Download Scope and Sequence – Term Overview

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
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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.
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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.
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.
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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.
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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
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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.
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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
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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
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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.
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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
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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.
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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.
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

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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.
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.
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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.
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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
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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.
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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.
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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.
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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
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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.