Addition: Doubles/Near Number sentences – start Computation – applying mathematical Doubles to 10 within 10 and build up to calculations within 20 i.e. If pupils are ready extend 2 + 2 3 + 4 5 + 5 Pupils should be applying strategies from number sentences to 14 2 + 3 4 + 3 5 + 6 previous learning 3 + 2 4 + 4 6 + 6 3 + 3 4 + 5 6 + 7 PROGRESSION FRAMEWORK FOR TALKING ABOUT NUMBER TERM 4 – Revise concepts from Terms 1, 2 and 3 Please refer to “Number Talks: Helping Children Build Mental Math and Computation Strategies” by Sherry Parrish, Chapter 4, pages 97 to 118, focusing on sections labelled Number Sentences. What are we learning? How are we doing it? What skills are pupils learning? Addition to 20: Making Tens When using double Double ten-frames: using two Subitising ask pupils ‘How many ten frames with different Fluency dots do you see? How do you combinations of dots in each Concept of place value see them? Addition to 20: Making Tens Number sentences i.e. Computation – applying mathematical calculations Can pupils recognise that 9 + 9 + 1 5 + 5 1 is 10 and then they add on 9 + 3 + 1 5 + 5 + 4 Pupils should be applying strategies from 3? Are they still using 9 + 5 + 1 5 + 3 + 5 previous learning counting all strategy or are they now using counting on? Addition: Counting all and Number Sentences – start Computation – applying mathematical counting on to 20 within 20 and build up to calculations within 24 i.e. If pupils are ready extend 6 + 4 7 + 3 9 + 11 Pupils should be applying strategies from number sentences to 24 6 + 6 7 + 7 9 + 13 previous learning 6 + 8 7 + 9 9 + 15 6 + 9 7 + 5 Addition: Doubles/Near Number sentences – start Computation – applying mathematical Doubles to 20 within 20 and build up to calculations within 24 i.e. If pupils are ready extend 7 + 7 8 + 8 10 + 10 Pupils should be applying strategies from number sentences to 24 7 + 6 8 + 9 10 + 11 previous learning 7 + 8 9 + 9 11 + 11
Addition: Doubles/Near Doubles to 10 If pupils are ready extend number sentences to 14 Number sentences – start within 10 and build up to within 20 i.e. 2 + 2 3 + 4 5 + 5 2 + 3 4 + 3 5 + 6 3 + 2 4 + 4 6 + 6 3 + 3 4 + 5 6 + 7 Computation – applying mathematical calculations Pupils should be applying strategies from previous learning PROGRESSION FRAMEWORK FOR TALKING ABOUT NUMBER TERM 4 – Revise concepts from Terms 1, 2 and 3 Please refer to “Number Talks: Helping Children Build Mental Math and Computation Strategies” by Sherry Parrish, Chapter 4, pages 97 to 118, focusing on sections labelled Number Sentences. What are we learning? How are we doing it? What skills are pupils learning? Addition to 20: Making Tens When using double ask pupils ‘How many dots do you see? How do you see them? Double ten-frames: using two ten frames with different combinations of dots in each Subitising Fluency Concept of place value Addition to 20: Making Tens Can pupils recognise that 9 + 1 is 10 and then they add on 3? Are they still using counting all strategy or are they now using counting on? Number sentences i.e. 9 + 1 5 + 5 9 + 3 + 1 5 + 5 + 4 9 + 5 + 1 5 + 3 + 5 Computation – applying mathematical calculations Pupils should be applying strategies from previous learning Addition: Counting all and counting on to 20 If pupils are ready extend number sentences to 24 Number Sentences – start within 20 and build up to within 24 i.e. 6 + 4 7 + 3 9 + 11 6 + 6 7 + 7 9 + 13 6 + 8 7 + 9 9 + 15 6 + 9 7 + 5 Computation – applying mathematical calculations Pupils should be applying strategies from previous learning Addition: Doubles/Near Doubles to 20 If pupils are ready extend number sentences to 24 Number sentences – start within 20 and build up to within 24 i.e. 7 + 7 8 + 8 10 + 10 7 + 6 8 + 9 10 + 11 7 + 8 9 + 9 11 + 11 Computation – applying mathematical calculations Pupils should be applying strategies from previous learning
Guidance-on-the-Early-Acquisition-of-Numeracy-in-Primary-1.docx