Phase 1

 

Addition and Subtraction

Multiplication and Division

Fractions, Decimals and Percentages

 

Understanding numbers and numerals

Number Structuring for Addition and Subtraction

Understanding of multiples and sequences of multiples

 

Grouping and Sharing for Multiplication and Division

 

Phase 1

Learning Outcomes:

· I can say forward number word sequences to at least 20

· I can say backward number word sequences  from at least 20

· I am beginning to work out the number word after and number word before

· I can read numeral sequences to at least 10

· I can sequence numerals to at least 10

· I can identify and recognise numerals to at least 10.

· I can work out the missing number or numeral in a sequence to at least 10

 

Settings:

·         Embedded in daily routines

·         Number Line

·         Numeral Track

 

Mathematisation

 

Distancing the Setting ((Manipulate it àSee itàFlash itàScreen ItàCheck ItàExpress It and Explain It)

 

Notation (Informal JottingsàSemi-Formal Written StrategiesàFormal Written Algorithms)

 

OrganisingàGeneralising

 

Learning Outcomes:

· I can count perceived items presented in different ways

· I can count items in one collection

· I can count out a requested number of items

· I can count items in a row forwards and backwards

· I can count items in two collections

 

Settings:

·         Items that can be counted (strong emphasis on play experiences)

·         Items displayed in different colours, types, arrangements (rows, dominos, random)

 

Mathematisation

 

Distancing the Setting (Manipulate it àSee itàFlash itàScreen ItàCheck ItàExpress It and Explain It)

 

Notation (Informal JottingsàSemi-Formal Written StrategiesàFormal Written Algorithms)

 

OrganisingàGeneralising

 

Additive task, removed item, missing addend, missing subtrahend, missing minuend, most efficient strategy

 

 

 

STEP 1 Learning Outcomes

· I  can describe, organise and make equal groups

· I can describe, organise and partition equal shares

· I understand that for  shares to be equal, a quantity may remain

· I can break a whole into parts (amounts and items)

·  

 

Settings

·         Items that can be counted, grouped and shared (strong emphasis on play experiences)

·         Items displayed in different colours, types, arrangements

·         Materials that can be broken up and shared e.g. playdough, cake mixture etc.

 

Language

·         Parts, whole, share, group, the same, fair share, left over

 

Mathematisation

 

Distancing the Setting (Manipulate it à See itàFlash itàScreen ItàCheck ItàExpress It and Explain It)

 

Notation (Informal JottingsàSemi-Formal Written StrategiesàFormal Written Algorithms)

 

OrganisingàGeneralising

 

 

Learning Outcomes

· I can break a whole into parts and can describe how I made it fair.

 

Settings

·         Materials that can be broken up and shared e.g. playdough, cake mixture etc.

 

Language

·         Parts, whole, share, the same, fair

 

Mathematisation

 

Distancing the Setting (Manipulate it à See itàFlash itàScreen ItàCheck ItàExpress It and Explain It)

 

 

Notation (Informal JottingsàSemi-Formal Written StrategiesàFormal Written Algorithms)

 

OrganisingàGeneralising

 

 

Comments