Scotland

Number, money and measure

• Estimation and rounding

  • Uses strategies to estimate an answer to a calculation or problem, for example, doubling and rounding.

    • Estimate to the nearest ten - up to 100 (1-E.10)

  • Rounds whole numbers to the nearest 10 and 100 and uses this routinely to estimate and check the reasonableness of a solution.

• Number and number processes

  • Reads, writes, orders and recites whole numbers to 1000, starting from any number in the sequence.

    • Count up and down - up to 10 (1-C.17)
    • Number lines - up to 10 (1-C.20)
    • Count forward and backward - up to 10 (1-C.22)
    • Convert from words to digits - up to 10 (1-C.23)
    • Convert from digits to words - up to 10 (1-C.24)
    • Write digits given words - up to 10 (1-C.25)
    • Write words given digits - up to 10 (1-C.26)
    • Complete a sequence - up to 10 (1-C.27)
    • Count up and down - up to 20 (1-D.6)
    • Number lines - up to 20 (1-D.8)
    • Count forward and backward - up to 20 (1-D.10)
    • Convert from words to digits - up to 20 (1-D.11)
    • Convert from digits to words - up to 20 (1-D.12)
    • Write digits given words - up to 20 (1-D.13)
    • Write words given digits - up to 20 (1-D.14)
    • Complete a sequence - up to 20 (1-D.15)
    • Number lines - up to 30 (1-E.2)
    • Count up and down - up to 100 (1-E.7)
    • Complete a sequence - up to 100 (1-E.8)
    • Count forward and backward - up to 100 (1-E.9)
    • Put numbers up to 10 in order (1-H.10)
    • Put numbers up to 20 in order (1-H.11)

  • Demonstrates understanding of zero as a placeholder in whole numbers to 1000.

  • Uses correct mathematical vocabulary when discussing the four operations including, subtract, add, sum of, total, multiply, product, divide and shared equally.

    • Write addition sentences - sums up to 10 (1-M.13)
    • Write subtraction sentences - numbers up to 10 (1-Q.9)
    • Sum and difference (1-AA.1)

  • Identifies the value of each digit in a whole number with three digits, for example, 867 = 800 + 60 + 7.

    • Count tens and ones - up to 20 (1-D.16)
    • Write tens and ones - up to 20 (1-D.17)
    • Count tens and ones - up to 30 (1-E.3)

  • Counts forwards and backwards in 2s, 5s, 10s and 100s.

    • Learn to skip-count by twos (1-F.1)
    • Skip-count by twos (1-F.2)
    • Skip-count by twos on ten frames (1-F.3)
    • Learn to skip-count by fives (1-F.4)
    • Skip-count by fives (1-F.5)
    • Learn to skip-count by tens (1-F.6)
    • Skip-count by tens (1-F.7)
    • Learn to skip-count by twos, fives and tens (1-F.8)
    • Skip-count by twos, fives and tens (1-F.9)

  • Demonstrates understanding of the commutative law, for example, 6 + 3 = 3 + 6 or 2 × 4 = 4 × 2.

    • Related addition facts (1-N.8)

  • Applies strategies to determine multiplication facts, for example, repeated addition, grouping, arrays and multiplication facts.

    • Count equal groups (1-BB.1)
    • Identify multiplication expressions for equal groups (1-BB.2)
    • Write multiplication sentences for equal groups (1-BB.3)
    • Identify multiplication expressions for arrays (1-BB.4)
    • Write multiplication sentences for arrays (1-BB.5)

  • Solves addition and subtraction problems with three digit whole numbers.

    • Adding 1 (1-K.1)
    • Adding 2 (1-K.2)
    • Adding 3 (1-K.3)
    • Adding 4 (1-K.4)
    • Adding 5 (1-K.5)
    • Adding 6 (1-K.6)
    • Adding 7 (1-K.7)
    • Adding 8 (1-K.8)
    • Adding 9 (1-K.9)
    • Adding 0 (1-K.10)
    • Add with cubes - sums up to 10 (1-M.4)
    • Add with pictures - sums up to 10 (1-M.5)
    • Addition sentences up to 10: which model matches? (1-M.6)
    • Addition sentences up to 10: what does the model show? (1-M.7)
    • Take apart numbers up to 10: addition sentences (1-M.8)
    • Add two numbers - sums up to 10 (1-M.9)
    • Make a number using addition - sums up to 10 (1-M.10)
    • Addition word problems with pictures - sums up to 10 (1-M.14)
    • Addition word problems - sums up to 10 (1-M.15)
    • Add doubles with models (1-M.16)
    • Add doubles (1-M.17)
    • Add doubles: complete the sentence (1-M.18)
    • Add using doubles plus one (1-M.19)
    • Add using doubles minus one (1-M.20)
    • Add three numbers (1-M.21)
    • Add with pictures - sums up to 20 (1-N.1)
    • Addition sentences up to 20: what does the model show? (1-N.2)
    • Add one-digit numbers - sums up to 20 (1-N.3)
    • Add any two numbers - sums up to 20 (1-N.4)
    • Make a number using addition - sums up to 20 (1-N.5)
    • Addition word problems - sums up to 20 (1-N.7)
    • Related addition facts (1-N.8)
    • Subtracting 1 (1-O.1)
    • Subtracting 2 (1-O.2)
    • Subtracting 3 (1-O.3)
    • Subtracting 4 (1-O.4)
    • Subtracting 5 (1-O.5)
    • Subtracting 6 (1-O.6)
    • Subtracting 7 (1-O.7)
    • Subtracting 8 (1-O.8)
    • Subtracting 9 (1-O.9)
    • Subtracting 0 (1-O.10)
    • Subtract with cubes - numbers up to 10 (1-Q.2)
    • Subtract with pictures - numbers up to 10 (1-Q.3)
    • Subtraction sentences up to 10: which model matches? (1-Q.4)
    • Subtraction sentences up to 10: what does the model show? (1-Q.5)
    • Subtract - numbers up to 10 (1-Q.6)
    • Make a number using subtraction - numbers up to 10 (1-Q.7)
    • Subtraction word problems with pictures - numbers up to 10 (1-Q.10)
    • Subtraction word problems - numbers up to 10 (1-Q.11)
    • Subtract with pictures - numbers up to 20 (1-R.1)
    • Subtraction sentences up to 20: what does the model show? (1-R.2)
    • Subtract - numbers up to 20 (1-R.3)
    • Make a number using subtraction - numbers up to 20 (1-R.4)
    • Subtraction word problems - numbers up to 20 (1-R.6)
    • Related subtraction facts (1-R.7)
    • Subtract by counting on - up to 20 (2-J.2)

  • Adds and subtracts multiples of 10 or 100 to or from any whole number to 1000.

  • Applies strategies to determine division facts, for example, repeated subtraction, equal groups, sharing equally, arrays and multiplication facts.

    • Divide by counting equal groups (1-CC.1)
    • Write division sentences for equal groups (1-CC.2)
    • Write division sentences for arrays (1-CC.3)

  • Uses multiplication and division facts to solve problems within the number range 0 to 1000.

    • Count equal groups (1-BB.1)
    • Identify multiplication expressions for equal groups (1-BB.2)
    • Write multiplication sentences for equal groups (1-BB.3)
    • Identify multiplication expressions for arrays (1-BB.4)
    • Write multiplication sentences for arrays (1-BB.5)
    • Divide by counting equal groups (1-CC.1)
    • Write division sentences for equal groups (1-CC.2)
    • Write division sentences for arrays (1-CC.3)

  • Multiplies and divides whole numbers by 10 and 100 (whole number answers only).

  • Applies knowledge of inverse operations (addition and subtraction; multiplication and division).

    • Complete the addition sentence - sums up to 5 (1-L.10)
    • Complete the addition sentence - sums up to 10 (1-M.11)
    • Complete the addition sentence - sums up to 20 (1-N.6)
    • Complete the subtraction sentence - numbers up to 5 (1-P.7)
    • Complete the subtraction sentence - numbers up to 10 (1-Q.8)
    • Complete the subtraction sentence - numbers up to 20 (1-R.5)

  • Solves two step problems.

• Fractions, decimal fractions and percentages

  • Explains what a fraction is using concrete materials, pictorial representations and appropriate mathematical vocabulary.

    • Equal parts (1-S.1)
    • Identify halves (1-S.2)
    • Identify quarters (1-S.3)
    • Identify halves and quarters (1-S.4)

  • Demonstrates understanding that the greater the number of equal parts, the smaller the size of each share.

    • Make halves (1-S.5)
    • Make quarters (1-S.6)
    • Make halves and quarters (1-S.7)

  • Uses the correct notation for common fractions to tenths, for example, ¹/₂, ²/₃ and ⁵/₈.

  • Compares the size of fractions and places simple fractions in order on a number line.

  • Uses pictorial representations and other models to demonstrate understanding of simple equivalent fractions, for example, ¹/₂ = ²/₄ = ³/₆.

  • Explains the role of the numerator and denominator.

  • Uses known multiplication and division facts and other strategies to find unit fractions of whole numbers, for example, ¹/₂ or ¹/₄.

• Money

  • Identifies and uses all coins and notes to £20 and explores different ways of making the same total.

    • Coin values - 1p, 2p, 5p and 10p coins (1-X.1)
    • Coin values - 20p, 50p, £1 and £2 (1-X.2)
    • Coin values (1-X.3)
    • Count money - 1p coins only (1-X.4)
    • Equivalent groups of coins (1-X.8)
    • Exchanging coins (1-X.10)

  • Records amounts accurately in different ways using the correct notation, for example, 149p = £1·49 and 7p = £0·07.

    • Exchanging groups of coins (1-X.9)

  • Uses a variety of coin and note combinations, to pay for items and give change within £10.

    • Count money - 1p and 2p coins (1-X.5)
    • Count money - 1p, 2p and 5p coins (1-X.6)
    • Count money - 1p, 2p, 5p and 10p coins (1-X.7)

  • Applies mental agility number skills to calculate the total spent in a shopping situation and is able to calculate change.

  • Demonstrates awareness of how goods can be paid for using cards and digital technology.

• Time

  • Tells the time using half past, quarter past and quarter to using analogue and digital 12 hour clocks.

    • Match digital clocks and times I (1-T.1)
    • Match digital clocks and times II (1-T.2)
    • Match analogue clocks and times I (1-T.3)
    • Match analogue clocks and times II (1-T.4)
    • Match analogue and digital clocks I (1-T.5)
    • Match analogue and digital clocks II (1-T.6)
    • Read clocks and write times I (1-T.7)
    • Read clocks and write times II (1-T.8)

  • Records 12 hour times using am and pm and is able to identify 24 hour notation, for example, on a mobile phone or computer.

    • A.M. or P.M. (1-T.9)

  • Records the date in a variety of ways, using words and numbers.

  • Uses and interprets a variety of calendars and 12 hour timetables to plan key events.

    • Read a calendar (1-T.15)

  • Knows the number of seconds in a minute, minutes in an hour, hours in a day, days in each month, weeks and days in a year.

  • Orders the months of the year and relates these to the appropriate seasons.

    • Seasons (1-T.12)
    • Months of the year (1-T.14)

  • Selects and uses appropriate timers for specific purposes.

• Measurement

  • Uses knowledge of everyday objects to provide reasonable estimates of length, height, mass and capacity.

  • Makes accurate use of a range of instruments including rulers, metre sticks, digital scales and measuring jugs when measuring lengths, heights, mass and capacities using the most appropriate instrument for the task.

  • Records measurements of length, height, mass and capacity to the nearest standard unit, for example, millimetres (mm), centimetres (cm), grams (g), kilograms (kg), millilitres (ml), litres (l).

    • Measure using objects (1-W.7)
    • Measure length with cubes (1-W.8)
    • Build cube trains to measure length (1-W.9)
    • Measure height with cubes (1-W.10)
    • Build cube trains to measure height (1-W.11)

  • Compares measures with estimates.

    • Long and short (1-W.1)
    • Tall and short (1-W.2)
    • Wide and narrow (1-W.3)
    • Light and heavy (1-W.4)
    • Holds more or less (1-W.5)
    • Compare size, weight and capacity (1-W.6)

  • Uses knowledge of relationships between units of measure to make simple conversions, for example, 1 m 58 cm = 158 cm.

  • Reads a variety of scales on measuring devices including those with simple fractions, for example, ¹/₂ litre.

  • Uses square grids to estimate then measure the areas of a variety of simple 2D shapes to the nearest half square.

  • Creates shapes with a given area to the nearest half square using square tiles or grids.

  • Recognises that different shapes can have the same area (conservation of area).

• Mathematics – its impact on the world, past, present and future

  • Investigates and shares understanding of the importance of numbers in learning, life and work.

  • Investigates and shares understanding of a variety of number systems used throughout history.

• Patterns and relationships

  • Counts forwards and backwards in 2s, 5s and 10s from any whole number up to 1000.

    • Skip-count by twos (1-F.2)
    • Skip-count by fives (1-F.5)
    • Skip-count by tens (1-F.7)

  • Describes patterns in number, for example, in the multiplication tables and hundred square.

    • Counting on the hundred chart (1-E.6)

  • Continues and creates repeating patterns involving shapes, pictures and symbols.

    • Colour patterns (1-I.1)
    • Size patterns (1-I.2)
    • Shape patterns (1-I.3)
    • Find the next shape in a pattern (1-I.4)
    • Complete a pattern (1-I.5)
    • Make a pattern (1-I.6)

  • Describes, continues and creates number patterns using addition, subtraction, doubling, halving, counting in jumps (skip counting) and known multiples.

    • Skip-count by twos, fives and tens (1-F.9)

• Expressions and equations

  • Understands and accurately uses the terms 'equal to', 'not equal to', 'less than', 'greater than', and the related symbols (=, ≠, <, >) when comparing quantities.

    • Fewer and more - compare by matching (1-G.2)
    • Fewer and more - compare by counting (1-G.3)
    • Fewer and more - compare in a mixed group (1-G.4)
    • Fewer, more and same (1-G.5)
    • Compare two numbers - up to 10 (1-G.6)
    • Compare three numbers - up to 10 (1-G.7)
    • Compare two numbers - up to 20 (1-G.8)

  • Applies understanding of the equals sign as a balance, and knowledge of number facts, to solve simple algebraic problems where a picture or symbol is used to represent a number, for example, ♦ + 17 = 30 and ♦ × 6 = 30.

    • Complete the addition sentence - sums up to 10 (1-M.11)
    • Complete the addition sentence - make 10 (1-M.12)
    • Add doubles: complete the sentence (1-M.18)
    • Complete the addition sentence - sums up to 20 (1-N.6)
    • Complete the subtraction sentence - numbers up to 10 (1-Q.8)
    • Complete the subtraction sentence - numbers up to 20 (1-R.5)

Shape, position and movement

• Properties of 2D shapes and 3D objects

  • Names, identifies and classifies a range of simple 2D shapes and 3D objects and recognises these shapes in different orientations and sizes.

    • Name the two-dimensional shape (1-Y.1)
    • Circles (1-Y.2)
    • Triangles (1-Y.3)
    • Squares and rectangles (1-Y.4)
    • Hexagons (1-Y.5)
    • Select two-dimensional shapes (1-Y.6)
    • Two-dimensional and three-dimensional shapes (1-Z.1)
    • Name the three-dimensional shape (1-Z.2)
    • Spheres (1-Z.3)
    • Cubes and cuboids (1-Z.4)
    • Cones (1-Z.5)
    • Cylinders (1-Z.6)
    • Pyramids (1-Z.7)
    • Select three-dimensional shapes (1-Z.8)
    • Shapes of everyday objects I (1-Z.10)
    • Shapes of everyday objects II (1-Z.11)

  • Uses mathematical language to describe the properties of a range of common 2D shapes and 3D objects including side, face, edge, vertex, base and angle.

    • Curved parts (1-Y.7)
    • Count sides and corners (1-Y.8)
    • Compare sides and corners (1-Y.9)

  • Identifies 2D shapes within 3D objects and recognises 3D objects from 2D drawings.

    • Identify shapes traced from solids (1-Z.9)

  • Identifies examples of tiling in the environment and applies knowledge of the features of 2D shapes to create tiling patterns incorporating two different shapes.

    • Compose two-dimensional shapes (1-Y.12)

• Angle, symmetry and transformation

  • Uses technology and other methods to describe, follow and record directions using words associated with angles, directions and turns including, full turn, half turn, quarter turn, clockwise, anticlockwise, right turn, left turn, right angle.

  • Knows that a right angle is 90°.

  • Knows and uses the compass points, North, South, East and West.

  • Uses informal methods to estimate, compare and describe the size of angles in relation to a right angle.

  • Finds right angles in the environment and in well-known 2D shapes.

  • Identifies where and why grid references are used.

  • Describes, plots and uses accurate two figure grid references, demonstrating knowledge of the horizontal and vertical location.

    • Location in a grid (1-J.8)

  • Identifies symmetry in patterns, pictures, nature and 2D shapes.

    • Identify pictures with symmetry (1-Y.11)

  • Creates symmetrical pictures and designs with more than one line of symmetry.

Information handling

• Data and analysis

  • Asks and answers questions to extract key information from a variety of data sets including charts, diagrams, bar graphs and tables.

    • Interpret picture graphs (1-U.2)
    • Interpret data in tables (1-U.6)

  • Selects and uses the most appropriate way to gather and sort data for a given purpose, for example, a survey, questionnaire or group tallies.

    • Which tally chart is correct? (1-U.3)
    • Interpret tally charts (1-U.4)

  • Uses a variety of different methods, including the use of digital technologies, to display data, for example, as block graphs, bar graphs, tables, Carroll diagrams and Venn diagrams.

    • Count shapes in a Venn diagram (1-H.8)
    • Sort shapes into a Venn diagram (1-H.9)
    • Which picture graph is correct? (1-U.1)
    • Which table is correct? (1-U.5)

  • Includes a suitable title, simple labelling on both axes and an appropriate scale where one unit represents more than one data value in graphs.

• Ideas of chance and uncertainty

  • Uses mathematical vocabulary appropriately to describe the likelihood of events occurring in everyday situations including, probable, likely/unlikely, certain/uncertain, possible/impossible, and fair/unfair.

  • Interprets data gathered through everyday experiences to make reasonable predictions of the likelihood of an event occurring.