Pupils need to be able to read, write and order numbers to at least 20 Calculation, Calculate This is the first pupils explore multiplication and division. Through Subitise small groups of objects (i.e. can say how many there are grouping and sharing, pupils make connections between arrays, number Odd, Even without needing to count each individual object.) patterns, and counting in twos, fives and tens. Pupils need to work with small quantities and experience: doubling and halving numbers and Multiply, Multiplication, Times, Product quantities; and finding simple fractions of objects, numbers and quantities. Note: Repeated addition Calculating mathematical statements for multiplication and division Array within the multiplication tables and writing them using the multiplication (×), division (÷) and equals (=) signs is in Stage 2 Divide, Division Showing that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot is Groups explored in Stage 2 Grouping KM: and Sharing NCETM: NCETM: , , NCETM: Common approaches A variety of concrete apparatus Numicon, Cuisenaire, 10 Frame, – Counters -, are used to help pupils visualise odd /even numbers, doubling/halving and solve multiplication and division problems. Teachers say equally’ and not just when solving problems ‘share’ involving division. Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Pupils need to be able to read, write and order numbers to at least 20 Subitise small groups of objects (i.e. can say how many there are without needing to count each individual object.) Calculation, Calculate Odd, Even Multiply, Multiplication, Times, Product Repeated addition Array Divide, Division Groups Grouping Sharing This is the first pupils explore multiplication and division. Through grouping and sharing, pupils make connections between arrays, number patterns, and counting in twos, fives and tens. Pupils need to work with small quantities and experience: doubling and halving numbers and quantities; and finding simple fractions of objects, numbers and quantities. Note: Calculating mathematical statements for multiplication and division within the multiplication tables and writing them using the multiplication (×), division (÷) and equals (=) signs is in Stage 2 Showing that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot is explored in Stage 2 KM: and NCETM: NCETM: , , NCETM: Common approaches A variety of concrete apparatus – Numicon, Cuisenaire, 10 Frame, Counters -, are used to help pupils visualise odd /even numbers, doubling/halving and solve multiplication and division problems. Teachers say equally’ and not just ‘share’ when solving problems involving division. Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Scheme-of-Learning-Maths-KS3.docx