Download Scope and Sequence – Term Overview

Scope and Sequence – Term 1 Overview
Stage 2 (Early)
Number
NS2.1
Whole Numbers
NS2.2
Addition & Subtraction
NS2.3
Multiplication & Division
NS2.4
Fractions & Decimals
NS2.5
Chance
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Count forwards by tens on the
decade from 1000 - 10 000.
Count backwards by tens on
the decade from 1000-10 000.
Count by 3, 4 & 6 using skip
counting.
Rounding numbers to the
nearest ten when estimating
from 1000 – 10 000.
Order a set of 4 digit numbers
in ascending order.
Order a set of 4 digit numbers
in descending order up to 1
000
Represent numbers up to 4
digits using numerals, words,
objects and digital displays.
Reads and writes numerals to
10 000.
Name the place value of four
digit numbers.
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Add three digit numbers to
three digit numbers using split
and/ or jump strategy to
mentally solve problems.
Subtract three digit numbers
from three digit numbers using
split and/or jump strategy to
mentally solve problems.
Add numbers by changing the
order of addends to form
multiples of 10 to mentally
solve problems to 3 digit
numbers.
Record their use of mental
strategies to solve addition
questions to 3 digits
Record their use of mental
strategies to solve subtraction
questions to 3 digits.
Add two & three digit numbers
without trading, using concrete
materials and recording their
method.
Subtract two and three digit
numbers without trading, using
concrete materials and
recording their method.
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Learn table facts (0, 1, 2, 3, 4,
5, 6 and 10).
Use arrays and groups to link
multiplication & division facts up
to 6 x10.
Recall Multiplication facts up to
6 X10, using a variety of mental
strategies
Use mental strategies to
multiply a one digit number by
0, 1, 2, 3, 4, 5, 6 and 10.
Recognise and use ÷ to indicate
division.
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Model halves, quarters and
eighths of a whole object or
collection of objects.
Name fractions with
denominators of 2, 4 & 8 up to
1 whole.
Compare and order fractions
with denominators of 2, 4 & 8.
Interpret the denominator as
the number of equal parts a
whole has been divided into
(using 2, 4 & 8).
Interpret the numerator as the
number of equal fractional
parts eg 3/8 means 3 equal
parts out of 8 (using 2,4 and 8).
Count by halves and quarters.
Model decimals to 2 decimal
places
Compare decimals to 2
decimal places.
Represent decimals to 2
decimal places.
Perform calculations with
money.
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List all possible outcomes in
a simple chance situation eg
“heads”, “tails” if a coin is
tossed.
Distinguish between certain
and uncertain events.
Compare familiar events and
describe them as being
equally likely or more or less
likely to occur.
Scope and Sequence – Term 1 Overview
Stage 2 (Early)
Patterns and Algebra
Data
Space and Geometry
PAS2.1
DS2.1
SGS2.1
3D Space
SGS2.2(a)
2D Space
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Identify and describe patterns
when counting forwards or
backwards by threes, fours
and sixes.
Find a higher term in a number
pattern given the first five
terms eg determine the 10th
number pattern beginning with
4,8,12,16,20………
Create, with materials or a
calculator, a variety of patterns
using whole numbers.
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Conduct surveys to collect
data.
Create simple tables to
organise data.
Interpret information presented
in simple tables.
Construct picture graphs on
grid paper using one to one
correspondence.
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Compare
and
describe
features of prisms, pyramids,
cylinders, cones and spheres.
Identify and name 3D objects:
prisms, pyramids, cylinders,
cones and spheres.
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SGS2.2(b)
Manipulate,
compare
and
describe features of 2D
shapes, including pentagons,
octagons and parallelograms.
Identify and name pentagons,
octagons, trapeziums and
parallelograms presented in
different orientations.
Make representations of 2D
shapes
in
different
orientations.
Construct 2Dshapes from a
variety of materials.
SGS2.3
Position
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Describe the location of an
object using more than one
descriptor eg the book is on
the third shelf and second
from the left.
Use a key or legend to locate
specific objects.
Construct simple maps and
plans eg map of their
bedroom
Use given directions to follow
a route on a simple map
Draw and describe a path or
route on a simpler map or
plan.
Measurement
MS2.1
Length
MS2.2
Area
MS2.3
Volume & Capacity
MS2.4
Mass
MS2.5
Time
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Recognise the coordinated
movements of the hands on an
analog clock including:
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how many minutes it takes
for the minute hand to move
form one numeral to the next.
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how many minutes it takes
for the minute hand to
compete one revolution.
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Describe one centimetre as
one hundredth of a metre.
Use and record the metre and
centimetre as a unit to
measure
lengths
and
distances.
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Recognise the need for formal
units when measuring area.
Use a 10cm x 10 cm tile (or
grid) to find areas that are less
than, greater than or about the
same as 100 square
centimetres.
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Recognise the need for a
formal unit to measure volume
and capacity.
Estimate measure and
compare volumes and
capacities (to the nearest litre).
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Recognise the need for a
formal unit to measure mass.
Use the kilogram as a unit to
measure mass.
Use hefting to identify objects
that are ‘more than’, less than’
and about the same as’ one
kilogram.
Scope and Sequence – Term 1 Overview
Stage 2 (Later)
Number
NS2.1
Whole Numbers
NS2.2
Addition & Subtraction
NS2.3
Multiplication & Division
NS2.4
Fractions & Decimals
NS2.5
Chance
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


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Count forwards by tens on the
decade from 1000 – 10 000.
Count backwards by tens on
the decade from 1000-10 000.
Rounding numbers to the
nearest ten when estimating
from 1000 – 10 000.
Order a set of 4 digit numbers
in ascending order.
Count by 3, 4 & 6 using skip
counting.
Represent numbers up to 4
digits using numerals, words,
objects and digital displays.
Reads and writes numerals to
10 000.
Name the place value of four
digit numbers.
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Add four digit numbers to four
digit numbers using split and/
or jump strategy to mentally
solve problems.
Subtract four digit numbers
from four digit numbers using
split and/or jump strategy to
mentally solve problems.
Add numbers by changing the
order of addends to form
multiples of 10 to mentally
solve problems to 4 digit
numbers.
Record their use of mental
strategies to solve addition
questions to 4 digits
Record their use of mental
strategies to solve subtraction
questions to 4 digits
Add 4 digit numbers without
trading, using concrete
materials and recording their
method.
Subtract four digit numbers
without trading, using concrete
materials and recording their
method.
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Learn table facts (0, 1, 2, 3, 4,
5, 6, 7, 8, 9 and 10).
Use arrays and groups to link
multiplication & division facts up
to 10 x10.
Recall Multiplication facts up to
10X10, using a variety of mental
strategies.
Use
appropriate
mental
strategies to multiply a one and
two digit number by a number
0-10.
Use mental strategies to
multiply a one digit number by
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
Use mental strategies to
multiply a one digit number by a
multiple of 10 eg 3x20
Recognise and use ÷ & ) to
indicate division.
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Model
halves,
quarters,
eighths, fifths, tenths and
hundredths of a whole object
or collection of objects.
Name fractions with
denominators of 2, 4, 5, 8, 10,
100 up to 1 whole.
Compare and order fractions
with denominators of 2, 4, 5,
8, 10, 100.
Interpret the denominator as
the number of equal parts a
whole has been divided into
2, 4, 5, 8, 10, and 100.
Interpret the numerator as the
number of equal fractional
part eg 3/8 means 3 equal
parts out of 8 (Using 2, 4, 5,
8, 10, 100).
Count by halves and quarters.
Model decimals to 2 decimal
places.
Compare decimals to 2
decimal places.
Represent decimals to 2
decimal places.
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List all possible outcomes in
a simple chance situation eg
“heads”, “tails” if a coin is
tossed.
Distinguish between certain
and uncertain events.
Compare familiar events and
describe them as being
equally likely or more or less
likely to occur.
Scope and Sequence – Term 1 Overview
Stage 2 (Later)
Measurement
MS2.1
Length
MS2.2
Area
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Estimate,
measure
and
compare lengths or distances
using millimetres.
Record and convert lengths or
distances using centimetres
and millimetres.
Use decimal notation to two
decimal places (eg. 1.25 m) to
record lengths or distances.
Recognise the features of an
object associated with length
that can be measured (eg
length,
breadth,
height,
perimeter).
Record
area
in
centimetres (eg 55
centimetres).
square
square
MS2.3
Volume & Capacity
MS2.4
Mass
MS2.5
Time
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Construct
three-dimensional
objects using cubic centimetre
blocks
and
counting
to
determine volume.
Pack small containers with
cubic centimetre blocks and
describe packing in terms of
layers (eg ‘2 layers of 10 cubic
centimetre blocks’).
Recognise that 1000 millilitres
equal one litre.
Convert between millilitres &
litres eg. 1250 mL = 1 litre 250
millilitres.
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Recognise the need for a unit
smaller than the kilogram.
Measure and compare the
masses of objects in kilograms
and grams using a set of
scales.
Read analog and digital
clocks to the minute eg 7:35
is read as ‘seven thirty-five’
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Convert between units of
time eg
- 60 seconds = 1 minute
- 60 minutes = 1 hour
- 24 hours = 1 day
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Read and interpret simple
timetables, timelines and
calendars.