number 6
AS/A
I have explored numbers,
understanding that they represent
• Add and subtract mentally for
quantities, and I can use them to count,
numbers 0 to 10
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
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.
SHM Resources
Assessment
Teaching
File page
Activity Book
page
Pupil
Sheet
Home
Activity
Check-Up
128–133
27–29
32
4
4
133–134
Other Resources
Date
Comment
Activity Book
page
30–31
138–142
1–6
5
5
143–145
7–10
33, 34
6
146–149
11–14
35–37
7, 8
6
150–154
15–17
38, 39
9
7
155–157
18–20
10
8
158–160
160–162
21–23
166–169
1–2
170–174
3–4
40
11
4
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Unit
Number 6
(cont.)
Number 7
Curriculum for Excellence
Mathematics 5-14
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
I have explored numbers,
understanding that they represent
• Add and subtract mentally for
quantities, and I can use them to count,
numbers 0 to 10.
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
SHM Topic
Assessment
Teaching
File page
Activity Book
page
Pupil
Sheet
Home
Activity
• 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.
175–181
5–7
41, 42
12
182–189
8–11
ASSESSMENT
189–190
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
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
SHM Resources
13, 14
Check-Up
Other Resources
Date
Comment
Activity Book
page
9
12
191–197
13–17
43
198–202
18–20
203–207
21–24
208–214
25–27
44, 45
215–221
28–30
46, 47
222–225
31–35
226–229
36–37
38–39
18–19
10
20, 21
11
12
229–231
5
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Development planner
Unit
Curriculum for Excellence
SHM 1
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File 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
Pupil
Sheet
1–3
240–243
4–6
244–247
7–10
• Length:
- introduces the language
long, short, tall, wide,
narrow, thick and thin
- introduces direct
comparison using language
such as longer and shorter.
266–270
Measure 2
Weight/A
I have experimented with everyday
items as units of measure to investigate • Measure in convenient nonstandard units (e.g. cubes):
and compare sizes and amounts in my
environment, sharing my findings with
- weight
others.
- place pairs of objects in
MNU 0-11a
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
Check-Up
Date
Comment
Activity Book
page
49, 50
51–53
247–248
Length/A
I have experimented with everyday
items as units of measure to investigate • Measure in convenient nonstandard units (e.g.
and compare sizes and amounts in my
environment, sharing my findings with
handspans):
others.
- length
MNU 0-11a
- place pairs of objects in
order.
• Use and understand
vocabulary related to all
aspects of measuring and
ordering.
Home
Activity
Other Resources
48
237–239
Measure 1
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Activity Book
page
Assessment
22
11–12
58, 59
6
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Development planner
Unit
Curriculum for Excellence
SHM 1
Mathematics 5-14
SHM Topic
SHM Resources
Teaching
File page
Measure
3
Volume/A
I have experimented with everyday items as
• Measure in convenient nonunits of measure to investigate and compare
standard units (e.g. sand,
sizes and amounts in my environment, sharing
my findings with others.
water):
MNU 0-11a
- volume
- place pairs of objects in order.
• Use and understand
vocabulary related to all
aspects of measuring and
ordering.
• Capacity:
Time 1
Time/A
I am aware of how routines and events in my
• Work with time:
world link with times and seasons, and have
explored ways to record and display these
- place events in time
using clocks, calendars and other methods.
sequences
MNU 0-10a
- 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.
I have spotted and explored patterns in my own RS/A
• Collect, discuss, make and
and the wider environment and can copy and
use 3D shapes:
continue these and create my own patterns.
MTH 0-13a
- classify shapes by simple
I enjoy investigating objects and shapes and
properties
can sort, describe and be creative with them.
- identify and name cubes,
MTH 0-16a
cuboids, cones, cylinders and
I have explored simple 3D objects and 2D
spheres
shapes and can identify, name and describe
- create or copy 3D structures
their features using appropriate vocabulary.
using building blocks or
MTH 1-16a
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.
PM/A
In movement, games, and using technology I
• Discuss position and
can use simple directions and describe
movement:
positions.
MTH 0-17a
- associated with position of
object;
• locate an object in the
classroom.
Shape
• Position and movement:
- introduces everyday
language to describe
position, direction and
movement.
I have spotted and explored patterns in my own RS/A
• Collect, discuss, make and
and the wider environment and can copy and
use 2D shapes:
continue these and create my own patterns.
MTH 0-13a
- classify shapes by simple
I enjoy investigating objects and shapes and
properties
can sort, describe and be creative with them.
- identify and name squares,
MTH 0-16a
rectangles, triangles and
I have had fun creating a range of symmetrical
circles.
• Work with patterns and
pictures and patterns using a range of media.
MTH 0-19a
sequences:
I have explored simple 3D objects and 2D
- copy, continue and describe
shapes and can identify, name and describe
simple patterns or sequences
their features using appropriate vocabulary.
of objects of different shape or
MTH 1-16a
colour.
Shape
• 2D shape:
- introduces the circle,
triangle, square and
rectangle
- gives practice in copying,
continuing or creating
patterns
- introduces symmetry.
Shape 1
Shape 2
Shape 3
Delivering the Curriculum for Excellence © Scottish Primary Mathematics Group 2009
Activity Book
page
Pupil
Sheet
13–15
60
Assessment
Home
Activity
Check-Up
Other Resources
Date
Comment
Activity Book
page
276–278
- introduces the language
‘full’, ‘empty’
- introduces direct comparison
by filling and emptying
containers.
280–284
285–288
250–254
54, 55
255–257
258–268
56–57
7