There were five left. How many strawberries were there to six went home early. How many children were still at the 45 went. How many of her friends did not go?’ start with?’ Say or write 􀂅 – 3 = 5 party?’ Say or write 23 – 6 = 􀂅 Write 68 – = 45 Represent a story with objects or on a think board. Find the difference between quantities by adding or Find the difference between quantities by subtracting. adding or subtracting. e.g. Substitute counters for cows to solve the problem - e.g. Tom had 15 marbles and Luke had 7. How many more e.g. Ann has read 25 pages of a book which has 80 Three cows were put in a field with fourteen other cows. will Luke need to have the same as Tom? pages. How many pages will she need to read to How many cows were in the field altogether? Can be written as 􀂅 + 7 = 15 and 15 – 7 = 􀂅 finish the book? Can be written as 25 + 􀂅 = 80 and 80 – 25 = 􀂅 Multiplication and Division Multiplication and Division Multiplication and Division Begin to solve a multiplication problem by using Recognise and represent multiplication as repeated Record an array as a multiplication sentence skip counting and understand that each addition, groups and arrays (rows and columns). and work out how many there are in total. successive count relates to putting sets of the same number together. 3 + 3 + 3 + 3 = 12 8 + 8 + 8 = 24 e.g. 5, 10, 15 is 3 groups of 5 and another group of 5 will make 20. Begin to understand the connection between Use repeated addition or subtraction to work repeated addition and multiplication. out an unknown multiplication fact from a known fact. e.g. 4 + 4 + 4 + 4 + 4 is the same as 5 x 4 e.g. Child knows that 5 x 4 = 20. To make 6 x 4 5 rows of 4 = 5 x 4 another strip of 4 must be added, so 20 + 4 = 24. To make 4 x 4 a strip of four must be removed, so 20 – 4 3 sets of 2 make 6 3 scuba divers catch 2 fish eac. How many fish do they = 16. catch altogether? 2 + 2 + 2 = 6. They also can record this as ‘3 groups of 2 is 6’.
There were five left. How many strawberries were there to start with?’ Say or write 􀂅 – 3 = 5 six went home early. How many children were still at the party?’ Say or write 23 – 6 = 􀂅 45 went. How many of her friends did not go?’ Write 68 – = 45 Represent a story with objects or on a think board. e.g. Substitute counters for cows to solve the problem - Three cows were put in a field with fourteen other cows. How many cows were in the field altogether? Find the difference between quantities by adding or subtracting. e.g. Tom had 15 marbles and Luke had 7. How many more will Luke need to have the same as Tom? Can be written as 􀂅 + 7 = 15 and 15 – 7 = 􀂅 Find the difference between quantities by adding or subtracting. e.g. Ann has read 25 pages of a book which has 80 pages. How many pages will she need to read to finish the book? Can be written as 25 + 􀂅 = 80 and 80 – 25 = 􀂅 Multiplication and Division Multiplication and Division Multiplication and Division Begin to solve a multiplication problem by using skip counting and understand that each successive count relates to putting sets of the same number together. e.g. 5, 10, 15 is 3 groups of 5 and another group of 5 will make 20. 3 sets of 2 make 6 Recognise and represent multiplication as repeated addition, groups and arrays (rows and columns). 3 + 3 + 3 + 3 = 12 Record an array as a multiplication sentence and work out how many there are in total. 8 + 8 + 8 = 24 Begin to understand the connection between repeated addition and multiplication. e.g. 4 + 4 + 4 + 4 + 4 is the same as 5 x 4 5 rows of 4 = 5 x 4 3 scuba divers catch 2 fish eac. How many fish do they catch altogether? 2 + 2 + 2 = 6. They also can record this as ‘3 groups of 2 is 6’. Use repeated addition or subtraction to work out an unknown multiplication fact from a known fact. e.g. Child knows that 5 x 4 = 20. To make 6 x 4 another strip of 4 must be added, so 20 + 4 = 24. To make 4 x 4 a strip of four must be removed, so 20 – 4 = 16.
highland-numeracy-progression-update-sep-17.docx