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Curriculum Advisory & Support Service PLANNING FOR MENTAL MATHS IN THE PRIMARY SCHOOL WELB CASS NUMERACY TEAM WELB/CASS Planning for Mental Maths Primary CONTENTS PRIMARY ONE........................................................................................... 1 - 6 UNDERSTANDING THE NUMBER SYSTEM ......................................... 1 - 2 MENTAL STRATEGIES ............................................................................... 3 MENTAL CALCULATIONS .......................................................................... 4 QUICK RECALL ........................................................................................... 5 APPROXIMATION/ESTIMATION................................................................. 6 PRIMARY TWO ........................................................................................ 7 - 14 UNDERSTANDING THE NUMBER SYSTEM ......................................... 7 - 8 MENTAL CALCULATIONS ................................................................... 9 - 10 MENTAL STRATEGIES ............................................................................. 11 QUICK RECALL .................................................................................. 12 - 13 APPROXIMATION/ESTIMATION............................................................... 14 PRIMARY THREE .................................................................................. 15 - 24 UNDERSTANDING THE NUMBER SYSTEM ..................................... 15 - 17 MENTAL STRATEGIES ...................................................................... 18 - 19 MENTAL CALCULATIONS ................................................................. 20 - 21 QUICK RECALL .................................................................................. 22 - 23 APPROXIMATION/ESTIMATION............................................................... 24 PRIMARY FOUR .................................................................................... 25 - 36 UNDERSTANDING THE NUMBER SYSTEM ..................................... 25 - 26 MENTAL STRATEGIES ...................................................................... 27 - 30 MENTAL CALCULATIONS ................................................................. 31 - 34 QUICK RECALL ......................................................................................... 35 APPROXIMATION/ESTIMATION............................................................... 36 PRIMARY FIVE ...................................................................................... 37 - 48 UNDERSTANDING THE NUMBER SYSTEM ..................................... 37 - 39 MENTAL STRATEGIES ...................................................................... 40 - 42 MENTAL CALCULATIONS ................................................................. 43 - 46 QUICK RECALL ......................................................................................... 47 APPROXIMATION/ESTIMATION............................................................... 48 PRIMARY SIX......................................................................................... 49 - 61 UNDERSTANDING THE NUMBER SYSTEM ..................................... 49 - 50 MENTAL STRATEGIES ...................................................................... 51 - 54 MENTAL CALCULATIONS ................................................................. 55 - 59 QUICK RECALL ......................................................................................... 60 APPROXIMATION/ESTIMATION............................................................... 61 PRIMARY SEVEN .................................................................................. 62 - 70 UNDERSTANDING THE NUMBER SYSTEM ..................................... 62 - 63 MENTAL STRATEGIES ....................................................................... 64 65 MENTAL CALCULATIONS ................................................................. 66 - 68 QUICK RECALL ......................................................................................... 69 APPROXIMATION/ESTIMATION............................................................... 70 CASS Numeracy Team ii NM10.1.1 WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY ONE UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES COUNTING WITHIN 10 Rote counting initially forwards and Count orally in ones, forwards, then backwards within 5 progressing to 10. backwards. Big circle time activities e.g. Count orally in ones forwards and Stand and sit backwards from a given number. Hands up Hop to it RECOGNISE/READ AND WRITE Mexican Wave WITHIN 10 Number Rhymes e.g. Recognise/read then write numbers to 1,2,3,4,5, once I caught a fish 5,10. alive…. Recognising/reading and writing ORDERING WITHIN 10 numbers to 10. Explore the number that comes 'after', Behind the wall 'before' then 'between. Writing numbers in the air/sand Order a set of consecutive numbers in Number washing line Human Number Line increasing then decreasing order. The swinging apple Identify missing numbers in a Show me activities e.g. white consecutive sequence e.g. 6,7, - 9. boards, number cards etc Number colouring Appreciate the ordinal terms first and Matching quantities to numerals last. 1 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES Numerals to ten Forwards/ backwards Before/after/ Next to/ Between First/second/ middle/last More/fewer/ same/equal Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION Key Questions/Key points Heinemann Maths Can they rote count forwards and backwards within 10 Eunice Pitt Ready, Set, Go Match number to quantity up to 5/10 Counting Stick Order numerals to 5/10 Individual number lines Can they correctly form each numeral to 10? Class washing Can they identify the missing lines number within 10? Number cards (large and small) WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES PLACE VALUE Appreciate the conservation of number eg the sixness of six. Conservation of number Sorting activities – I have 5 animals, 3 cows and 2 sheep, how many altogether? If I had 3 PATTERNS /RELATIONSHIPS sheep and 2 cows how many Explore number stores within 10. would I have altogether. Explore the commutative nature of Plant pot numbers addition. Flip-flops – complements to 10 Appreciate that when adding the answer Multilink activities - number will be larger. stories, colour coding Appreciate that when subtracting the Large abacus activities answer will be smaller. Number cards – Show me one more than 3, 7 etc. Number stories – If I have 8 sweets and I eat 3, how many have I left? Finger flash activities – e.g. counting 1 and 1, 2 and 2 etc. Washing line activities – hop on 2, hop back 3 etc. 2 LANGUAGE More/less The same as /add together/ take away/bigger /smaller RESOURCES Flip-Flops ASSESSMENT ACTIVITIES Can they identify which number comes first/last? Structured play counting Do they have a good apparatus understanding of the concept of addition/subtraction? Swinging Apple Have they an understanding of the conservation of number Large abacus Class tests Multilink NFER mental maths tests if appropriate for the year group. WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY ONE MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES COUNTING ON OR BACK Count in ones to add then subtract within 5 within 10 REORDERING Rearrange numbers eg 2 + 7 = 7 + 2 when adding 3 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY ONE MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION WITHIN 10 Add 1, 2 or zero to any number. Subtract 1, 2 or zero from any number. Add doubles to 5 + 5 Begin to build number fact families within 5 from three given numbers. Eg 1 + 3 = 4 so 3 + 1 = 4 4 – 1 = 3 and 4 – 3 = 1 4 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY ONE QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES SEQUENCING WIHTIN 5,10 Know the number that comes after ____ Know the number that comes before ____ Know the number that comes between ____ ADDITION WITHIN 5,10 Add 1 to a given number. Add zero to a given number. Know doubles 5 + 5 Know 3 + 2 and 2 + 3 to complete number stories to 5. SUBTRACTION WITHIN 5,10 Subtract 1 from a given number. Subtract 0 from a given number. 5 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY ONE APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Have a feel for the size of numbers up to 10. Eg does the set contain more than 5, less than 5? Estimate a number of objects within 10 (to within 2). 6 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY TWO UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES COUNTING WITHIN 20, 50 Count orally in ones, twos, fives and tens forwards and backwards from/to zero. LANGUAGE RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION NFER MENTAL MATHS TEST Heinemann Maths Count orally in ones or twos forwards or backwards from a given number. Eunice Pitt Ready, Set, Go Count orally in tens forwards and backwards from a given number. RECOGNISE/READ AND WRITE WITHIN 20, 50 Recognise/read and write numbers to 20 paying particular attention to the teen numbers. Recognise/read and write numbers to 50. 7 Key Questions/Key points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ORDERING WITHIN 20, 50 Know the number(s) that come(s) 'after', 'before', 'between'. Order a set of consecutive/random numbers in increasing/decreasing order. Identify missing numbers in a sequence eg 22, 24, _, 28. Understand and use ordinal terms to tenth place. 8 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY TWO MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION WITHIN 20, 50 Add two single digit numbers eg 4 + 3, 9 + 6. Subtract a single digit number within 20 eg 9 - 6, 14 - 3. Add a single digit to a two digit number without bridging the 10 eg 14 + 3, 32 + 5 with bridging the 10 eg 18 + 6 Find what must be added to a number to make 10, then 20 eg 6 + = 10, 13 + = 20. 9 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Subtract a single digit from a two digit number without bridging the 10 eg 17 – 4 with bridging the 10 eg 12 - 4. Find what must be added to a multiple of 10 to make eg 30 + = 50. Find what must be added to any two digit number to make the next higher multiple of 10 eg what do I add to 26 to make 30? Find what must be subtracted from any two digit number to make the next lower multiple of 10 Eg 56 - = 50 Build number fact families from three given numbers initially within 20, progressing to 30. Eg 17, 9, 26: 17 + 9 = 26 9 + 17 = 26 26 - 17 = 9 26 - 9 = 17 10 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY TWO MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES COUNTING ON OR BACK Count in ones to add or subtract within 20 within 50 In tens to add or subtract within 50 REORDERING Start with the larger number first when adding eg 3p + 28 p = 28p + 3p INVERSE OPERATIONS Begin to use the relationship between addition and subtraction eg 10 - 6 is the same as '6 and how many make 10'? 11 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY TWO QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION WITHIN 20 Add 1 or 0 to a given number. Add 2 to a given number. Know doubles to 10 + 10. Add a single digit on to 10. Know near doubles within 10. Know the components of the number 10. Know all remaining single digit addition facts within 10. ie 5 + 3, 6 + 3 12 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES SUBTRACTION WITHIN 20 Subtract 1 or 0 from a given number. Subtract 2 from a given number. Subtract any single digit number from 10. Subtract 10 from a two digit number (11 to 20). Subtract a number from itself to leave zero by 14 - 14 = 0. Subtract one less than the number itself to leave 1 within 10. Subtract two less than the number itself to leave 2 within 10. Know the half of even numbers to 10 Eg half of 10p is 5p Know all remaining single subtraction facts 6-3 7-4 8-5 9-6 7-3 8-4 9-5 8-3 9-4 9-3 digit 13 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY TWO APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Estimate a given number of objects. Using comparison(s) Using language such as 'it is more than --- but, definitely not as many as -----' (initially within 20). Have a feel for the cardinal aspect of number up to 50. Have a feel for the ordinal aspect of numbers up to 50 eg where 31 sits in relation to 50. 14 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY THREE UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P.2 + COUNTING WITHIN 100 Count orally in ones, twos, fives and tens forwards and backwards from/to zero. LANGUAGE RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION NFER MENTAL MATHS TEST Heinemann Maths Count orally in ones or twos forwards or backwards from a given number. Eunice Pitt Ready, Set, Go Count orally in fives, forwards or backwards, from a given multiple of 5. Count orally in tens forwards and backwards from a given number. RECOGNISE/READ AND WRITE WITHIN 100 Recognise/read and write numbers to 100. 15 Key Questions/Key Points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ORDERING WITHIN 100 Know the number(s) that come(s) 'after', 'before', 'between'. Order a set of consecutive random numbers in increasing/decreasing order. Identify missing numbers in a sequence eg 79, 77, _, 73. PLACE VALUE Appreciate that the position of the hundreds digit indicates its value. Appreciate zero as a place holder. PATTERNS / RELATIONSHIPS Know how to recognise odd and even numbers within 100. Explore and recognise number patterns on the 100 square. eg add 10, 9, 11 Explore and use extended addition patterns then subtraction patterns 3+2 4 + 15 5-3 13 + 2 4 + 15 15 - 3 23 + 2 4 + 55 25 - 3 16 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Recognise that multiplication is repeated addition. Understand that when a number is multiplied by a whole number the result is larger. Explore relationships within multiplication tables eg 5 and 10 times tables. Recognise whole numbers which are exactly divisible by 2, 5 or 10. Understand that when a number is divided by a whole number the result is smaller. Begin to explore multiplication and division as inverse operations. FRACTIONS Understand the concept of halves and quarters. 17 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY THREE MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P.2 + COUNTING ON OR BACK Count in ones to add or subtract within 100 In tens to add or subtract within 100 COMMUTATIVITY Start with the larger number first when adding eg 5p + 88p = 88p + 5p INVERSE OPERATIONS Use the relationship between addition and subtraction to calculate eg if 23 + 44 = 69 then 69 - 23 must be 44 DOUBLES AND NEAR DOUBLES Use doubles to calculate near doubles within 20. eg if 6 + 6 = 12, 6 +7 = 6 + 6 +1 18 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES PARTITIONING When adding, partition in a single digit to allow for landing on the multiple of 10 and then bridge eg 27 + 5 = 27 + 3 + 2 = 30 + 2 ROUNDING AND ADJUSTING Begin to add or subtract 9 or 11 by adding or subtracting 10 and adjusting by 1. 19 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY THREE MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION WITHIN 20, 50 As for P.2 + ADDITION AND SUBTRACTION WITHIN 100 Add three single digit numbers. Subtract any number within 20. Add a single digit to a two-digit number. Without bridging the 10 eg 71 + 6 With bridging the 10 eg 67 + 5 Add, then subtract 10 or any multiple of 10, to any two digit number within 100 eg 52 + 30, 75 - 20. 20 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Subtract a single digit from a two digit number Without bridging the 10 Eg 67 - 6 With bridging the 10 Eg 72 – 5 Build number fact families from three given numbers within 50. eg 25 + 12 =37 37 - 12 =25 12 + 25 = 37 37 - 25 = 12 Calculate doubles of multiples of 10. eg 40 + 40 = 80 Find halves of quantities within 20. MULTIPLICATION AND DIVISION Multiply a single digit by 2, 5 and 10 and derive corresponding division facts eg 3 x 5 = 15 so 15 ÷ 5 = 3 21 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY THREE QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P.2 + ADDITION WITHIN 20 Know near doubles within 20 Eg 5+4=9 7 + 8 = 15 Know the components of the number 20. Know remaining single digit facts up to 9 + 9 i.e. 8+3 9+3 7+4 8+4 9+4 7+5 8+5 9+5 8+6 9+6 9+7 Know all remaining addition facts within 20. (2 digit and single digit) WITHIN 100 Know doubles of multiples of 10 within 100 eg 40 + 40 = 80 22 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Know pairs of multiples of 10 eg 60 + 30 = 90 Add 10 or 20 to any number eg 63 + 20 = 83 SUBTRACTION WITHIN 20 Subtract one less than the number itself to leave 1 within 20 eg 16 - 15 Subtract two less than the number itself to leave 2 within 20 eg 18 - 16 Subtract any number from 20 eg 20 - 13 = 7 Know all remaining subtraction facts within 20. WITHIN 100 Subtract pairs of multiples of 10 eg 60 - 40 =20 Know the half of 50 and 100. 23 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY THREE APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P2 + Have a feel for the cardinal aspect of numbers up to 100. Have a feel for the ordinal aspect of numbers up to 100 eg where 86 sits in relation to 50. Approximate numbers to the nearest 10 (within 100). Make sensible estimates of lengths and weights using a familiar reference point. Eg the height of a door, a bag of sugar, width of a small finger. 24 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FOUR UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P3 + COUNTING WITHIN 1000 Count orally in ones, tens and hundreds, forwards and backwards from a given number. LANGUAGE RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION NFER MENTAL MATHS TEST Heinemann Maths RECOGNISE/READ AND WRITE WITHIN 1000 Recognise/read and write numbers. Eunice Pitt Ready, Set, Go ORDERING WITHIN 1000 Order a set of numbers in increasing/decreasing order eg 322, 323, 324, 325 946,832, 610, 517 Identify the sequence and the missing numbers. PLACE VALUE Appreciate that the position of the hundreds digit indicates its value. Appreciate zero as a place holder. 25 Key Questions/Key Points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE PATTERNS/RELATIONSHIPS Recognise number patterns in the hundred square and the calendar. Understand the commutative property of multiplication eg 4 x 7 = 7 x 4 Understand the effect of multiplying a number by 1 or by zero. Understand doubling. multiplying by 2 as Explore the relationships within multiplication tables eg 2,4 and 8 3, 6 and 9 5 and 10 Explore multiplication and division as inverse operations. FRACTIONS Count orally forwards and backwards in halves, then quarters (from zero). 26 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FOUR MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P3+ COUNTING ON/BACK Count in ones or tens to find the difference between numbers eg 82 - 79. 79 + 1 80 + 2 82 Ans = 3 65 - 42 42 + 10 62 + 3 52 + 10 65 Ans = 23 27 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE COMMUTATIVITY Rearrange numbers when adding to make the calculation easier eg 300 + 216 = 216 + 300. Use known facts to multiply eg 7 x 4 = 4 x 7. INVERSE OPERATIONS Use complementary addition to work out differences eg 24 + = 57. Use the relationship between multiplication and division to consolidate number trios eg 4 x 5 = 20 so 20 ÷ 5 = 4. DOUBLES AND NEAR DOUBLES Use doubles when adding two 2-digit numbers which are close eg 36 + 35 is 36 + 36 -1 or 37 + 35 = 35 + 35 + 2 28 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE PARTITIONING When adding or subtracting two 2-digit numbers Keep one number intact and partition the other number eg 73 - 48 = 73 - 40 = 33 - 8 = 25 Partition both numbers into tens and units and recombine eg 24 + 43 = 20 + 40 = 60 4 + 3 = 7, 60 + 7 = 67 Use repeated addition to extend known facts eg if 4 x 3 = 12 5 x 3 = 12 + 3 RE-ORDERING When adding 3 single digit numbers look for components of 10 or doubles or near doubles. eg 4 + 9 + 6 = 6 + 4 + 9 = 19 9 + 4 + 8 = 9 + 8 + 4 = 21 ROUNDING AND ADJUSTING When adding or subtracting, round to the nearest multiple of 10 and adjust eg 24 + 19 = 24 + 20 - 1 = 43 29 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE SPATIAL VISUALISATION Visualise a fractional part of a whole or a collection of objects eg the shape of a pie being cut into quarters. When measuring visualise a known reference point to aid estimation eg visualise a metre stick when estimating the length of a car. 30 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FOUR MENTAL CALCULATIONS LEARNING OUTCOMES As for P3 + PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION Add or subtract a two 2-digit number Without bridging the ten within 99 eg 24 + 45, 87 - 25 With bridging the ten within 99 eg 37 + 34, 91 - 44 Find what must be added to any two digit number to make 100. 63 + = 100 Calculate doubles of multiples of 10 within 200 and derive corresponding halves eg 60 + 60 = 120 Halve 120 = 60 31 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION CONTD Calculate doubles of multiples of 5 within 100 and derive corresponding halves eg 35 + 35 = 70 Halve 70 = 35 Add or subtract 100, then multiples of 100 to/from Multiples of 100 within 1000 eg 300 + 100 700 - 200 3 digit multiples of 10 eg 340 + 400 760 – 200 Any two or three digit numbers eg 200 + 143 Find what must be added to multiple of 100 to make 1000 eg 400 + = 1000 32 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ADDITION AND SUBTRACTION CONTD Find what must be from any three digit next higher/lower Multiple of 10 Multiple of 100 added to/subtracted number to make the eg 647 + = 650 eg 532 - = 500 Calculate doubles of multiples of 100 within 1000 and derive corresponding halves Eg 400 + 400 = 800 Halve 800 = 400 Calculate doubles of multiples of 50 within 1000 and derive corresponding halves eg 350 + 350 = 700 Halve 700 = 350 33 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES MULTIPLICATION AND DIVISION Build multiplication and division fact families from 3 given numbers, eg from 4, 20, 5 4 X 5 = 20 20 ÷ 4 = 5 5 X 4 = 20 20 ÷ 5 = 4 Multiply a single digit by 3, 4 and derive corresponding division facts. 34 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FOUR QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P3 + ADDITION/SUBTRACTION Know doubles of multiples of 10 up to 90 + 90 Know doubles of multiples of 100 up to 500 + 500. Know pairs of multiples of 100 with a total of 1000 eg 200 + 800 MULTIPILICATION AND DIVISION Know multiplication facts for the 3 and 4 times tables. Know half of multiples of 20 within 100 eg half of 80 = 40 Know half of multiples of 200 to 1000 eg half of 600 = 300 35 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FOUR APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P3 + Approximate numbers up to 999. to the nearest 10 to the nearest 100 Estimate in money calculations eg 2 items at £1.99 is approximately £4.00. 36 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FIVE UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P4+ RECOGNISE/READ WRITE AND ORDER WITHIN 10000 Recognise/read, write and order whole numbers. PLACE VALUE Recognise that the position of a digit indicates its value. Extend place values activities to include tenths. 37 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION Heinemann Maths NFER Mental Maths Test Eunice Pitt Ready, Set, Go Key Questions/Key points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES PATTERN/RELATIONSHIPS Explore and use the effect of multiplying by 10. Use the knowledge of multiplying whole numbers by 10 to explore division by 10. Recognise that division is repeated subtraction. Begin to explore the inter-relationships between the four operations, add, subtract, multiply and divide. Begin to explore and understand multiples and factors. 38 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES FRACTIONS, DECIMALS AND PERCENTAGES Count and order fractions. Begin to appreciate the equivalence of fractions within common fraction families. Count, recognise/read, write and order tenths within a specific whole number eg 2.6, 2.7, 2.8 crossing over a whole number eg 0.8, 0.9, 1.0, 1.1 39 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FIVE MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P4 + COUNTING ON/BACK Count in appropriate units to find the difference between two numbers eg 492 – 486 486 + 4 490 + 2 Ans = 6 4.30pm to 5.15pm 4.30 + 30 mins 5.00+15 mins to 5.15 pm Ans = 45 mins COMMUTATIVITY Re-arrange numbers when multiplying to make the calculation easier. 40 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES INVERSE OPERATIONS Use complementary addition to work out the difference eg 492 - 486 Use the relationship between multiplication and division to calculate eg if 40 x 6 = 240 then 240 ÷ 6 must be 40. DOUBLES AND NEAR DOUBLES Use adding to multiply by 2 eg 800 x 2 = 800 + 800 Understand multiplying by 2 as doubling eg 800 x 2 = double 800 PARTITIONING Keep first number intact and partition second number for addition and subtraction eg 76 + 43 = 76 + 40 + 3 For addition when bridging 10, partition both numbers into tens and units and recombine eg 76 + 36 = (70 + 30) + (6 + 6) = 100 + 12 = 112 41 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES RE-ORDERING When adding 4 or more single digit numbers look for the most convenient combination eg components of 10, doubles, near doubles or multiples ROUNDING AND ADJUSTING When adding or subtracting round to the nearest multiple of 10 and adjust eg 87 - 29 = 87 - 30 -1 = 56 FACTORS When multiplying use doubling to extend the x 2 to x 4 tables and x 3 to x 6 tables eg 6 x 4 is double 6 x 2 6 x 7 is double 3 x 7 42 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FIVE MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P4 + ADDITION AND SUBTRACTION Double two-digit numbers up 25 + 25 and derive corresponding halves. Add pairs of multiples of 10 bridging the 100 eg 70 + 40. Add two 2-digit numbers bridging the 100. Without bridging the 10 eg 76 + 43 Add 4 or more single digit numbers. 43 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Subtract a 2 -digit multiple of 10 from a 3-digit multiple of 10 without bridging the 100 eg 380 - 60 Add or subtract multiples of 1000 eg 2000 + 4000 7000 - 5000 Find the difference between pairs of numbers which are close, and where each number contains up to 3 digits eg 484 – 475 Add or subtract tenths where the result is within 1 eg 0.2 + 0.4 + 0.1 Find pairs of tenths which give a total of 1 eg 0.3 + = 1 Add tenths where the total exceeds eg 0.5 + 0.8 = 1.3 Add a single digit whole number to tenths eg 4 + 0.3 = 4.3 44 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Subtract tenths from a single digit whole number eg 4 - 0.3 = 3.7 Find what must be added to a number with units and tenths to make the next higher whole number eg 3.1 + = 4 Add or subtract units and tenths from a whole number: eg 7 + 2.9 = 9.9 Add or subtract fractions with the same denominator within 1 MULTIPLICATION AND DIVISION Build multiplication tables by using known facts eg 8 x 3 = 24 8 x 6 = double 24 Multiply a single digit by 6, 7, 8, and 9 and derive corresponding division facts. 45 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Multiply a multiple of 10 by a single digit and derive division facts. Multiply any 2 or 3-digit number by 10 eg 376 x 10 Divide a 2, 3 or 4-digit number by 10 where the result is a whole number eg 7420 ÷ 10 Divide a 2-digit whole number by a single digit within known table facts where the result includes a remainder eg 56 ÷ 9 = 6 rem 2 Find quarters of quantities within 40 (no remainders) by dividing by 4 eg 1/4 of 24 46 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FIVE QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES MULTIPLICATION AND DIVISION Know doubles of multiples of 5 up to 25 + 25. Know all multiplication facts up to 10 x 10 and associated division facts. 47 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY FIVE APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE Approximate numbers to the nearest 10, 100 or 1000 as appropriate. Approximate decimal numbers with 1 decimal place to the nearest whole number. Use approximations to estimate addition and subtraction answers before carrying out written calculations eg 61 - 32 is nearly 60 - 30 137 + 32 is nearly 140 + 30 Make sensible estimates of capacity using familiar reference points eg 1 litre milk container 1/ litre drinks can 3 Estimate the total of 2 or 3 items in a shopping list eg £4.99 + £1.95 + £2.99 = £10 (approx) 48 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SIX UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE As for P5 + RECOGNISE/READ, WRITE AND ORDER NUMBERS WITHIN 100 000 Recognise/read, write and order whole numbers. RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION NFER MENTAL MATHS TEST Heinemann Maths PLACE VALUE Extend place value activities to include hundredths. PATTERN/RELATIONSHIPS Explore and use the effect of multiplying by 100. Use the knowledge of multiplying whole numbers by 100 to explore division by 100. Recognise numbers which are exactly divisible by 100. 49 Key Questions/Key points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE Explore the inter-relationships between the four operations, add, subtract, multiply and divide. Explore and understand multiples and factors. Apply the knowledge of operations to add and calculations Eg 27 x 36 = 972 972 ÷ 36 = 27 972 ÷ 27 = 36 inverse check Understand and know how to identify square numbers to 102. Understand and use terms such as multiple, factor, square. Understand the effect of dividing by 10, 100 leading to decimal answers. 50 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SIX MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE As for P5 + COUNTING ON/BACK Count in appropriate units to find the difference between two numbers eg 492 – 475 475 +10 485 + 5 Ans = 17 490 + 2 492 e.g. 4.30 pm to 7.15 pm 4.30 + 30 mins 5.00 + 2hrs 7.15 Ans = 2 hrs 45 mins 7.00+ 15 mins Count in a combination of ones, tens, hundreds extending to tenths to add or subtract: eg 5 - 1.8 count to whole number (+0.2) and count to 5 + (3) gives 3.2 51 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE DOUBLES AND NEAR DOUBLES Use doubles to add two-digit numbers which are close eg 450 + 451 = Double 450 + 1 PARTITIONING When adding or subtracting partition where appropriate eg 3.6 + 2.2 = 3.6 + 2 + 0.2 When adding or subtracting pairs of 3digit numbers partition where appropriate eg 268 - 153: 200 - 100 = 100 60 - 50 = 10, 8 - 3 = 5 Ans = 115 £4.43 + £6.21 = £4 + £6 = £10 43p + 21p = 64p Ans = £10.64 52 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES ROUNDING AND ADJUSTING When adding, subtracting or multiplying round to the nearest multiple of 10 and adjust. 29 x 8 = (30 x 8) - 8 FACTORS When multiplying Use repeated doubling eg 70 x 4 Double 70 = 140 and Double 140 = 280 Use halving eg 70 x 5 1/ of 70 x 10 = 350 2 When dividing use repeated halving Eg 180 ÷ 4 Half of 180 = 90 Half of 90 = 45 Use doubling to get part answers eg 35 x 3 = double 35 and 35. When multiplying two 2-digit multiples of 10 break into factors eg 40 x 60 = 4 x 10 x 6 x 10 53 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES EQUIVALENCE Select the appropriate equivalent form of fractions, decimals or percentages when calculating eg 50% of £3.64 is 1/2 of £3.64 The sum of 1, 1/2m and 75cm becomes 1m +1/2m + 3/4 m = 21/4 m Multiply or divide by other 2 -digit numbers. 54 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SIX MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P5 + ADDITION AND SUBTRACTION Double two-digit numbers up to 50 + 50 and derive corresponding halves. Extend to 100 + 100. Add a 2-digit number and a multiple of 10 bridging the 100 eg 64 + 80 Add two, two-digit numbers bridging the 100 Bridging the 10 eg 78 + 64 55 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Add or subtract a multiple of 100 and a multiple of 1000 eg 1300 + 4000 4300 - 2000 Add any number to a multiple of 1000 eg 3000 + 4110 Subtract a multiple of 1000 from any four-digit number eg 7224 – 3000 Add two 3-digit numbers which are near doubles of multiples of 50. eg 250 + 248 (Double 250) - 2 Add or subtract units and tenths without bridging the whole eg 3.6 + 2.2 = 5.8 9.5 - 4.4 = 5.1 Add or subtract halves and wholes eg 41/2 + 61/2 +3 = 14 9 - 21/2 = 61/2 56 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Add or subtract fractions with the same denominator Including mixed number Eg 11/4 + 3/4 = 2 MULTIPLICATION AND DIVISION As for P5 + Multiply a multiple of 100 by a single digit eg 700 x 7 = 4900 Multiply any 2 or 3-digit number by 100 eg 54 x 100 Multiply two 2-digit multiples of 10 eg 60 x 40 = 2400 57 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Divide a 2, 3 or 4-digit number by 100 where the result is a whole number. Divide a 2-digit whole number by a single digit within known table facts where the result includes a remainder Eg 61 ÷ 9 = 6 rem 7. Find fractions of quantities using unitary fractions where the result is a whole number within known table facts eg 1/5 of 40 = 8 Multiply a 2-digit number by a single digit. Find simple percentages of quantities eg 50% of £2.60. Convert between simple decimals and percentages. Eg Find 25% of £36.00 fractions, 58 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Multiply and divide any number by 10,000 (up to 2 decimal places) eg 763 ÷ 100 3.6 x 100 Divide a 2-digit number by a single digit within known table facts expressing the remainder as a fraction eg 29 ÷ 3 = 9 2/3 59 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SIX QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P5 + MULTIPLICATION AND DIVISION Know doubles of multiples of 5 up to 50 + 50. Know all multiplication facts up to 10 x 10 and associated division facts. Know squares of all integers from 1 to 10. Know the equivalence of common fractions, decimals and percentages eg 1/ = 0.50 = 50% 2 1/ = 0.25 = 25% 4 60 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SIX APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P5 + Estimate before calculating answers to addition and subtraction calculations beyond 1000. Estimate the product when multiplying two 2-digit numbers by rounding to the nearest multiple of 10 and calculating mentally. eg 37 x 58 is nearly 40 x 60 Estimate how many items of the same price can be bought from a specified amount of money. Eg How many boxes of chocolates costing £3.99 can be bought from £20? 61 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SEVEN UNDERSTANDING THE NUMBER SYSTEM LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P6 + RECOGNISE/READ, WRITE AND ORDER NUMBERS Recognise/read, write and order whole numbers to any size. RESOURCES ASSESSMENT ACTIVITIES Peter Patilla Interactive Mental Maths TEACHER OBSERVATION AND INTERACTION NFER MENTAL MATHS TEST Heinemann Maths Count, understand and use negative numbers in context eg temperature, sea level, games. FRACTIONS, DECIMALS AND PERCENTAGES Extend the understanding of equivalence of fractions. LANGUAGE the Read, write and order decimals to three decimal places initially in the context of measurement. Understand the inter-relationships between simple fractions, decimals and percentages. 62 Key Questions/Key points WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES PATTERNS/RELATIONSHIPS Understand and use the interrelationships between the four operations, add, subtract, multiply and divide. Understand prime numbers and know how to identify them within 100. Understand and know how to identify cube numbers to 103. Understand and use terms such as multiple, factor, prime, square, cube and triangular numbers. Understand the effect of multiplying 1000. Understand the effect of dividing by 10, 100 and 1000 leading to decimal answers. 63 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SEVEN MENTAL STRATEGIES LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P6 + PARTITIONING When multiplying use appropriate partitioning strategies. Eg 30 x 29 = (30 x 30) - (1 x 30) = 870 EQUIVALENCE Select the appropriate equivalent form of fractions, decimals or percentages when calculating. Eg 21/5 - 1/10 = 2 2/10 - 1 1/10 Use equivalence forms when comparing, ordering, adding and subtracting quantities. Eg order the following: 1/ , 0.3, 20% 4 could become 0.25, 0.3, 0.2 64 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES FACTORS When multiplying use factors of multiples of 10 to reduce the calculation to a 1-digit number by a 1-digit number eg 300 x 40 could become 100 x 10 x 3 x 4 When dividing any number by a single digit multiple of 10, 100 or 1000 use factors eg 3500 ÷ 70 becomes 3500 divided by 10 = 350 350 divided by 7 = 50 12.6 ÷ 30 becomes 12.6 ÷ 10 to give 1.26 1.26 ÷ 3 = 0.42 65 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SEVEN MENTAL CALCULATIONS LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES LANGUAGE As for P6 + Add or subtract simple fractions within fraction families to include mixed numbers. Eg 2 7/8 + 1/4 Extend multiplication and division using known facts. eg 13 x 9 Find fractions of quantities. 2/ of 30 eg 5 Find simple percentages of quantities. Eg find 1% of 32.00 66 RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Convert between simple fractions, decimals and percentages. Eg Find 75% of £36. Find 41/3 + 25/6 Order the following 1/4 0.3, 20% Add 2m + 50 cm + 1.3m. How many fifths in 21/5? Multiply and divide any number by 10, 100 or 1000. Eg 76.3 ÷ 100 3.6 x 100 Multiply a 2-digit number by a single digit multiple of 10,000 and 1,000 eg 40 x 3000 Divide a 2-digit number by 2, 4 or 5 expressing the answer in decimal form eg 29 ÷ 4 = 7.25. Multiply any number by 50, by 25. 67 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES Multiply a 2-digit multiple of 10 by a near 2-digit multiple of 10 eg 30 x 19. Multiply a 2-digit number by 15. Eg 72 x 15 Divide a 2, 3 or 4-digit by a 2-digit multiple of 10 where the result is a whole number eg 1200 ÷ 30 Divide a multiple of 50 by 50 and a multiple of 25 by 25. eg 4200 ÷ 50 225 ÷ 25 68 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SEVEN QUICK RECALL LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P6 + Know all multiplication facts up to 12 x 12. Know cubes of numbers 1 to 5 and 10. Know the equivalence of common fractions, decimals and percentages. Eg 1/ = 0.50 = 50% 4 = 0.25 = 25% 2/ = 0.40 = 40% 5 1/ = 0.33 = 33% 3 2 1/ 69 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES WELB CASS Numeracy Team SAMPLE SCHEME OF WORK FOR MENTAL MATHS PRIMARY SEVEN APPROXIMATION/ESTIMATION LEARNING OUTCOMES PUPIL ACTIVITIES/EXPERIENCES As for P.6 + Estimate before calculating answers when adding and subtracting. Eg 624 + 389 + 7 is approx 600 + 400 2760 - 190 is approx. 2800 - 200 2 7/16 + 5/6 is approx 21/2 + 1. Estimate before calculating when multiplying and dividing to check for the reasonableness of an answer. Eg 329 x 57 is approx 300 x 60 329 ÷ 57 is approx 300 ÷ 60 329/ 300/ 57 is approx 60 12.21 x 2.9 is approx 12 x 3. Know when it is appropriate to round up or down. Eg Round down - number of full boxes of eggs. Round up - taxis required for a group. 70 LANGUAGE RESOURCES ASSESSMENT ACTIVITIES