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Transcript
Scope and Sequence – Term 4 Overview Stage 2 (Early) Number NS2.1 Whole Numbers NS2.2 Addition & Subtraction NS2.3 Multiplication & Division NS2.4 Fractions & Decimals NS2.5 Chance Rounding numbers to the nearest ten when estimating from 1000 – 10 000. Rounding numbers to the nearest hundred when estimating from 1000. Rounding numbers to the nearest thousand when estimating from 1000. Count by 3, 4 & 6 using skip counting. Order a set of 4 digit numbers in ascending order. Order a set of 4 digit numbers in descending order up to 1000. Orders numbers up to 10 000. Record numbers up to 10 000 using expanded notation. Using < and > symbols to show the relationship between two numbers up to 10 000. Name the place value of four digit numbers. Solve a variety of problems using problem solving strategies such as: trial & error, drawing a diagram, working backwards, looking for patterns, using a table. 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. Recognise and use ÷ & ) to indicate division. Determine factors for a given number using table facts (0, 1, 2, 3, 4, 5, 6 and 10). List multiples for a given number. Find square numbers using concrete materials and diagrams. Perform calculations with money. Model fractions with denominators 2, 4 and 8 to find equivalence between halves, quarters and eighths (Using concrete materials and diagrams). Place halves, quarters on a number line between 0 and 1 to further develop equivalence. Use the language of chance in every day contexts eg a fifty-fifty chance, a one in two chance. Predict and record all possible combinations. Scope and Sequence – Term 4 Overview Stage 2 (Early) Patterns and Algebra Data Space and Geometry PAS2.1 DS2.1 SGS2.1 3D Space SGS2.2(a) 2D Space 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……… Complete number sentences involving one operation by calculating missing values. Conduct surveys to collect data. Create simple tables to organise data. Construct horizontal column graphs on grid paper using one to one correspondence. Create nets from everyday packages eg cereal box. SGS2.2(b) Identify angles with two arms in practical situations eg corners. SGS2.3 Position Determine the directions N, S, E and W given one of the directions Use N, S, E and W to describe the location of an object on a simple map, given an arrow that represents North eg The treasure is East of the cave.. Measurement MS2.1 Length MS2.2 Area MS2.3 Volume & Capacity MS2.4 Mass MS2.5 Time Recognise the need for a smaller unit than the centimetre and introduce millimetres. Estimate, measure and compare lengths or distances using millimetres. Record area in square centimetres eg 55 square centimetres. Recognise the need for a unit smaller than the litre. Estimate, measure and compare volumes and capacities using millilitres. Estimate and check the number of similar objects that have a total mass of one kilogram. Identify which hour has just passed when the hour hand is not pointing to a numeral. Scope and Sequence – Term 4 Overview Stage 2 (Later) Number NS2.1 Whole Numbers NS2.2 Addition & Subtraction NS2.3 Multiplication & Division NS2.4 Fractions & Decimals NS2.5 Chance Count by 3, 4 & 6 using skip counting. Count by 7, 8 & 9 using skip counting. Rounding numbers to the nearest hundred when estimating from 1000. Order a set of 4 digit numbers in ascending order. Orders numbers up to 10 000. Record numbers up to 10 000 using expanded notation. Using < and > symbols to show the relationship between two numbers up to 10 000. Name the place value of four digit numbers. Add four digit numbers with trading, using concrete materials and recording their method. Subtract four digit numbers with trading, using concrete materials and recording their method. Use a formal written algorithm to solve addition and subtraction problems involving 4 digit numbers. Solve a variety of problems using problem solving strategies such as: trial & error, drawing a diagram, working backwards, looking for patterns, using a table. 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. Recognise and use ÷ & ) to indicate division. Determine factors for a given number using table facts (0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10). List multiples for a given number. Find square numbers using concrete materials and diagrams. Rename 2/2, 4/4, 5/5, 8/8, 10/10, 100/100 as 1 whole. Model mixed numerals using concrete materials and diagrams. Model fractions with denominators 5, 10 and 100 to find equivalence between halves, quarters and eighths (Using concrete materials and diagrams). Place eighths on a number line between 0 and 1 to further develop equivalence. Place fifths, tenths and hundredths on a number line between 0 and 1 to further develop equivalence. Place halves and quarters on a number line going beyond 1. Place fifths, tenths and hundredths on a number line going beyond 1. Apply an understanding of place value to express whole numbers, tenths and hundredths as decimals. Interpret decimal notation for tenths and hundredths. Recognise that the symbol % means percent. Relate a % to a fraction or decimal eg 25% means 25/100 or 0.25. Equate 10% to 1/10, 25% to 1/4 and 50% to 1/2. Perform calculations with money. Use the language of chance in every day contexts eg a fifty-fifty chance, a one in two chance. Predict and record all possible combinations. Conduct simple experiments with random generators such as coins, dice or spinners to inform discussion about the likelihood of outcomes. Scope and Sequence – Term 4 Overview Stage 2 (Later) Patterns and Algebra Data Space and Geometry PAS2.1 DS2.1 SGS2.1 3D Space SGS2.2(a) 2D Space Identify and describe patterns when counting forwards or backwards by threes, fours, sixes, sevens, eights and nines. 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……… Transform a division calculation into a multiplication problem. Use the equal sign to record equivalent number relationships eg 4x3=6x2 Build the multiplication facts to at least 10x10 by recognising and describing patterns eg 6x4=4x6 Relate multiplication and division facts. Apply the associative property of addition and multiplication to aid mental computation Eg 2+3+8=2+8+3, 2x3x5=2x5x3 Complete number sentences involving one operation by calculating missing values. Represent the same data in more than one way, eg tables, column graphs, picture graphs. Create two way tables to represent data. Interpret information presented in two way tables. Recognise that prisms have a uniform cross-section when the section is parallel to the base. Recognise that pyramids do not have a uniform crosssection. SGS2.2(b) Compare angles using informal means such as an angle tester. Describe angles using everyday language and the term right to describe the angle where perpendicular lines meet. Draw angles of various sizes by tracing along their adjacent sides of shapes and describing the angle drawn (sharp, blunt). SGS2.3 Position Determine the directions NE, NW, SE and SW, given one of the other directions. Use NE, NW, SE and SW to describe the location of a given object on a simple map, given a compass rose.