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Section 1

Programme of Study
with Suggested Activities
Mathematics Level A Programme of Study A1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Outcomes: Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will
What will the learners achieve? have:
Strand The child will be able to:

IH Organise by Language of maths In context of “Teddy Bears Plastic bears Sorted and
Organising • counting e.g. sort and count Picnic” children will sort, Shapes matched bears
• sorting into specific sets (shape, match and count plastic appropriately
colour, texture) Numbers to 10 bears of different size and according to
• drawing simple diagrams colour. Also match shapes given criteria.
e.g. round, square picnic
PS Use the Strategy: Reason Logically tables.

NMM
Range and Count, order, read and write numbers Songs and rhymes Count out specified numbers Plastic bears Counted
Type of 1-5 Give number before of bears. Follow instructions Number cards out/recorded
Numbers and after to order bears by colour. correct
Numbers to 1 to 10 Record findings pictorially number. Put
and numerically. Order numbers in
number cards. order on
washing line.
Time Language of time Daily, record day, date etc. Display calendar Named and
Days of the Week
Songs and rhymes Identify day before, day after, ordered the
yesterday, tomorrow. days of the
week.
Counted
Range and Songs and rhymes Extend counting activities out/recorded
Type of Count, order, read and write numbers
6-10 from numbers 1-5. correct
Numbers Numbers to 1 to 10 number. Put
numbers in
order on
washing line.
Money Language of money Sort coins by size, colour Coins Counted out
Recognise and use coins 1p,
2p,5p,10p Recognise and value. Use coins to buy Till correct
20p,50p,£1, £2 and sell items in class Shop/cafe amounts in
Shop/café etc. shop/café context. pennies.
SPM
Range of Language of shape Make a house and furniture 3d shapes Identified and
shapes Collect, discuss, make and use 3D
shape cube, cone, sphere, cylinder Building blocks for the bears from a variety junk named 3D
Junk model of 3D shapes. shapes.
Mathematics Level A Programme of Study A2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will
What will the learners achieve? have:
Strand The child will be able to:

NMM Copy, continue and describe simple Language of shape Make scarves and necklaces Laces, beads Produced
Patterns and patterns and sequences of objects, Make patterns using for the bears following a Paper strips, correct
Sequences shape or colour 3D shape and given pattern of colour or shape pattern.
colour shape. templates,
coloured pens

NMM Measure in non-standard units e.g. Language of length Measure classroom objects Tables, chairs Measured and
Measure and hand spans including ordering eg tables, chairs etc and etc made a table
Estimate Order and compare pairs of objects and comparing compare lengths using Large sheets of cover to fit
longer, shorter. paper, coloured specific table.
pens
NMM Add to 5, record, use symbols of + Add 1 and 2 within Use a selection of concrete Counters etc, Completed/
Add and and = 10 materials for counting and card, pens, +/= recorded
Subtract Add facts to 5 Number stories to 5 adding. Insert symbols + symbol cards additions to 5
Count up to 20 and=. Record addition using accurately.
Count back from 10 standard conventions.

NMM Recognise 1p,2p,5p,10p,20p Increase prices by Use shop/café to buy and Shop/café , Calculated
Money Add using 1p, 2p,5p,10p 1p and 2p pay for more than one item. price tickets totals and
Add to 10p Increase price of items by counted out
1p/2p (up to 5p). correct money.

IH
Organising Tally, count, and sort objects into Sorting, matching Carry out a stock-take in the
specific sets. and relationships shop. Sort and count goods.

Display Draw simple diagrams and display Counting to 20 Record findings pictorially eg Shop/cafe Represented
using pictures draw 3 cans of cola. goods items using
one to one
Interpret Locate and count info from displays Language e.g. more From the display of data correspondence.
than/less than gathered, locate specific Paper and pens Extracted
information to answer correct
Use the Strategy : Try a simpler questions eg using information to
PS case more/less. answer
questions .
Mathematics Level A Programme of Study A3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
NMM Tell the time using o’clock - analogue Using o’clock Position numbers on a clock. Model clocks Identified
Time and digital Count from 1-12-1. Use hour/minute
model clocks to show time hands and
(o’clock) Discuss and record positioned
digital times. correctly.
Add and Add to 10, facts to 10 Doubles and near Use selection of concrete Counters etc Completed/
Subtract doubles materials for counting and recorded
Number stories to adding. Record additions to additions to
10 10 using standard 10
Counting back from conventions. accurately.
20
Estimate within 10
and count to check
PS Use the Strategy: Work backwards

Money Recognise 1p, 2p, 5p,10p,20p,50p,£1 Increase prices by Within context of toyshop, Coins, price tags, Named coins
and £2 £1 and £2 buy and sell goods using toys Calculated
Use 1p, 2p,5p,10p, £1 and £2 coins to Add to £10 previous coins and £1 and totals and
add within 10 £2 coins. Sort and match counted out
SPM coins and price tags. correct coins
Position and Discuss position and movement Language of Display toys in shop Followed
Movement position following positional Toys , shelves and given
instructions. instructions
PS Use the Strategy: Act out the to reorganise
Situation display.
NMM Measure in convenient non-standard Language of weight Weigh toys and sort by Balances, toys, Identified
Measure and units including ordering weight. Compare weights bricks, pegs etc heavier/lighter
Estimate Order and compare pairs of objects and comparison using heavier and lighter. toy and toy
that weighs
Language of e.g. 6 pegs.
Add and Subtraction to 10 and facts to 5, subtraction Within relevant context, Counters etc, Completed
Subtract record and use symbol of – and = Subtract using 1,2 use a selection of concrete card, pens, -and = and
and 0 materials for counting and symbol cards recorded
Word problems subtracting. Insert symbols – subtractions
Link + and – facts and =. Record subtraction accurately.
(commutative law) using standard conventions.
Mathematics Level A Programme of Study A4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Subtract to 10 and facts to 10 Extend language of Through repeated practice Demonstrated
Add and subtraction and practical activities, learn ability to
Subtract Subtract using 1,2 subtraction facts to 10. count on and
and 0 back.
Subtract within 10p and £10 Word problems Extend activities to include Coins, till, goods Provided
Money Link + and – facts calculating change in context correct
(commutative law) of shop/café. change in
7- =3 role play
situations.
Collect, discuss, make and use 2D Language of 2D Decorate Christmas cards Card, templates, Identified
SPM
shape circle, squares, triangles and shape using 2D shapes. sticky shapes, 2D shapes
Range of
rectangles Introduce symmetry paint, pens used in
shapes
picture on
Count on in 1’s to card.
NMM
Work with patterns and sequences 20 and beyond Make paper chains following Strips of coloured Sequenced
Patterns and
Starting from any a given pattern. paper, glue colours to
Sequences
number make paper
Use the Strategy: Look for a Count on in twos chains.
PS
pattern
IH
Collect Obtain and collect information Count to 100 Collect information on most Paper, pens
popular Christmas gift from a
Organise Tally, count and organise into sets given list of items.
Draw a picture of their Counted
Display using real objects, pictures chosen item and display. items in
Display and simple diagrams each
Identify most/least popular category and
Interpret from displays by locating and gift. Differences between e.g. identified
Interpret counting how many more..than… favourite.

NMM Measure volume in convenient non- Language of Count how many cups can Variety of bottles, Identified
Measure and standard units volume be poured from different cups. containers
Estimate Order and compare pairs of objects bottles. Compare volumes with
larger/smaller
using… holds more or less.
capacity.
Mathematics Level A Programme of Study A5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Use 10p and 20p coins Add and subtract Use Christmas Post Office to Post office, coins, Laid out
Money Count and lay out coins to 49p using within 20p buy stamps for cards/parcels till, parcels, cards, correct
1p, 2p, 5p, 10p and 20p coins Adding on 10s paying with selection of stamps (stickers) selection of
Counting in 5s correct coins up to 49p. coins.

Measure and estimate in convenient Language of length Measure parcels and cards Cubes, straws, Posted cards
Measure and non-standard units using cubes, straws, pegs pegs, parcels, /parcels in
Estimate Compare two objects etc and sort to fit in cards, letterbox correct
letterboxes. cut-outs letterbox.

SPM Collect, discuss, make and use 3D Use everyday and Make simple Christmas 3D shapes, junk, Named 3D
Range of shapes mathematical decorations using 3D glitter, glue, pens shapes and
shapes Classify shapes by simple properties names for shapes shapes. Sort decorations by etc identified
cube, cuboid, cylinders and spheres Classification properties. properties.
Use everyday and mathematical language eg rolls
names slides, flat, curved

PS Use the Strategy: Guess, Check


and Improve a solution
NMM
Patterns and Shown
sequences Work with patterns and sequences Even and odd Pair socks and gloves, Socks , gloves, understanding
numbers identify odds and evens. shoes etc that even
Rounding to the Choose partners for numbers are
nearest 10 dancing…is there an odd or those with a
Estimating from even number of children? partner.
position on number
line

PS Use the Strategy: Draw a


picture/diagram or make a model
Mathematics Level A Programme of Study A6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Work with halves and quarters in Practical halves and Make pizzas and divide into Pizza bases and Identified
Range and practical applications quarters halves and quarters. toppings halves/
type of Doubles and halves quarters as
numbers 2/4 equal
shares.
NMM Name and order the months of the Calendar language Name and order the months Months and Ordered and
Time year and seasons of the year. Group months of seasons flash named the
the year in seasons. cards months of
IH Obtain and collect information More/less than Find out their own birth the year and
Collect month/season. seasons.
Tally, count and sort objects into Appropriate Draw a seasonal self-portrait
Organise specific sets language and sort class set.
On prepared 2cm squared Graph out –line on Counted
Display/ Draw simple diagrams paper colour boxes to show 2cm squared number of
Interpret Colour and interpret a bar graph birth season information. paper birthdays in
each
PS Use the Strategy: Produce an season.
organised list or table
NMM
Measure in convenient non-standard Language of weight Measure bird seed, in cubes, Bird seed, cubes, Checked
Measure and accuracy by
Estimate units using a two pan balance into small bags. bags, balance
balancing 2
bags.
SPM Collect, discuss and use 2D shape Language of Discuss and identify the 2D shapes Identified 2D
Range of Identify simple properties of sides and position and properties of 2D shapes. shapes in
shapes corners movement Bring in 2D shapes from environment
home-sort by properties. Directed peer
Discuss position and movement of a Practical activities Locate and describe position Mascot to a hidden
classroom object of a mascot using directional object.
Position and
Movement language.
Completed
Introduce symmetry Language of Look at and discuss Paper, paint,
simple
Symmetry symmetry symmetrical patterns. Make pictures of symmetrical
ladybirds by painting half symmetrical picture.
NMM and folding paper in two. objects
Patterns and Copy, continue and describe patterns Use 2D shape templates to Drawn a
Sequences using 2D shapes continue and draw patterns Templates, rulers, repeating
to make wrapping paper. pens pattern.
Mathematics Level A Programme of Study A7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Measure in convenient non-standard Use the language of Use cups to measure Compost, cups, Put
Measure and units (sand and water) capacity compost into containers for containers, seeds containers in
Estimate Place pairs of objects in order planting seeds. Order order of size.
containers according to
capacity.

Measure and Measure in convenient non-standard Use the language of In groups, measure and Grassy area, Measured a
Estimate units (eg handprints) area mark an area for counting string and pegs given area
Place pairs of objects in order mini-beasts and plants. correctly eg
8 handprints.

Level A Consolidate work, where


Revision appropriate, prior to testing at
Level A

Children who have successfully


completed the programme for
Level A are now ready for the
Level A National Test
approximately December of
Primary Two or earlier.
Mathematics Level B Programme of Study B1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Home
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will work
What will the learners achieve? have:
Strand The child will be able to:

NMM
Range and Work with whole numbers up to 100 Revise addition and Undertake practical activities Number cards, Displayed correct
Type of Count, order, read and write subtraction to 10 involving ordering, reading white boards or answers in
Number Sequence to 100 and writing numbers up to chalkboards activities.
Count in 2s and 10s 100.
10 more/less than
Compare and order
numbers

Patterns and Work with Patterns and Sequences Count in 2s, 3s, 4s In pairs or small groups Card, pens Identified
Sequences Even and odd numbers and whole and 5s. create an interactive 100 odd/even
number sequences to 100 square, using colour to show numbers and
sequences such as specified
PS Use the Strategy: Look for a even/odd, counting in 5s. sequences by
Pattern colour coding.
NMM
Round Round two digit whole numbers to the Numbers between, Practical activities using Counting stick Rounded 2-digit
Numbers nearest 10 estimate and round ‘counting stick’. numbers.

Time Tell the time using analogue displays Practical


and the terms o’clock and half past applications/games Play matching game with Prepared cards Matched times
Find the time 1, 2 or cards showing clock faces with correct clock
3 hours before or and time in words. faces.
after a given time.
PS Use the Strategy: Work backwards

NMM Addition to 20- addition facts to 15 Strategies for Practical activities including Prepared ‘show Written accurate
Add and adding 10 to a ‘show me…’ me’ cards, number sentences
Subtract single number and Make up number sentences whiteboards, and word
‘bridging’ 10. using pre-written cards e.g. chalkboards problems.
Add a single digit number stories for 13,
number to a teen discuss children’s varied
number. responses.
Use doubles and Extend activity to solving and
near doubles. writing own word problems.
Mathematics Level B Programme of Study B2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Measure and Measure length in easily handled Language of Make a display model of a Large sheets of Chosen
Estimate standard units (metre, half metre, measure and Viking longship. Use rulers card, paper etc. appropriate
quarter metre and cm) conversion of m. to and meter sticks to measure paint, rulers and measuring
Place sets of objects in order cm. materials to ensure correct metre sticks device.
Read scales on rulers and metre proportions. Used meter
sticks Practical sticks and
Understand conservation of length applications rulers
when shape changes. correctly and
accurately.
Add and Know addition facts to 20 Strategies for Practical activities including Prepared ‘show Displayed
Subtract adding 3 numbers ‘show me…’ me’ cards correct
Add three single digit numbers In oral mental maths, discuss answers in
Extend doubles and how answers were achieved activities.
near doubles and share strategies with Recorded
others. method/
Number facts to 20 strategy
Use the Strategy: Guess, check used.
PS and improve

IH
Collect Conduct a class survey (ICT link) Language of IH In the context of ‘Our Bodies’ Displayed
the children will conduct a collected
survey e.g. on eye colour, data in two
hair colour, height etc. different way.
Organise Use a tally chart with individual ticks Counting Organise data on a tally Composed
(ICT link) backwards from chart. relevant
Display Use tables, charts, diagrams and bar numbers up to100 Display findings on different Computer questions
graph with graduated axes and with types of chart, including programme with and
discrete categories (ICT link) Counting back in using ICT programme. bar chart and extracted
10s simple data base information
Interpret To ask specific questions from Formulate questions based in response
displays including similarities and Counting back in 2s on charts for peers to to peers’
differences answer. questions.
Mathematics Level B Programme of Study B3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Add and Subtract to 20 – subtraction facts to Number facts within Practical activities including “Show me” cards Used
Subtract 15 15 “show me” cards. (including symbols appropriate
Strategies for Extend activities to allow white boards and mathematica
subtraction of: children to write and solve chalk boards. l terms in
 a single digit own and peer word constructing
number from a problems. word
teens number problems.
without bridging
10
 a teens number
from 20 eg 20-
17 (break down
to 20-10-7)
 a teens number
from a teens
number eg 16-
12

Money Use coins up to £1 including Using 50p coin in In the context of a “Scotland” Cards, stamps,
exchange applications up to topic, produce postcards and variety of coins. Exchanged
99p eg shop stamps for peers to buy coins for
using “correct” coins. equivalent
Add and subtract amounts
within 20p within £.

PS Use the Strategy: Act out the


situation
NMM
Add and Number facts within Make up number sentences
Subtract Subtract to 20 – subtraction facts to 20 and stories linking addition Shown an
20 Link addition and and subtraction e.g. 9+8=17, understandin
subtraction facts 17-8=9 etc. g of the link
between
addition and
subtraction.
Mathematics Level B Programme of Study B4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Multiply and Understand the concept of repeated Language of In the context of ‘Our Children Recorded
Divide addition multiplication Bodies’, children will use answers in a
Multiply using the 2 times table Multiply mentally repeated addition and variety of
Recognise and use x and = using the 2 times multiplication to calculate formats e.g.
Understand the commutative aspect table total number of legs, arms 2+2+2,2x3
of multiplication Count onwards in etc for up to 10 children.
2s,5s and 10s
Doubles and halves
Time Read digital clock - o’clock and half In the context of ‘Our Collection of Accurately
past Bodies’, children will produce digital and shown/read
Calculate durations finding the time 1, their daily programme analogue clocks times on
2 or 3 hours before or after Practical showing analogue and digital and clock faces programmes
applications and times, including simple Answered
games durations. questions on
Multiply and Understand the concept of equal durations.
Divide sharing and grouping Language of
Introduce the – sign division In the context of ‘Our Variety of small Shared
Divide mentally Bodies’, children will share fruits items
Doubles and halves equally healthy eating foods equally.
Count back in 2s,5s e.g. raisins, grapes etc.
and 10s
SPM
Range of Collect, discuss make and use 2D Practical Using shapes provided, Plastic 2-D Described
Shapes shape: circles, square, rectangle, applications and children will identify and sort shapes, labels shapes by
triangle and hexagon. language of shape shapes with the same given property for
Introduce pentagon and octagon properties e.g. 4 corners (link peers to
Able to identify simple properties with Venn and Carroll identify.
(sides, corners and angles) diagrams on B10). Identified a
Find shapes which will tile and Draw round shapes to Paper and shape which
continue tilings identify those which will tile. coloured pens will not tile.
Produce a tablecloth for a Produced a
PS Use the Strategy: Try a simpler healthy eating picnic using pattern
case pattern of tiling with chosen showing
shapes. tiling.
Mathematics Level B Programme of Study B5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Work with numbers up to 1000 Count in 2s 3s 4s Practical counting activities Counting sticks Shown
Range and  Count in 1s and 10s 5s and 10s using counting sticks. Using Viking time line. correct
type of  Order, read and write numbers Extend use of odd the context of “Vikings” order answers in
Numbers  Give number before, after and and even numbers dates of important events. activities.
between ten more than and ten Calculate 10 years after or Ordered
less than before. dates
 Give number half way between correctly on
numbers (e.g. half way between time line.
70 and 50 = 60)
Produced a
PS Use the Strategy: Produce an Given a list of matches to be List of matches workable
organised list or table played in a tournament, timetable.
produce a timetable to
NMM Practical ensure all games last 15
Time Tell the time using quarter past and
quarter to using analogue and digital applications and minutes with 2x15 minute
games breaks.
Add scores/points from Score sheet Determined
Use and apply addition facts to 20 Add single digit to a tournament to determine final
Add and two digit number positions. positions by
Subtract Add numbers to totals within100
Add a single digit number to a two without and then calculating
digit number with ‘bridging’ Solve word problems within Word problems scores
eg 49 +7 the context of a tournament correctly.
Strategies for + e’g’ red team scored 6 goals Completed
Find the missing numbers or 9,19,11,21 etc altogether, 3 goals in 1st calculations
Functions and Add multiples of 10 game, how many in the 2nd. correctly.
Equations operators in statements/equations
to two digit numbers In context of Scotland topic,
eg 4+ = 9 or 4 5=9 eg 26+30 pay for postcards/stamps at Postcards, stamps Exchanged
Missing numbers increased prices using and coins coins for
equivalent prices using equivalent
Use the £1 coin including exchange equivalent amounts (see amounts
Money B3). including £1.
e.g. 50p = 5 x10p
Calculations
Round two digit whole numbers to the Rounding numbers Round 2 digit numbers when estimated to
Round estimating cost of 2 items in nearest 10p.
numbers nearest 10
Use when checking calculations above task.
Mathematics Level B Programme of Study B6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
SPM Recognise symmetrical shapes by Language of In the context of The Vikings, Mirrors, pictures Successfully
Symmetry folding or using a mirror symmetry use mirrors to investigate of shapes completed
symmetrical shapes of symmetrical
Complete symmetrical patterns shields. shapes.

NMM Use o’clock, half past, quarter to and Practical Using a time line, place Time line Placed
Time quarter past in analogue and digital applications given months and events in months and
Place events in a time sequence order. events
including months of the year and Find the time 15 Use photographs or digital Digital camera correctly on
annual celebrations/festivals minutes or 30 footage, sequence events in time line.
Put a daily timetable in the correct minutes before or someone’s day into morning
order after a given digital activities, afternoon activities
or analogue time and evening activities.
Range and Work with numbers up to 1000 Use ‘counting stick’ to count Counting stick Ordered,
Type of  Count in 10s and 100s in 10s and hundreds. read and
Number  Order, read and write numbers Count on in 100s Undertake practical activities written
 Give number before, after and and in 10s ‘bridging’ involving ordering, reading numbers
between hundreds starting and writing numbers up to correctly.
 100 more than and 100 less than from any number 1000.
 Give number half way between Use ‘counting stick’ to find Counting stick
(e.g. half way between 500 and the number half way
700 = 600) between.
Add and Subtract numbers within 100 Strategies for Practical activities including ‘show me’ cards Displayed
Subtract Subtract a single digit from a two digit subtracting 9, 19, 11 ‘show me…’ correct
( eg 39-7 or 54-7) and 21 etc. Use number patterns answers in
Subtract a multiple of 10 (eg 84-40) e.g. 9-7, 19-7, 29-7/66-10, activities.
Subtract two digit numbers from Subtract single digit 66-20. tens and units Exchanged
another two digit number ( eg from a two digit Practical activities 10s and
decomposition) without and then exchanging tens and units. units
with ‘bridging’ Subtract tens and units e.g. appropriately
32-17 = 32-10-7. Completed
Functions and Find the missing numbers or Missing numbers Use known number stories to calculations.
Equations operators in statements/equations complete and write number Created
eg 9- =5 or -4=5 sentences. accurate
number
PS Use the Strategy: Reason Logically sentences.
Mathematics Level B Programme of Study B7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Measure weight in easily handled Language of weight Use the context ‘Healthy Kg and ½ Kg Correctly
Measure and standard units ( kilogram, half Eating’ to weigh fruit and weights, graded weighed and
Estimate kilogram) Practical vegetables using kg and ½ scales, prepared ordered
Place sets of objects in order applications kg. bags of fruit bags of fruit.
Use and read scales Weigh prepared bags of fruit
and place in correct weight
order. Make up bags to given
weights.
IH Use a simple database in which the Language of IH Use data base to record Computer Used
Organise teacher defines the headings or fields including databases fruits eaten by class. database to
record
(ICT link)
information.
Constructed a
Construct a bar graph with axes Count on and back Use the context ‘Healthy Paper, ruler, graph using
Display graduated in units and with discrete in 2s, 3s, 4s, 5s, Eating’, construct labelled pencils, coloured both pencil
categories (ICT link) and 10s (Further bar graph showing favourite pencils etc. and paper and
tables preparation) fruits and display graph. Use ICT.
Ask specific questions from displays ICT to show same Composed
Interpret including similarities and differences information. appropriate
questions.
Write questions about
information on graphs for
peers to find answers.
Calculated
NMM Add and subtract within the context of Add and Subtract In the context of ‘Healthy Money, fruit
change from
Add and money eg: find change from £1 and within a £1 Eating’, set up a tuck shop
£1 and found
Subtract find the difference between two selling fruit. Children to
differences
amounts calculate change from £1
in prices.
and find the difference in
price e.g. between an apple
Use the Strategy: Draw a picture, and a banana.
PS make a model
Mathematics Level B Programme of Study B8

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Multiply and Multiply using the 2 times table Mentally by 2,5,10 Use ‘show me..’ cards in Prepares ‘show Correctly
Divide (revision) and the 5 and 10 times including simple 2 practical activities. Make me…’ cards, shown
tables in a range of applications digit numbers number sentences to show paper, pencil answers to
Understand the commutative aspect the commutative aspect. problems.
of multiplication Find halves, fifths,
tenths using tables
SPM
Range of Collect, discuss, make and use 3D Language of shape In the context of “Healthy Variety of boxes Nets
shapes shape: spheres, cubes, cuboids, Eating” (Technology ‘Our displayed
cones and cylinders Describe shapes Bodies’ - making a lunchbox) and features
Introduce triangular prism and square the children will investigate labelled
pyramid various boxes by taking them appropriately
Identify simple features : faces, Build models with apart to examine their nets.
edges, corners, angles these shapes Features of theses nets will
be displayed and labelled.
NMM
Multiply and Divide using 2, 5 and 10 times table Link division and Use ‘show me..’ cards in Prepares ‘show Correctly
Divide in a range of applications multiplication within practical activities. Make me…’ cards, shown
known tables number sentences and find paper, pencil answers to
answers to problems. problems.
Introduce 3 and 4
times table

NMM
Range and Work with halves and quarters in Practical Use context ‘Healthy Eating’ Fruit, knife Fruits or
type of practical shape applications applications to find halves and quarters of shapes halved
numbers fruits. and quartered
appropriately.

Fractions, Find halves and quarters of quantities Revise and Use context of ‘Healthy Paper, pencils Answered
percentages Including three quarters consolidate all Eating’ to write number correctly
and ratio aspects of tables problems for peers to solve from given
e.g. share 12 apples among fraction of
3 children. quantities.
Mathematics Level B Programme of Study B9

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Multiply and Multiply using the 3 and 4 times Mentally by 2,3,4, Use ‘show me…’ cards. Prepared ‘show Correctly
Divide tables in a range of applications 5,10 including Write number sentences to me…’ cards shown
Understand the commutative aspect simple 2 digit demonstrate commutative answers to
of multiplication numbers aspect. problems.

SPM
Position and Give and understand instructions for Language of In the context of a ‘Local Simple map of Peer
Movement turning: position and Study’, use and give local area assessed–
 Clockwise and anti-clockwise movement directions for peers to get following
through whole, half, quarter turns from A to B. instructions.
 Through right angles Practical
applications (ICT Use an orienteering map of Orienteering map Correctly
Recognise and name the four link) the local area, to identify of local area identified
compass points. compass
compass points N,S,E,W points
Located/
Use grid references to read or plot On a given scale map of the Simple grid map plotted local
location on grid local area find and plot local of local area landmarks on
landmarks. scale map.

Give and follow directions to create a Use “Roamer”, “Pip” or Appropriate ICT Correctly
square or rectangle. Be able to use “Logo”, programme to create resource programmed
F,R,L for these movements (ICT link) a square and rectangle. ICT resource
to complete
a square or
rectangle
SPM Use a template to draw or check for a From a circle, make a right Paper circle, Correctly
Angle right angle angle tester. Draw right prepared shapes identified
angles and mark right angles and drawn
on given shapes. right angles.
Use the Strategy: Make a
PS conjecture and test with a
particular example
Mathematics Level B Programme of Study B10

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Multiply and Divide using the 3 and 4 times tables Revise and Use ‘show me…’ cards and Prepared ‘show Correctly
Divide in a range of applications consolidate tables write number sentences for me’ cards shown
facts in different peers to solve. answers to
contexts including problems.
money and
measure
Grouping and
sharing to show
remainders
Measure and Measure capacity in easily handled Language of In the context of Science – Calibrated Measured
Estimate standard units ( litres and half litres) capacity Water, the children will measuring litres and
Read scales measure litres and half litres containers half litres
Practical e.g. to ensure fair testing in consistently
applications dissolving experiments. and
accurately.
Multiply and Multiply 2 digit numbers by 2,3,4,5 Multiply multiples of Use ‘show me…’ cards and Correctly
Divide and 10 10 up to 50 by write number sentences for Prepared ‘show shown
2,3,4,5 and 10 peers to solve. me’ cards answers to
Use multiplication facts in a range of Extend doubles up problems.
applications to 20
IH
Display Display information in Carroll and Language of IH Use information from tally Tally chart form Accurately
Venn diagrams chart on (B2) to create B2, paper, pencils displayed
Carroll and Venn diagrams. information
Interpret Interpret information by asking Revise all aspects Children will compose 2 on Venn and
specific questions of Level B Mental questions for peers relating Carroll
Maths to each diagram. diagrams
Level B Consolidate work, where and devised
Revision appropriate. Children who have relevant
successfully completed this questions.
programme are now ready for the
Level B National Test,
approximately December of
Primary Four.
Mathematics Level C Programme of Study C1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Home
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will work
What will the learners achieve? have:
Strand The child will be able to:

NMM
Range and Work with whole numbers up to Count to 10000 on In pairs, play “Guess My Recorded answers
Paper, number
showing
Type of 10000 and back Number” games recording cards understanding of
Number Count, order, read and write answers and adding place place value.
Count in 10s, 100s value titles.
and 1000s from any
starting point

NMM Round three digit whole numbers to Find the number Children will record their Successfully
Number line
Round the nearest 10. Use to check after, before and rounding of 3 digit numbers recorded
Numbers appropriate
calculations between to the nearest 10 using a calculations.
1,2,10,50,100 or number line.
PS Use the Strategy: Act out the 1000 more or less
situation
NMM
Measure and Estimate length and height to the Language of length Children estimate classroom Made a fair
Estimate nearest metre, half metre, tenth of a resources e.g. desk, Estimate of
various resources.
metre and cm blackboard.

Select and measure using appropriate Conversion of Children will measure a Trundle wheel, Selected the
devices revising use of m and cm metres to variety of resources in school metre stick, appropriate
including lengths greater than 1 metre centimetres e.g. corridor, jotter, ruler, measuring measuring device.
eg 2m 30cm tape,
SPM
Produced circles
Range of Collect discuss, make and use 2D Language of shape Use a pair of compasses, Compasses, a of different sizes
Shapes shapes: circles, triangles, pentagons, introduce regular string and drawing pin, variety of and design a quilt
hexagons, octagons and their and irregular everyday shapes e.g. plate, circular shapes, cover showing
properties saucer, to draw circles of paper, box of understanding of
Draw circles using a variety of different sizes. shapes pattern.
methods Design a quilt cover using
Use shapes to continue and create one or two different shapes.
patterns
PS Use the Strategy: Look for a
Pattern
Mathematics Level C Programme of Study C2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

SPM Find lines of symmetry of shapes Language of Use mirrors to investigate Mirrors, pictures Successfully
Symmetry drawn on squared grids symmetry lines of symmetry on of symmetrical completed
symmetrical
Complete the missing half of simple prepared pictures showing a shapes
pictures with
symmetrical shapes or patterns selection of shapes. shapes of one
Children are given half of a and two lines
NMM Add to 1000 Add 1 digit to whole e.g. seasonal shape, of symmetry.
Add and Add 2 digit numbers bridging 100 numbers up to 3 Christmas tree, leaf, flower
Subtract Add single or 2 digit numbers to 3 digits to complete the missing half.
digit numbers using different Add multiples of 10
strategies to three digit
numbers
Number bonds to
100

NMM Sequence of months and number of Durations of time In pairs, the children will find Calendars of the Shown
Time days in each months (revision) given dates on a calendar. same year understanding
Read a calendar to identify the day Dates in different E.g. their birthdays, of reading a
and date forms Christmas Day, Easter calendar,
recording
Find durations in weeks or days Sunday, Hallowe’en.
dates and
bridging months Record their answers in finding
Write dates in different forms different forms of writing durations.
Read and record the time in 5 minute dates. Shown
intervals on analogue and digital Record time in 5 minute Classroom clock, understanding
displays intervals for a train timetable. digital clock, by correctly
Use the terms ‘past’ and ‘to’ the hour Act out reading the time recording sheets recording 5
Use the 12 hour notation including passenger/train journey minute
intervals and
terms ‘am’ and ‘pm’ situation writing out train
making use of
ticket. appropriate
NMM Use coins and notes to £5, £10 and terms.
Money £20 including exchange Practical Acting out purchasing a train Plastic money, Given the
Convert £s and pence to pence applications ticket, giving correct change real money, “train correct
Find the difference between two tickets” change from a
amounts variety of
Find change from £5 and £10 amounts in
succession.
PS Use the Strategy: Work backwards
Mathematics Level C Programme of Study C3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

IH
Collect Conduct a survey beyond the class Language of IH Discuss the possibility of Computer / Correctly used
opening a school tuck shop squared paper tally marks
when
Organise Use a tally sheet with grouped tallies for healthy snacks. Conduct
conducting
a school survey to determine their survey
Display Construct a bar graph with axes the popularity of foods. and recorded
graduated in multiple units and (Linked to Technology Lunch this
discrete categories (ICT Link) Box unit) information on
a bar chart.
Interpret Identify the most and least frequent The children will identify
items most and least popular foods
NMM from their bar charts.
Add and Subtract within 1000 Subtract 1 digit from
Subtract whole numbers up Shown
Subtract single or 2 digit numbers to 3 digits Use this information to Calculators understanding
from 3 digit numbers using different Subtract multiples calculate the amount of by recording
strategies of 10 from 3 digit foodstuffs required in a their results for
numbers week, month, term and year. a mini
Subtract within the context of money Subtract by adding Adding and subtracting as enterprise
topic
and measure on required by questioning.
Subtract odd and Use the information to
even numbers calculate money earned,
Link addition and money spent, profit.
subtraction
SPM
Range and Collect, discuss, make and use 3D Language of shape Construct 3D shapes as Cardboard, glue, Display of 3D
Type of shapes : sphere, hemisphere, cubes, alternative packaging for scissors shapes
correctly
Shapes cuboids, cones, cylinders, pyramids Construct models tuck shop food. (Linked to
labelled with
and prisms using kits, Technology Lunch Box unit) appropriate
Identify properties of shapes faces, interlocking cubes descriptions of
edges and vertices and straws properties.
Identify 2D shapes within 3D shapes
Recognise 3D shapes from 2D
drawings

PS Use the Strategy: Reason Logically


Mathematics Level C Programme of Study C4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

IH
Collect Use a simple questionnaire to obtain Language of IH Class discussion on Computer Discussed
information (yes/no responses) (ICT surveying tuck shop suitable
Link) customers for information. questions for
marketing.
Design a questionnaire for
Collated
Organise Enter data in a table with row and the tuck shop using the information
column headings (ICT Link) computer. collected and
presented in
Display Construct a table or chart eg Enter the information using bar chart
pictogram with symbols representing bar chart layout. (Where layout.
multiple units possible, on computer) Peer assessed
Discuss and interpret bar chart
information.
Interpret Retrieve specific records (ICT Link) each other’s chart.
Shown
NMM Know and use the 2,3,4,5, and 10  Mentally within Use times tables to predict understanding
Multiply and times table (revision) the confines of foodstuffs and profit for by recording
Divide Multiply by 10 then 100 all tables to 10 different durations. their results.
Know the 8,6,9 and 7 times table  Mentally for
Use multiplication facts in a range of any 2 or 3 digit
applications whole number
Work with patterns and relationships by 10
noting links between tables  In applications
in number,
measurement
and money to
£20

NMM Measure weight in standard units Estimate then weigh tuck Variety of Made fair
Language of weight
Measure and Know that 1 kg = 1000g shop foodstuffs in kg and foodstuffs estimations
and carried
Estimate Weigh accurately using weights down Convert g to kg convert to gms and vice Scales,
out accurate
to 20g eg How many versa. appropriate practical
Read scales on measuring devices to grams in a quarter Where appropriate, round to weights activities.
the nearest graduation and kg? the nearest kg and/or gm.
intermediate levels Compare mass of foodstuffs
Realise that weight can be conserved with same weight.
Estimate using kilograms and grams
Mathematics Level C Programme of Study C5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the strategy: Make a


conjecture and test particular
examples
NMM
Multiply and Multiply 2 digit numbers by any single Multiply multiples of Bulk ordering for tuck shop. Survey Completed
Divide digit number using different strategies ten by any single Record different ways to find information / bar orders.
digit accurate answers. charts Recorded
Use multiplication facts in a range of different
applications strategies
used.
NMM Use analogue and digital clocks to: Reinforce mentally In pairs devise simple Analogue and Produced
Time  Find times 5 to 55 minutes before including problems timetable for tuck shop using digital clocks timetable
or after o’clock, half past and which requiring use appropriate measurements which is in
quarter past/to of different of time, also identifying the use with
 Find times up to several hours strategies maximum time (in minutes) maximum
before or after available per class both in times
 Work out durations of minutes or digital and analogue times. indicated.
hours Children work out how many
 Use simple timetables hours to next tuck shop and
 how many hours from last.

NMM Know and apply the 2,3,4,5, and 10 Consolidate tables Children will interpret Recorded
Multiply and times table in division problems division problems introduced answers
Divide (revision) Link multiplication by the teacher which involve showing
and division the language of the tuck correct
Divide using 8,6,9 and 7 times table in shop and includes money interpretations
a range of applications including Use doubles, halves and rounding answers in of problems.
money to £20 and measure to 100 context.

Divide 2 digit numbers which involve Doubling and


a remainder halving multiples of
10 or 100 to10 000
Round answers in context
eg there are 26 children on a trip.
Each bus seats 10. How many buses
do you need?
Mathematics Level C Programme of Study C6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Home
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will work
What will the learners achieve? have:
Strand The child will be able to:

PS Use the Strategy: Produce an


organised list or table
NMM
Range and Name fractions of shapes (halves, Equivalences Children design individual Paper circles Displayed and
Type of quarters, thirds, fifths, eighths and celebration cakes and in Scissors accurately
Number tenths) Practical activities groups fold and cut “wedges” labelled identified
Work with simple equivalence eg one of appropriate fractions. fractions.
half = two quarters (practical Games Children play fraction Fraction
applications only) dominoes. dominoes
NMM
Fractions, Find simple fractions of quantities Reinforce mentally
Percentages involving 1 or 2 digit numbers (thirds Using a variety of practical Pizza boxes, Pictorially
and Ratios fifths and tenths) Simple addition of resources i.e. pictures of magazine recorded their
fractions pizza, pies, chocolate bars pictures etc. results with
Know that fractions include mixed etc to divide into required appropriate labels.
numbers eg 2½ given fractions.

NMM
Range and Work with decimals to two places Practical Children will use catalogues Catalogues Appropriately
Type of when reading and recording money applications to “purchase” goods within recorded their
Number limited budget e.g. Christmas ”purchases”
with prices and total
gifts, holiday items, books for
identified.
the classroom.

NMM Measure capacity in standard units Language of Children write recipes for Appropriate Used appropriate
Measure and litres, half litres and quarter litres. capacity including celebration drinks to measuring measuring
Estimate Read scales accurately both to the millilitres accompany cakes. e.g. half containers equipment to show
nearest graduation and intermediate litre cola and half litre irn bru Soft drinks correct capacities
level (involves deduction) to produce litre of punch and/or water and record their
results.
PS Use the Strategy: Guess, Check .(linked to RME celebration)
and Improve a Solution Devised a function
NMM Use a simple function machine for Children devise function machine which will
Functions and operations involving doubling, halving, machine to work out litre reflect requirements.
Equations adding and subtracting requirements for the punch
-depending on the number of
people to be catered for.
Mathematics Level C Programme of Study C7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

SPM
Position and Use the language of position and Children will use plan of the Displayed
completed
Movement movement to describe the main school to write directions for
directions at
features of a familiar route visitors from the main office school office.
to all classrooms. Demonstrated
Use the terms clockwise, anti- Practical In pairs children will use Roamer (or similar knowledge of
clockwise and make turns of 90°, 180 applications Roamer (or similar ICT ICT programme) terms and
° or 360° programme) to make correct turns
appropriate turns using the with peers.
Create paths on squared paper using correct terminology.
instructions such as Forward 5, right
90, forward 7, left 90 (ICT Link)
SPM Know that a right angle is 90°
Angle Language and Using a plan of the school Cm squared Their own
Use right, acute, obtuse to describe practical application grounds the children can paper. Plan of designs for
make their own designs to school / school developing the
angles school
develop the grounds into grounds
grounds
activity areas with given
Know that a straight angle is 180° showing the
shapes.e.g., seated area, correct angles
potted plants, sports area, for activity
Identify and draw all types of angles
Angles for the shapes can be areas and the
PS measured. correct area in
Use the Strategy: Draw a picture or cm2 .
diagram/make a model

NMM Language and Using the plan of the school,


Understand the concept of area
Measure and practical application the children will measure the
Measure the area of shapes
Estimate area of classrooms corridors,
composed of rectangles and squares
school grounds, etc. using
Measure irregular shapes using tiles
Start to revise all cm2 paper.
or grids
mental sections The children can make their An opportunity
Measure area in standard units using
for Level C Test own designs for developing to peer assess
square centimetres (cm2) each other’s
the school grounds into
Draw shapes of given area including designs.
activity areas and work out
half squares
the area for each.
Know area is conserved when shape
changes
Mathematics Level C Programme of Study C8

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

IH
Collect Obtain information for a task either by Language of In the context ‘conservation’ , Refuse sacks, Collected
a questionnaire or survey within a databases conduct a litter survey in the protective gloves, information.
chosen context playground. litter

Organise Use a database with teacher defining Revise all aspects Use database to record ICT database Recorded
the headings or fields (ICT Link) of Level C Mental results. programme results
Maths appropriately
using
database.

Display Display information in table, chart or Display information found in Paper, pencils, Constructed
graph appropriate form. rulers, ICT appropriate
programme table/chart/
graph to
display
findings.

Interpret Retrieve specific records (ICT Link) Retrieve information in order Prepared Retrieved
to answer given questions. questions, relevant and
appropriate ICT appropriate
PS Use the Strategy: Try a simpler programme information.
case

Level C Consolidate work, where


Revision appropriate, prior to testing at
Level C

Children who have successfully


completed the programme for
Level C are now ready for the
Level C National Test
approximately October of Primary
Six or earlier.
Mathematics Level D Programme of Study D1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Range and Name fractions of shapes ( halves, Equivalences Design a series of pennants Squared paper, Sorted
Type of quarters, thirds, fifths, eighths, tenths, divided and coloured to show coloured pens, pennants
Number twentieths, fiftieths, hundredths) Practical and visual fractions and their pencils into groups
activities equivalences. of equivalent
Work with simple equivalences in Colour panes of a stained fractions.
practical applications glass window given the Calculated
fraction of each colour to be the correct
Fractions, Find simple fractions of quantities Reinforce mentally used eg 25/100 blue, 1/10 number of
percentages involving up to four digits (1/7, 3/4 red etc . panes for
and ratio 3/5, 60/100) each colour.

Range and Understand and use the term Practical Solve a series of word Calculated
Type of percentage applications linking problems within the context accurately
Number fractions and of Mary Queen of fractions and
percentages Scots/Castles e.g. what %s.
Fractions, Work out percentages in easy fraction/% of soldiers carry
percentages examples (50%, 25%, 75% 20%) swords? Shields? Daggers?
and ratio

Range and Write fractions in decimal form  Practical From a plan of a banqueting Plan of a Shown an
Type of - tenths and hundredths hall, convert lengths from m banqueting hall understanding
activities linking
of different
Number Work with decimals to two places in fractions and and cm and record in with
ways of
applications in money and decimals decimal form as m and vice measurements expressing
measurement  Conversion in versa. shown measurements
eg 1m 35cm = 1.35m money and Cost a banquet. by recording
measurement conversions
accurately.
NMM Measure and estimate small lengths Language of length Plan and measure accurately Rulers, paper, Measured
Measure and in millimetres and large lengths in in related technology task to card, wood, according to
Estimate metres. Select appropriate measuring Conversion of mm, make a souvenir of a visit to coloured pencils, plan.
devices. Recognise when km are cm, m, km a castle (technology design pens, tools, glue
appropriate brief)
Perimeter, Calculate perimeter of simple straight- Simple examples of Calculate the perimeters of Previously Added the
Formulae and sided shapes by adding lengths adding perimeters castle features and artefacts produced plans lengths of all
Scales sides.
Mathematics Level D Programme of Study D2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Add and Add and subtract decimals with and Add and Subtract Calculate the length of wood Plan of Shown an
Subtract without a calculator with at most 2 two 2/3 digit whole needed and the cost of bench/table understanding
decimal places in applications in numbers involving materials for each child to showing relevant of place
money and measure multiples of 10 and construct a model of a bench sizes, price list of value by
eg £12.50 + £1.75 100 eg 120+130 and a trestle table. materials using
Reinforce mentally (technology design brief) decimals
PS Use the Strategy: Guess, check *see below for extension accurately in
and improve calculations.
SPM
Identify and draw up to four lines of Language of Use a mirror/folding to show Paper, card, Identified
Symmetry
symmetry symmetry lines of symmetry on given coloured pencils, and drawn
Use lines of symmetry to complete shapes pens symmetrical
shapes and designs Complete designs of tabards Patterns.
Create symmetrical shapes to show symmetry
Design shields with 2, 3 and
Range of 4 lines of symmetry
Collect, discuss, make and use Language of shape Extend mathematical 2D shapes, K’nex, Identified
shapes
simple 2D shapes including pentagon and practical language of shape and use straws, pipe shapes from
and hexagon (revision) applications to describe, identify cleaners peers’
and make 2D shapes. description.
Understand and use the terms
vertices, diagonals, sides and angles Design a tiled floor . Shape templates, Created a
Create or copy tiling using shape coloured pens, tessellating
templates pencils pattern.
PS Use the Strategy: Look for a
pattern
Multiply and divide:
NMM Multiply and divide by a single digit to  Up to 4 digit Use individual Information from Shown an
Multiply and two decimal places numbers by 10 measurements and costings, earlier activity understanding
Divide With a calculator multiply and divide or 100 to calculate overall of place
by two digit whole numbers including requirements for class value by
Use in applications of money and decimals to two (technology design brief). using
measure decimal places decimals
 Whole numbers accurately in
by single digits calculations.
Mathematics Level D Programme of Study D3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

SPM
Position and Give directions for a route or journey Language of From a plan of the local area Squared paper, ‘Arrived’ at
Movement position and the children will give and plan of local area . correct
Use an 8 point compass rose movement follow directions of routes destination
taken to school (Technology on plan.
Use a co-ordinate system to locate a Unit Our Community).
point on a grid (2,3) (0,4) (ICT Link)

NMM
Time Calculate durations involving hours Work with time to Plan a staged journey by Timetables Prepared
and minutes counting on and back calculate duration in plane/train. itinerary using
24 hour clock .
hours or minutes
Calculated
Understand and use the 24 hour clock bridging hours From peer’s adapted Adapted and recorded
and equate with 12 hour times itinerary and questions itineraries and durations and
calculate missing durations question sheets arrival times
Apply knowledge of the 24 hour clock Reinforce mentally and arrival times. accurately.
in timetables Recorded their
results
Use and read a stop watch to time Conversion of In groups or pairs time one Stopwatches showing
conversions
activities in seconds seconds, minutes, another to do a series of
where
hours activities eg. Writing name
required.
Calculate speeds in practical activities 10 times, skipping 10 times,
NMM read a paragraph aloud.
Measure and Measure and calculate small volumes Identified
Estimate using cm3 Language of Use cm cubes to investigate Boxes, cm cubes boxes for
Measure accurately in millilitres and capacity and the volume of different sized storing a given
litres volume boxes and record as cm3 volume of
Understand 1litre = 1000ml = Follow a recipe to make a Various fruit sweets
1000cm3 Practical fruit punch, measure juices, measuring Measured and
Read scales accurately applications specified amounts into cylinders, plastic labelled
bottles
Select appropriate measuring devices bottles and label eg 750ml bottles, sticky
accurately
0.75l, 500ml 0.5l etc. labels showing ml
PS Use the Strategy: Act out a and l.
Situation
Mathematics Level D Programme of Study D4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM Shown an
Range and Work with whole numbers up to  Count up to 1 Mental activities using Number understanding
Type of 100 000 (count, order, read and write) million on and number generators. In generators of place
Number back groups generate, order and value by
Read and write whole numbers up to  Count in 10s, check each other’s generating
1 million 100s, 1000s numbers. numbers
10 000s from requested.
Round any number to the nearest any point Mental activities, adding Rounded
appropriate whole number, ten or  Rounding to rounded numbers to make numbers to
hundred. Use and check in the nearest estimated calculations. required
calculations 10 000 place and
eg 737+188 is about 700+200  Write/display used
numbers in correctly in
multiples of 100 mental
before and calculations.
after a given
number
SPM Collect, discuss, make and use 3D Language of shape
Range of shapes including pyramids and Make a class display of 3D Household and Labelled
shapes prisms Practical activities shapes from both household classroom items shapes
items and class resources. correctly
Identify properties of shapes referring Identified
to edges, faces and vertices and Play “What shape am I?” shapes from
angles games in class, groups, properties
pairs. described.
Make 3D models solid or skeletal
Make a model of a futuristic Card, rulers, Made
Use diagonals to show the rigidity community using 3D shapes construction models of
properties of triangles in skeletal made from construction materials 3D shapes.
models materials/nets. Geo strips Identified
Use nets to make cubes and cuboids Investigate how adding that
diagonals affects the rigidity triangular
of a shape. shapes are
PS Use the Strategy: Draw a picture or rigid.
diagram/make a model
Mathematics Level D Programme of Study D5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
Continue and describe more complex Counting on and Work in pairs to solve and Solved and
NMM sequences eg 1,1,2,3,5,8,13……. back in different design sequential number designed
Patterns and steps problems. sequential
Sequences number
problems.
Functions and Recognise and explain simple Introduce the term Design and make a function Paper, pens Made a
Equations relationships between two sets of squared number in machine. function
numbers or objects calculations machine.
Use a function machine and identify
the rule

PS Use the strategy: Reason logically

IH
Collect Select appropriate sources of Language of IH In the context ‘Our Collected
information for tasks including a related to context Community’, design a appropriate
questionnaire which allows several questionnaire based on information.
responses to each question leisure activities.
eg What do you buy from the shop?
Organise Use a diagram or table Organise this information ICT database Organised
Use a database or spreadsheet table onto a database or spread programme information
with up to three fields defined by sheet. onto a
pupils (ICT Link) spread
sheet.
Display Construct graphs (bar, line, frequency, Display information gathered ICT programme Displayed
polygon) and pie charts in a suitable format using information
Use scales involving fractions and fractions and decimals. on a suitable
decimals Record and display format.
Use continuous data which has been information on amount of
grouped eg heights of children in time spent by children on
intervals of 0.1m (ICT Link) leisure activities (in 15
minute intervals).
Interpret Retrieve information subject to one Retrieve information e.g. Retrieved
condition from a range of displays and how many children spend information
databases eg Which children are longer than 45 mins on a accurately.
taller than 100cm? leisure activity.
Mathematics Level D Programme of Study D6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the Strategy: Make a


conjecture and test with particular
examples
SPM Draw a circle and identify radius, Language of shape Formed a pattern or abstract Compass, ruler, Accurately
Range of diameter and circumference design using circle, plastic shapes identified each
Shapes equilateral triangle and shape in their
design and
Identify and name equilateral and isosceles triangle with a key
shown
isosceles triangles to identify each shape. understanding
of their
Revise 8 point compass rose, Practical activities In groups, the children will use Roamer or similar properties.
Position and clockwise and anti-clockwise, degrees Roamer (or similar) to carry out programme
Movement and turns prepared tasks for turning and Prepared tasks for Correctly
stating where they have identified
moving and
“landed” e.g. S.E. shapes with
Recognise which shapes have Identify rotational symmetry turning.
rotational
rotational symmetry from given shapes. Prepared shapes
symmetry.
Create patterns by rotating a shape
(ICT Link)

Draw, copy and measure angles Start to revise all Use a protractor to measure and Protractors Accurately
Angle accurately within 50 sections of Level D identified and
draw given angles.
mental maths Roamer or similar drawn angles.
Use standard notation to express programme.
bearings eg 0600, 1500, 3000 (ICT
Link)

NMM Use all UK coins/notes to £20 worth Practical Shown


Practical activities e.g. book Plastic or real
Money or more, including exchange applications accuracy with
sale, tuck shop, exchanging money. money
and giving change.
exchange.
Finding change from £20 Finding change
from £20
PS Use the Strategy: Work backwards
Mathematics Level D Programme of Study D7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Measure and Find the area of a right angled triangle Practical activities Practical activities using Squared paper Shown
Estimate on cm squared grids rectangles and squares to understandin
calculate cm2 of right angles g by
Know that small area is measured in triangle. accurately
cm2 calculating
area.
Measure weight of an extended range Language of weight Practical activities weighing A variety of Selected
of articles given items/parcels. measuring appropriate
devices, weights, measuring
Select an appropriate range of parcels device and
measuring devices and units for accurately
weighing eg pan or spring balance read scales.

Know 1kg = 1000g

Measure temperature and read a Keep a daily diary reading Thermometer Accurately
thermometer accurately and recording temperature. read and
recorded
Be aware of common imperial units readings
from
PS Use the Strategy: Try a simpler Revise all Level D thermometer
case mental maths

NMM Add, subtract, multiply and divide with Practical applications. Accurately
and without a calculator 4 digit recorded
numbers (revision) answers.

Work confidently with decimals and


fractions (revision)

PS Use the Strategy: Produce an


organised list or table
Mathematics Level D Programme of Study D8

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

Revise Level Consolidate work, where


D appropriate, prior to testing at
Level D

Children who have successfully


completed the programme for
Level D are now ready for the
Level D National Test,
approximately May/June P.7 or
earlier.
Mathematics Level E Programme of Study E1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment /
Attainment Attainment Target / Oral /Mental Learning Activities: Resources Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners will
What will the learners achieve? have:
Strand The child will be able to:

SPM Use properties of 2D shapes Language of shape Use mathematical language Rulers, Used terms: side,
Range of  Discuss the side, angle, diagonal and practical to describe shapes protractors angle and diagonal
Shapes activities Investigate properties of accurately.
properties of quadrilaterals:
Identified shape
square, rectangle, rhombus, shapes: fold/trace
from peer’s
parallelogram, kite and turn/measure. description. Defined
trapezium. Discuss above to give a quadrilateral as
 Define and classify quadrilaterals definition of a quadrilateral Compasses any 4-sided shape.
 Relate diameter and Investigate relationship Established
circumference (practical work between diameter and circumference is
circumference using circular about 3x diameter.
only)
shapes in the classroom.
PS Use the Strategy: Draw a picture or
diagram/make a model

NMM Count in sequences Counting backwards in steps Counting Shown an


Work with negative numbers (e.g.
Range and (forward and back) below zero. stick understanding of
temperature)
Type of in steps between 5 Read temperatures below the use of
Number and 10, extending zero from a thermometer. negative numbers.
to below zero
NMM Calculate temperature Thermometer,
Add and subtract positive and
Add and Practical examples drops/rises overnight and ice
negative numbers in applications
Subtract such as a rise in temperature during daytime both indoors
and out.

NMM Reinforce mentally Record temperature of a Read thermometers


Read scales on thermometers
Measure and salt/ice/water mixture in a to nearest
including estimating between
Estimate variety of containers (both division.
graduations
insulated and non-insulated)
and calculate increase in
PS Use the Strategy: Make a Add and subtract temperature over a period of
conjecture and test with particular mentally for 2 digit time.
examples numbers including
decimals eg 7.3+8.2
Mathematics Level E Programme of Study E2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
IH Select sources of information for Language of Data Produce a questionnaire Conducted
Collect tasks, including Handling about children’s bikes/cycling survey using
 Practical experiments safety. Issue questionnaire to appropriate
 Sampling using a simple strategy 20% of pupils. throughout sampling
school. strategy.
eg Estimate how much water is Number facts to 20,
wasted by a dripping tap in 1 week by quick recall, Record results on suitable ICT database Recorded
measuring loss in 1 hour involving common table/database. programme results in an
fractions (1/2, 1/4) appropriate
Organise Design and use: diagrams and tables Extrapolate from the small format.
sample how many children in
the whole school have bikes
and wear safety helmets.
Display Construct straight line and curved Number bonds to Construct trend graphs from Constructed
graphs for continuous data where within hundreds information gathered, find and labelled
there is a relationship such as direct involving at least out if there is a correlation graphs
proportion eg travel, temperature, one 3-digit number between the age of child and accurately.
growth graphs (eg 415+85, 225+ wearing a safety helmet.
275)

Interpret Interpret from an extended range of Draw graph to show direct Graph paper Converted
displays (diagrams, tables, graphs) relationship between miles distances
(ICT link) and Km. from metric
 Describe the main features of a to imperial.
graph. Produce a display of findings Paper, pencils etc Extracted
 Calculate the average (mean) to and report to pupil council on required
compare sets of data safety issue raised. information
and drawn
relevant
PS Use the Strategy: Produce an conclusions.
organised list/table
Mathematics Level E Programme of Study E3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
NMM Work with Find widely used Draw and colour mosaic Coloured
Range and  all widely used fractions fractions and patterns showing eg 25% or mosaic
Type of percentages of 15/60 or 20/80- yellow. appropriately.
 convert fractions to equivalent Played domino
numbers decimals and vice versa whole number Produce a domino type
game
 decimals to 3 places quantities game using %s and successfully
(in applications eg length) equivalent fractions and with peers.
decimals.
Produced
NMM Measure and draw using standard Use equivalent Measure and draw lines in Rulers box with
Measure and units of length and estimate fractions mm to construct a box correct
Estimate measurements: small lengths in suitable for storing domino dimensions.
millimetres and larger lengths in game.
metres Demonstrated
the ability to
NMM Use a calculator to find a fraction or Change fractions to Use previously gathered Calculators use a
Fractions, percentage of a quantity decimals and cycling data and a calculator calculator in
Percentages Find ratios between quantities percentages to work out % of children in practical
and Ratio Use simple unitary ratio as a basis for each class who wear a applications.
calculations: safety helmet.
The ratio of pupils coming by car to those Reinforce ratios
coming on foot is 1:5. In one class, 4 came mentally
by car. How many were likely to come on
foot?
Located
SPM Discuss position and movement by: Practical activities Create a treasure map, Protractors treasure on
Position and  Using bearings and distances to drawn to scale, with some Rulers map by
Movement produce accurate scale drawings features at specified correctly
of routes (ICT link) locations. following
NMM  Use scales such as 1cm to 1, 2, Prepare instructions using instructions.
Perimeter, 5 or 10m: or represented by a bearings and distances to
Formulae and ratio such as 1:100 to interpret or allow peers to locate
Scales draw maps, plans, diagrams treasure on map.
 Using co-ordinates in all four Calculate true lengths and
SPM quadrants to plot position (ICT scaled lengths.
Position and link) Plot points and read co-
Movement  Calculating distances along grid ordinates in 4 quadrants.
lines (ICT link)
Mathematics Level E Programme of Study E4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the Strategy: Work backwards

NMM Add and subtract: Add and subtract Within the context of pirates Interpreted
Add and  Without a calculator for 4 digits decimals including and treasure, children problems
Subtract with at most 2 decimal places money and prepare problems for peers accurately
 With a calculator for any number measure involving the 4 rules of and applied
of digits with at most 3 decimal number e.g. sharing the knowledge
places treasure coins found equally appropriately
(In applications in number, measure amongst the pirate to find the
and money) crew/value of treasure. correct
NMM solution.
Multiply and Multiply and divide:
Divide  Without a calculator for 4 digits Multiply and divide Practical applications.
with at most 2 decimal places by any whole number
a single digit. by multiples of 10
 With a calculator for any pair of and 100 eg 20x76
numbers but at most 3 decimal
places in the answer Multiply and divide
any number
including decimals
NMM by 10,100 and 1000
Round Round any number to one decimal Reinforce mentally Answers in above can be
Numbers place eg 7.253+8.174 is about 7.3+ rounded appropriately.
8.2

PS
Use the Strategy: Try a simpler
case

Language of Design pieces of pirate Coloured pens, Produced


SPM  Determine whether or not shapes designs with
symmetry treasure with rotational pencils etc
Symmetry have rotational symmetry rotational
symmetry.
 Move a tile of a shape on a symmetry.
Create a pattern by translating,
squared grid in order to translate, Produced
reflecting or rotating a tile of Card, sticky paper
reflect or rotate the shape. repeating
precious metals.
pattern.
Mathematics Level E Programme of Study E5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
IH Carry out a survey using Language of Design and use a Compiled
Collect questionnaires (ICT Link) databases questionnaire to establish questions to
holiday patterns e.g. where provide
Design and use a database or did the children go on information
Organise spreadsheet with fields defined by holiday over the last 3 suitable to
pupils (ICT Link) years/what activities do they analyse in
enjoy on holiday. graphical
Construct as appropriate graphs or Consolidate form.
Display pie charts with data expressed in percentages
percentages (ICT Link)

Enter data on a suitable Computer Entered data


From a database :
Interpret database to record and database package accurately
 retrieve information subject to (peer
more than one condition display information gathered. e.g. Information
assessment)
Extract information to Workshop
 use logical operators (and; or; Extracted key
compile a report for the local information to
not) when framing questions
travel agent to assist him in make
(ICT Link) preparing holiday deals. recommend-
ations.
NMM Use relationships between currencies Calculate change Calculate cost of gifts in local Checked
Money to do simple calculations from £20 currencies. accuracy of
calculations by
using inverse
NMM Measure accurately and draw small Practical activities Design travel tickets/luggage Card/pens/pencils
process.
Measure and areas using cm 2 labels of given area. etc
Estimate Estimate areas in square metres Use atlases to compare Squared paper
Work with square kilometre and sizes of countries visited. Atlases
NMM hectare Use measurements of tickets Suitcases Checked
Perimeter, Calculate using rules for: and labels to investigate Rulers measurements
Formulae and Cubing and relationship between length, Metre sticks (peer
 areas of rectangles and squares
Scales squaring mentally breadth and area. assessment).
 volumes of cuboids and cubes Listed
Investigate the link between
countries by
NMM length, breadth, height and size from
Measure and Realise that volume can be Table facts volume using suitcases. smallest to
Estimate conserved when shape changes largest.
Established
that A=lxb
V=lxbxh.
Mathematics Level E Programme of Study E6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the Strategy: Act out the


Situation
NMM Identified
Patterns and Continue and describe sequences: Add and subtract Investigate square and Cm cubes
square and
Sequences  involving square and triangular numbers ending in triangular numbers using triangular
numbers 9 (between 9 and models and diagrams. numbers.
 find specified items in sequences 99) Look for patterns and extend Used found
 involving prime numbers Add and subtract sequences. patterns to
two-digit numbers Use a 100 square and tables 100 square continue.
from three digit facts to identify prime Sequences
multiples of 10 numbers. Listed/defined
PS Use the Strategy: Look for a prime
pattern (120-57)
numbers <100
NMM Timed
Use a digital stopwatch (for time Consolidate Time activities within the Stop watch activities
Time conversion of context of a health and
activities) in seconds, tenths, accurately
hundredths analogue and digital fitness programme. using digital
times, using 24 hour stopwatch.
NMM clock
Double whole Construct a model function Boxes, card, Put the
Functions and  Use a function machine in inverse of a
Equations reverse for inverse operations numbers including machine which uses digit coloured pens and
given
 Use notation to describe general fractions (eg 431/2) and function cards to show pencils operation into
relationships between 2 sets of operations and their inverses function
numbers Investigate patterns. Write machine.
Multiply two-digit rules/formulae to explain Written
 Use and devise simple rules to
whole numbers by relationships eg in health formulae using
show relationships between symbols to
single digits (eg context, dilute vitamin drops Vitamin drops,
objects eg number of posts to record
13x4, 270x3) to concentrations according measuring
number of rails in a fence relationships.
to consumer’s weight/age. cylinders, water
 Solve simple equations and Written
Children produce a set of problems
inequations
PS problems, within the health which can be
context, to be solved using solved by
Use the Strategy: Guess, check
equations and inequations peers using
and improve a solution equations.
e.g. if Anne did 23 sit ups and
John did 6 fewer write/solve an
equation to show how many sit
ups John did.
Mathematics Level E Programme of Study E7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

SPM Make 3D models solid or skeletal Language of 3D Investigate 3D shapes and Rulers, card, Produced
Range of including using nets to produce shape produce nets. Use nets to coloured pens and Xmas
shapes triangular prism, pyramid and make Christmas decorations. pencils, glitter, decorations
tetrahedron (alternative context scissors, glue comprising,
NMM Technology-Exploring triangular
Perimeter, Use scales such as 1cm to 1,2,5 or Extend fractions of Space) prisms,
Formulae 10m: or represented by a ratio such two-digit numbers Construct a nativity scene Rulers, card, pyramids,
Scales as 1:100 to make 3D models (1/3, 2/3, 4/5) using scaled 3-D models. coloured pens and tetrahedral.
(alternative context pencils, scissors, Constructed
Technology-Exploring glue a 3D model
Space) to scale.

SPM Draw triangles given 3 sides, 2 sides Introduce strategy Construct a mobile using Protractors, Drawn
Range of and included angle, 2 angles and one for multiplying by triangles drawn accurately compasses, triangles
shapes side 11, 12 given specified criteria. rulers, card, which match
Angles Draw triangles to scale in applications Make scale drawings in coloured pens and specifications
involving heights and distances order to calculate heights pencils, glitter, given.
and distances within scissors, glue Calculated
Use ‘reflex’ to describe angles Technology context Protractors, true heights/
Use the fact that vertically opposite Exploring Space. compasses, distances
SPM
angles are equal rulers, pencils accurately.
Angle
Use the properties of angles formed By drawing and measuring, Applied the
by a line crossing parallel lines investigate the properties of Rulers, pencils rules to
Know the sum of the angles of a angles in triangles and calculate
triangle is two right angles formed by crossing lines. accurately
Use findings to plan and the missing
draw a robot with certain angles.
angles identified. Weighed to
Read scales on weighing devices Language of weight Weigh parcels for Christmas Parcels, weighing nearest
including estimating between and conversion of g posting (alternatively loads devices graduation.
NMM
Measure and graduations. Know that the tonne is a to kg to tonnes for space vehicle).
Estimate standard unit of weight

Use the Strategy: Reason logically


PS
Mathematics Level E Programme of Study E8

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

Revise Level Consolidate work, where


E appropriate, prior to testing at
Level E

Children who have successfully


completed the programme for
Level E are now ready for the
Level E National Test.
Mathematics Level F Programme of Study F1

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Range and Define and work with: Add and subtract 2 Calculate simple bank Exemplar bank Audited a
type of  integers digit numbers balances. accounts bank
number  factors including prime factors including integers account
 rational numbers including Multiply and divide Produce factor trees. Expressed
converting rational numbers to integers by a single Complete a as a product
equivalent decimals digit fraction/decimal/percentage of prime
 decimals to required number of Simple conversion table, rounding factors.
places equivalences where necessary.
NMM
Round Round any number to a required Reinforce mentally In context of bank accounts Exemplar bank Rounded
Numbers number of decimal places eg calculate interest and round accounts answers
calculations involving money to 2 Introduce new appropriately. accurately.
decimal places terminology eg
Understand the term ‘significant integer within
figure’ mental activities
Round any number to a required
number of significant figures eg
solutions to calculations of
areas/circumferences of circles
rounded to 3 significant figures
NMM Investigate relationship between Calculators (π Used
Perimeter, circumference and diameter of a button) appropriate
Use rules to calculate circumferences number of circles leading to a 3
Formulae and and areas of circles formula
significant figure value for π
Scales (Know and use C = π d and A = π r2 ) Use formulae to calculate Circular shapes,
circumference and area of containers,
SPM various circles. compasses
Position and Introduce and
Enlarge and reduce shapes using any All sides
Movement explain the term Draw shapes on squared paper; Photos with
reasonable scale factor eg 3, ½ enlarge and reduce by a given enlarged or
hypotenuse enlargements
Know and use Pythagoras’ Theorem factor. reduced in
Extend to solve practical problems eg proportion.
finding length of kite diagonals
NMM Develop theorem by drawing Used theorem
Range and Reinforce mentally squares on sides of right-angled to calculate
In calculations give answers to one
type of triangles (use Pythagorean lengths of
decimal place
number triples for lengths of sides). sides.
Mathematics Level F Programme of Study F2

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:
SPM
Position and Calculate the direct distance between Revise 4 quadrant Apply Pythagoras’ theorem Calculators Calculated
Movement 2 points on a co-ordinate grid co-ordinate grid to calculate lengths of lines length
not drawn parallel to axes. accurately to
PS Use the Strategy: Draw a picture or match length
diagram/make a model measured by
IH peer.
Collect Collect information from practical Language of IH Collect data on shoe sizes in Stop watches
experiments class/year group (discrete)
Recognise that: and time taken to run a set
 discrete data is countable eg distance (continuous).
number of faulty items in a batch
 continuous data is measurable
eg time taken by competitors in a
100m race

Organise Group and order discrete/continuous Divide times into class


data using equal class intervals intervals.
Use approximately 6 classes in total Construct frequency tables
Construct grouped frequency tables from both sets of data.
Choose type of graph
Display Select appropriate graph or chart Describe trends.
 Stem-and-leaf charts of data Display collected data in Chosen
 Scattergraphs of data stem-and-leaf charts and appropriate
scattergraphs. class
Interpret Make significant deductions Use data lists, frequency intervals and
Calculate mean, median, mode and tables and stem-and-leaf to constructed
range from sets of non-grouped data find range, mean, median frequency
and mode. table.

NMM Add/subtract: Add and subtract 2 Perform calculations in Calculators Calculations


Add and - without a calculator for 4 digit digit numbers with school refurbishment project done
Subtract numbers incl decimals and one decimal place eg Can you make a correctly.
integers(23.15-3.234or–3271+(-4134) (including negative bookcase of given
-with a calculator for whole numbers numbers) dimensions from wood of
decimals and integers any number of eg1.3 + (-2.4) = -1.1 specified length (to nearest
digits(number, money and measure) 5.7 - (-3.2) = -8.9 mm)?
Mathematics Level F Programme of Study F3

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the Strategy: Make a


conjecture and test with particular
examples
NMM
Range and Work with an extended range of Given the area of Express powers as products Calculators Produced
type of powers for example cubes and squares work out Use square root and power accurate
numbers square roots length of side buttons on calculator. solutions.
(square numbers)
Convert numbers into scientific Simple powers Given a scientific report Prepared scientific Accurately
notation and vice-versa/recognise related to time and space report converted
calculator displays Practical express all numbers in large and
applications standard form and vice versa small
NMM (Science link) Using calculator enter and numbers.
Algebra Work with expressions: interpret standard form.
 Understand equivalence of
expressions Extend number Collect like terms Teacher prepared Simplified,
 Use standard algebraic vocabulary to Multiply expressions worksheets factorised
conventions to rearrange include index and including those with and
expressions factor brackets. evaluated
 Use the conventions for order of Factorise expressions using expressions
operations in calculations to a common factor. correctly.
evaluate expressions Substitute values into
algebraic expressions using
SPM order of sign rules.
Angles Use combinations of angle properties Apply previous knowledge of Compasses and Found the size
angle properties in more angle measurers of angles in a
complex figures and regular diagram and
Calculate interior and exterior angles labelled them
of regular polygons with 4 or more polygons.
correctly.
sides
SPM Made badges
Range of Draw polygons given appropriate Revise properties Design and construct badges to specified
shapes information eg regular pentagon with of shapes of given dimensions in the measure-
sides 6 cm or rhombus given shape of regular polygons. ments.
diagonals
Mathematics Level F Programme of Study F4

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the Strategy: Look for a


pattern

NMM
Multiply and Work confidently with positioning of Multiply and divide Within context of school Teacher prepared Correctly
Divide decimal point decimals by a single refurbishment calculate worksheets positioned
digit (easy quantities for specified tasks, decimal
Multiply and divide: examples only) both with and without a point in
 without a calculator for more eg 0.4 x 7 =2.8, calculator. answers.
complex examples eg 3.29 x 30, 1.8 ÷ 6 = 0.3
18.697 x 40 000, 21÷ 0.7, 0.03 ÷
60, 0.6 x 0.3, 0.08 ÷ 0.2 Extend to include
negative numbers
 with a calculator for any pair of eg 4.2 x -3= -12.6,
numbers -9.3 ÷ -3 = 3.1

Multiply by numbers less than one Multiply and divide Carry out an investigation Calculators
(know that this has a decreasing by two decimals using a calculator, record
effect) eg 1.6 x 0.4 = 0.64, results and look for a pattern
0.42 ÷ 0.6 = 0.7 eg multiply 6 by decimals
ranging from 0.1 to 2.5
Repeat for division.

Divide by numbers less than one Extend number Working in pairs match Prepared cards Estimated
(know that this has an increasing vocabulary to question cards to answer order of
effect) include product and cards, selecting from three number
(In applications in number, money and quotient possibilities. correctly.
measure) eg1.6 ÷ 4 = 4 or 0.4 or 40
Self check within pairs using
calculator.

PS Use the Strategy: Reason logically


Mathematics Level F Programme of Study F5

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

NMM
Fractions, Add, subtract, multiply and divide Reinforce mentally Practise skills in everyday Teacher prepared Calculated
percentages fractions including mixed numbers in with simple life problems e.g. cars in the worksheets accurately &
and ratios everyday contexts (use a calculator examples car park, favourite sweets, expressed in
when appropriate) flowers in garden etc. simplest
form.
Calculate percentage increase and Reinforce mentally In running a tuck shop, Cash and Carry
decrease in context eg percentage with simple calculate percentage profit or price list Performed
profit examples loss on sale of individual Calculators calculations
items. correctly.
NMM Know the relationships between Reinforce relationship using
Time distance, speed and time: DST triangle Applied
D correct
D = ST S = D/T T = D/S formula and
S T used correct
Calculate one given the other two Reinforce mentally units
(using appropriate units) with simple Use in calculations related to Timetables Described
examples school journeys / trips journey
Construct and interpret distance - Interpret graphs of school stages.
time graphs (eg. calculate average outings. Prepared graphs Constructed
speed for a journey) Draw graphs of journeys. graphs to
show details
IH of journey.
Probability List possible outcomes of simple Language of Examine coins, dice Dice, coins,
random events, eg. 1,2,3,4,5,6, from probability spinners, packs of cards. spinners, packs of
a rolling die numbered from 1 to 6 cards

Describe probability of an outcome Use a probability scale to Chosen


using appropriate words such as allocate likelihood of events, correct
highly likely and unlikely expressing in appropriate descriptor.
words and numbers from 0
Know that probability is: to 1.
 a measure of chance between 0
and 1
 0 for an impossible event
 1 for a certain event
Mathematics Level F Programme of Study F6

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

IH Know the definition of probability


Probability where all the outcomes are equally
likely is:

number of favourable outcomes


total number of outcomes
Experiment with rolling dice, Dice, spinners, Calculated
Use this definition of probability to tossing coins, spinners etc , coins probabilities
determine the probability of a familiar recording outcomes in a using
event (eg. An ace from a pack of table and calculating formula.
cards) probabilities.

PS Use the Strategy: Guess, check


and improve a solution
NMM Practical examples with bags Balances/ Shown
Algebra Solve further equations and and weights on balances, diagrams of understanding
inequations with more complex recording process in balances by finding
examples eg 5x+7=3x+11 algebraic form. solutions to
7-3(x-2)=1, 2x+1>3 ‘Change side, change sign’. Worksheets given
equations.
Recognise simple relationships Construct formulae from info Information from Identified
Devise, construct and use to solve e.g. costs of hiring a car or appropriate best deal.
problems: mobile phone from various companies
 simple formulae companies.
 equations Draw graphs to decide ‘best
 linear graphs value’.
NMM
Perimeter, Use rules to calculate areas of: Determine relationship Applied
Formulae,  non-right-angled triangles (given through drawing shapes on appropriate
Scales the base and height) squared paper. Use formulae formulae to
to calculate areas including calculations
 kite
composite shapes. in design
 rhombus project.
Project designing school
 parallelogram
garden.
 composite shapes
Apply to problems
Mathematics Level F Programme of Study F7

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

PS Use the strategy: Work backwards

NMM
Perimeter, Use scales represented by ratios Practical map work Look at OS maps and Selection of maps Determined
Formulae and such as 1:50 000 as widely used in (Social Subjects examine scale details. Use distances
Scales maps link) to calculate distances on correctly.
map and in reality.
NMM
Fractions, Split a quantity in a given ratio Reinforce mentally Given the ratio of ingredients Recipes Calculated
Percentages eg. share £2.80 in the ratio 2:5 with simple calculate volumes/ weights correct
and Ratio examples required e.g. fruit punch. amounts.
In contexts such as money and time
use
 Direct proportion Solve problems related to
 Inverse proportion tuck shop and school Solved
journeys both by calculation problems
Draw and interpret the graph of (unitary method) and by accurately.
quantities in direct proportion (straight drawing and interpreting
line through origin) graphs.
(Science link)

PS Use the strategy: Try a simpler


case
IH
Collect Conduct a survey using structured Language of IH Carry out a survey on pocket Compiled
questionnaires which allow several money (amount and uses) questionnaires
responses to each question and collate data. in suitable
form.
Organise Collate information in an appropriate
manner

Display Construct appropriate graphs or Construct pie charts to Compasses Chosen


charts eg pie charts display pocket money data. suitable
(Social Subjects/Science/ICT link) chart.
Mathematics Level F Programme of Study F8

Core Skills: Numeracy Literacy ICT Problem Solving Learning and Thinking Skills Working with others
Assessment
Attainment Attainment Target / Oral /Mental Learning Activities: Resources / Evidence Homework
Outcome Date Learning Outcomes: Agility What will the learners do? Learners
What will the learners achieve? will have:
Strand The child will be able to:

IH
Interpret Retrieve information from a more Language of IH Draw conclusions about Children’s charts Answered
extended range of displays children’s pocket money. from F7 questions
Compare with data provided Selection of relating to
in selection of charts. graphs and charts data.
prepared by
teacher

Use the Strategy: Act out the


PS
Situation

IH
Collect Collect information for a task using a Construct a questionnaire on Composed
sampling strategy which avoids bias leisure interests or favourite questions
(Environmental Studies Link) tuck shop items. Select a which avoid
representative sample. bias.
Organise
Collate and analyse data Construct and analyse Drawn
Display
appropriately graphs and charts and report appropriate
Interpret
findings. conclusions.

PS Use the Strategy: Produce an


organised list or table

Level F
Consolidate work, where
Revision
appropriate, prior to testing at
Level F. Children who have
successfully completed the
programme are now ready for the
Level F National Test.