Addition: Counting all and Dot images Counting all counting on to 20 Rekenreks Counting on Double Ten-Frames One-to-one correspondence Subitizing Addition: Doubles/Near Subitizing Doubles Counting all When using the rekenrek ask Rekenreks i.e. 3 on top, 3 on Counting on pupils ‘How many beads do bottom; 4 on top, 3 on Fluency you see? How do you see bottom; 3 on top, 2 on bottom Concept of place value them? When using double Double Ten-Frames i.e. frames ask pupils ‘How many dots do you see? How do you see them? PROGRESSION FRAMEWORK FOR TALKING ABOUT NUMBER TERM 3 – Revise concepts from Terms 1 and 2 and introduce number sentences which should always be written horizontally. Please refer to “Number Talks: Helping Children Build Mental Math and Computation Strategies” by Sherry Parrish, Chapter 4, pages 106 to 118 What are we learning? How are we doing it? What skills are pupils learning? Addition: Making tens When using the rekenrek ask Rekenreks Subitising pupils ‘How many beads do you see? How do you see them?’ When using ten frames and Ten-frames with missing dots Fluency ask pupils questions such as Double ten Subitising ‘How many did you see? How Concept of place value do you see seven?’ Move on to asking ‘How many more to make ten?’ Also ask ‘How many are left Complete ten frames and Computation – applying mathematical after removing three?’ covers calculations Addition: Counting all and Number Sentences – start Computation – applying mathematical counting on to 10 within 10 and build up to calculations within 14 i.e. If pupils are ready extend 3 + 6 4 + 6 9 + 1 Pupils should be applying strategies from number sentences to 14 3 + 7 7 + 4 9 + 3 previous learning 3 + 8 4 + 8 9 + 5 4 + 9
Addition: Counting all and counting on to 20 Dot images Rekenreks Double Ten-Frames Counting all Counting on One-to-one correspondence Subitizing Addition: Doubles/Near Doubles When using the rekenrek ask pupils ‘How many beads do you see? How do you see them? When using double ask pupils ‘How many dots do you see? How do you see them? Rekenreks i.e. 3 on top, 3 on bottom; 4 on top, 3 on bottom; 3 on top, 2 on bottom Double Ten-Frames i.e. Subitizing Counting all Counting on Fluency Concept of place value PROGRESSION FRAMEWORK FOR TALKING ABOUT NUMBER TERM 3 – Revise concepts from Terms 1 and 2 and introduce number sentences which should always be written horizontally. Please refer to “Number Talks: Helping Children Build Mental Math and Computation Strategies” by Sherry Parrish, Chapter 4, pages 106 to 118 What are we learning? How are we doing it? What skills are pupils learning? Addition: Making tens When using the rekenrek ask pupils ‘How many beads do you see? How do you see them?’ When using ten frames and ask pupils questions such as ‘How many did you see? How do you see seven?’ Move on to asking ‘How many more to make ten?’ Also ask ‘How many are left after removing three?’ Rekenreks Ten-frames with missing dots Double ten frames Complete ten frames and covers Subitising Fluency Subitising Concept of place value Computation – applying mathematical calculations Addition: Counting all and counting on to 10 If pupils are ready extend number sentences to 14 Number Sentences – start within 10 and build up to within 14 i.e. 3 + 6 4 + 6 9 + 1 3 + 7 7 + 4 9 + 3 3 + 8 4 + 8 9 + 5 4 + 9 Computation – applying mathematical calculations Pupils should be applying strategies from previous learning
Guidance-on-the-Early-Acquisition-of-Numeracy-in-Primary-1.docx