The Progression is structured by differentiating between Knowledge and Strategy: Strategy describes the mental processes children use to estimate and solve problems Knowledge describes what we want children to be able to recall without having to think about it Learning is a cycle, where knowledge provides the foundation for developing strategies, and use of strategies develops new knowledge. Both strategy and knowledge have been split into different areas for assessment and tracking, although these will often be connected and interlinked in learning and teaching: Strategy Knowledge Addition and subtraction Number Sequences and Order Multiplication and division Numeral Identification Fractions, decimals and percentages Grouping and Place Value Basic Facts Written Recording Addition/subtraction and multiplication/division should be taught simultaneously to reinforce understanding of inverse properties. See the page of the Highland Numeracy Blog for diagnostic assessments for each strategy and knowledge area, and for progression trackers at each level for knowledge and strategy. CfE levels link to Maths Recovery and NZ Maths stages in this way: HNP Description of Stages of Thinking Example Maths NZ Maths Recovery Early * Pupils are unable to consistently count a given number I could not collect 7 counters. Emergent Emergent of objects because they lack the knowledge of Stage 0 Stage 0 1, 2, 4, 5, 10 counting sequences and/or the ability to match things one-to-one. Early ** Pupils can count up to ten but cannot solve simple I collected 4 counters and N/A One-to-one collected another 3 counters but problems that involve joining and separating sets like 4
The Progression is structured by differentiating between Knowledge and Strategy: Strategy describes the mental processes children use to estimate and solve problems Knowledge describes what we want children to be able to recall without having to think about it Learning is a cycle, where knowledge provides the foundation for developing strategies, and use of strategies develops new knowledge. Both strategy and knowledge have been split into different areas for assessment and tracking, although these will often be connected and interlinked in learning and teaching: Strategy Knowledge Addition and subtraction Number Sequences and Order Numeral Identification Grouping and Place Value Basic Facts Written Recording Multiplication and division Fractions, decimals and percentages Addition/subtraction and multiplication/division should be taught simultaneously to reinforce understanding of inverse properties. See the page of the Highland Numeracy Blog for diagnostic assessments for each strategy and knowledge area, and for progression trackers at each level for knowledge and strategy. CfE levels link to Maths Recovery and NZ Maths stages in this way: HNP Description of Stages of Thinking Example Maths Recovery NZ Maths Early * Pupils are unable to consistently count a given number of objects because they lack the knowledge of counting sequences and/or the ability to match things one-to-one. I could not collect 7 counters. 1, 2, 4, 5, 10 Emergent Stage 0 Emergent Stage 0 Early ** Pupils can count up to ten but cannot solve simple problems that involve joining and separating sets like 4 I collected 4 counters and collected another 3 counters but N/A One-to-one
highland-numeracy-progression-update-sep-2017.docx