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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