Download Longforgan Primary Numeracy Programme

Longforgan Primary Numeracy Programme –
Organiser/
Experiences and
Outcomes
Number and number
processes
I can use addition,
subtraction,
multiplication and
division when solving
problems, making best
use of the mental
strategies and written
skills I have
developed.
First Level
First Developing
First Consolidating
First Secure – apply what he/she has learned in
new and unfamiliar situations
I can :
 count on in 10s.
 begin to add using
commutative law (i.e. 10 + 5
= 5 + 10) and add using
associative law (i.e. 3 + 1 + 1
= 3 + 2).
 use number bonds within 20.
 add and subtract TU without
carrying.
 recall times table facts from
2,5 and 10 times and can
count on mentally.
 use doubles within 20.
 solve word problems
involving the addition and
subtraction as appropriate to
knowledge and
understanding.
 begin to understand inverse
and related functions in
processes and is able to use
the bonds for addition and
subtraction.
 show calculations can be
represented horizontally and
begin to use vertically
 use mathematical notation: +,
-, x, =
 use the vocabulary associated
with addition and subtraction,
e.g. more than, less than,
add, take away, plus,
subtract, equals, total,
I can :
 add tens onto whole numbers using
mental and written strategies.
 beginning to use strategies for
addition and subtraction (e.g. add
using commutative law, i.e. 14 + 5 =
5 + 14 and add using associative
law, i.e. 3 + 15 + 2 = 10 + 10).
 begin to use knowledge of number
bonds for calculations in addition
and subtraction for numbers to 50.
 add and subtract TU with carrying
 recall times table facts from 2,3,5
and 10 times and is able to use them
in multiplication/division
calculations in 2 digit examples
mentally and written.
 use doubles and begin to use halves.
 solve word problems involving the
four number operations as
appropriate to knowledge and
understanding.
 understand inverse and related
functions in processes and is able to
use the bonds for addition and
subtraction and beginning to
understand for
multiplication/division.
 show calculations can be represented
horizontally and vertically
 use mathematical notation: +, -, x, ÷,
 use the vocabulary associated with
addition and subtraction, e.g. more
than, less than, add, take away, plus,
I can :
 add/subtract tens and units to whole numbers
using mental and written strategies.
 use mental strategies to help add and subtract
i.e. ( +10 -1 = + 9).
 use knowledge of number bonds for
calculations in addition and subtraction in at
least 2 digit examples (e.g. 4 + 3 = 7 so 24 + 3
= 27, 9 – 4 = 5 so 19 – 4 = 15)
 add and subtract HTU
 recall times table facts from 2,3,4,5 and 10
times and is able to use them in
multiplication/division calculations in at least
2 digit examples mentally and written.
 use different strategies i.e. repeat addition to
help understand multiplication and division.
 use doubles and near doubles (e.g. 7+8 =
7+7+1)and use halves. (e.g.4 x 8 = (2 x 8) +
(2 x 8) 5 x 6 = half of 10 x )
 solve word problems involving the four
number operations as appropriate to
knowledge and understanding.
 Understand inverse and related functions in
processes and is able to use the bonds in the
four operations (e.g. to find 20 - 13 think “13
and what makes 20?” and/or splitting numbers
to find answer to addition or subtraction sum,
e.g. 23 + 45 = (20 + 40) + (3 + 5) )
 show calculations can be represented
horizontally and vertically
 use mathematical notation: +, -, x, ÷, =
 use the vocabulary associated with addition
and subtraction, e.g. more than, less than, add,
take away, plus, subtract, equals, total,
1
First Level - Number
Organiser/
Experiences and
Outcomes
First Developing
First Consolidating
altogether, sum

I have investigated
how whole numbers
are constructed, can
understand the
importance of zero
within the system and
can use my knowledge
to explain the link
between a digit, its
place and its value.




begin to show awareness of
place value of 2 digit
numbers. E.g. use the digits 0
– 9 in different combinations
to make numbers explain that
the value of a digit depends
on where it is placed
add or subtract showing zero
does not change the answer
begin to read number names
to 100
order numbers to 100


subtract, equals, total, altogether,
sum
begin to use the vocabulary
associated with multiplication and
division, e.g. times, multiplied by,
divide, share, sets of, lots of,
grouped, double, half
altogether, sum
 Use the vocabulary associated with
multiplication and division, e.g. times,
multiplied by, divide, share, sets of, lots of,
grouped, double, half
begin to extend knowledge of place
value to 2 digit numbers and more.
Show awareness of zero as a place
holder for whole numbers and add or
subtract showing zero does not
change the answer
 begin to extend knowledge of place value to 3
digit numbers and more.
 begin to understand zero as a place holder for
whole numbers
2
First Level - Number
First Secure – apply what he/she has learned in
new and unfamiliar situations