Write number stories to match a given number sentence. Write their own stories to accompany a given e.g. write a story to accompany : number sentence or one of their own, including multi- step problems. 24 13 = – Make connections between maths in school and 76 = 35 everyday experiences. – 97 = 125 e.g. John has hired me to count his money. I counted £1500 before stopping for coffee. After coffee I counted £5 more. John offered me £100 for the job or 10% of the money I had counted. Which choice will give me more money for my work? Investigate negative numbers in real life contexts and explore Understand that subtraction can Solve a subtraction sum when subtracting a the associated vocabulary. produce negative numbers; recognise positive integer from a smaller positive integer the location of negative numbers in and adding/ subtracting negative integers from a e.g. Temperature below freezing relation to zero and locate them on a negative integer. – Bank balances, debt overdraft, bank loan number line. – Height above/below sea level e.g. explain e.g. +5 +8 = – this in the context of real life – –3 Sport in golf, explore the idea of or par contexts such as temperature (below -4 +8 = – ‘above’ ‘below’ – –12 freezing) and money (debt). Points to consider Part 3 – THE NEXT DOMAIN to Mentally solve Multiplication and Division Problems’ IS ORGANISED WHERE PROGRESSION IS SHOWN IN A HORIZONTAL ‘Strategies FORMAT AGAIN. You’ll notice * and ** are always merged and *** is where the children are refining their ability to choose the most efficient strategy for a given calculation as well as being introduced to more sophisticated strategies, which will be developed further in third level. There is no linear progression unless indicated by the inclusion of arrows to show how a particular strategy might progress. The strategies introduced in *** will not necessarily be a more sophisticated strategy of the ones in the same row. THERE WILL NOT ALWAYS BE A PROGRESSION FROM (* and **) to *** in the same row!
Write number stories to match a given number sentence. e.g. write a story to accompany : 24 – 13 = 76 – = 35 97 = 125 Write their own stories to accompany a given number sentence or one of their own, including multi- step problems. Make connections between maths in school and everyday experiences. e.g. John has hired me to count his money. I counted £1500 before stopping for coffee. After coffee I counted £5 more. John offered me £100 for the job or 10% of the money I had counted. Which choice will give me more money for my work? Investigate negative numbers in real life contexts and explore the associated vocabulary. e.g. Temperature – below freezing Bank balances, debt – overdraft, bank loan Height – above/below sea level Sport – in golf, explore the idea of ‘above’ or ‘below’ par Understand that subtraction can produce negative numbers; recognise the location of negative numbers in relation to zero and locate them on a number line. e.g. explain this in the context of real life contexts such as temperature (below freezing) and money (debt). Solve a subtraction sum when subtracting a positive integer from a smaller positive integer and adding/ subtracting negative integers from a negative integer. e.g. +5 – +8 = –3 -4 – +8 = –12 Points to consider – Part 3 THE NEXT DOMAIN ‘Strategies to Mentally solve Multiplication and Division Problems’ IS ORGANISED WHERE PROGRESSION IS SHOWN IN A HORIZONTAL FORMAT AGAIN. You’ll notice * and ** are always merged and *** is where the children are refining their ability to choose the most efficient strategy for a given calculation as well as being introduced to more sophisticated strategies, which will be developed further in third level. There is no linear progression unless indicated by the inclusion of arrows to show how a particular strategy might progress. The strategies introduced in *** will not necessarily be a more sophisticated strategy of the ones in the same row. THERE WILL NOT ALWAYS BE A PROGRESSION FROM (* and **) to *** in the same row!