Download Scope and Sequence – Term Overview

Scope and Sequence – Term 3 Overview
Stage 2 (Early)
Number
NS2.1
Whole Numbers
NS2.2
Addition & Subtraction
NS2.3
Multiplication & Division
NS2.4
Fractions & Decimals
NS2.5
Chance














Count forwards by hundreds on
the decade from 1000-10 000.
Count backwards by hundreds
on the decade from 100010 000.
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.
Name the number before a
given three and four- digit
number up to 1000.
Name the number after a given
three and four- digit number up
to 1000.
Orders numbers up to 10 000.
Record numbers up to 10 000
using expanded notation.
Name the place value of four
digit numbers.


Add two & three digit numbers
with trading, using concrete
materials and recording their
method.
Subtract two and three digit
numbers with trading, using
concrete materials and
recording their method.
Solve a variety of problems
using problem solving
strategies such as: trial & error,
drawing a diagram, working
backwards, looking for
patterns, using a table.







Learn table facts (0, 1, 2, 3, 4,
5, 6 and 10).
Use arrays and groups to link
multiplication & division facts up
to 6 x10.
Recall Multiplication facts up to
6 X10, using a variety of mental
strategies.
Recognise and use ÷ & )
to indicate division.
Describe and record methods
used in solving multiplication
and division problems.
Describe multiplication as the
product of two or more
numbers.
Determine factors for a given
number using table facts (0, 1,
2, 3, 4, 5, 6 and 10).
List multiples for a given
number.




Compare unit fractions by
referring to the denominator
or diagrams eg 1/8 is less
than 1/2 (using 2, 4 & 8).
Compare unit fractions by
referring to the denominator
or diagrams eg: 1/10 less
than 1/5 (using 5, 10 & 100).
Rename 2/2, 4/4 and 8/8 as 1
whole.
Rename 5/5, 10/10 and
100/100 as 1 whole.
Perform calculations with
money.

Use the language of chance
in every day contexts eg a
fifty-fifty chance, a one in two
chance.
Predict and record all
possible combinations.
Scope and Sequence – Term 3 Overview
Stage 2 (Early)
Patterns and Algebra
Data
Space and Geometry
PAS2.1
DS2.1
SGS2.1
3D Space
SGS2.2(a)
2D Space






Find a higher term in a number
pattern given the first five
terms eg determine the 10th
number pattern beginning with
4,8,12,16,20………
Form arrays using materials to
demonstrate multiplication
patterns and relationships.
Build the multiplication facts to
at least 5x10 by recognising
and describing patterns eg
6x4=4x6


Conduct surveys to collect
data.
Create simple tables to
organise data.
Construct horizontal column
graphs on grid paper using one
to one correspondence.
Make models of prisms,
pyramids, cylinders, cones and
spheres, given a 3D object,
picture or photograph to view.

SGS2.2(b)
Finding lines of symmetry for a
given shape.
Identify angles with two arms
in practical situations eg
corners.
SGS2.3
Position



Use coordinates on simple
maps to describe position eg
the lions’ cage is a B3.
Plot points at given
coordinates.
Use an arrow to represent
North on a map.
Measurement
MS2.1
Length
MS2.2
Area
MS2.3
Volume & Capacity
MS2.4
Mass
MS2.5
Time






Describe one centimetre as
one hundredth of a metre.
Use and record the metre and
centimetre as a unit to
measure
lengths
and
distances.

Estimate, compare and
measure a variety of surfaces
in square centimetres.
Record area in square
centimetres eg 55 square
centimetres.

Recognise the need for a unit
smaller than the litre.
Estimate, measure and
compare volumes and
capacities using millilitres.
Measure the mass of an object
in kilograms using an equal
arm balance.

Associate the numerals 3, 6
and 9 with 15, 30 and 45
minutes and using the terms
‘quarter-past’ and ‘quarter to’.
Identify which hour has just
passed when the hour hand
is not pointing to a numeral.
Scope and Sequence – Term 3 Overview
Stage 2 (Later)
Number
NS2.1
Whole Numbers
NS2.2
Addition & Subtraction
NS2.3
Multiplication & Division
NS2.4
Fractions & Decimals
NS2.5
Chance














Count forwards by hundreds on
the decade from 1000-10 000.
Count backwards by hundreds
on the decade from 1000-10
000.
Count by 7, 8 & 9 using skip
counting.
Rounding numbers to the
nearest hundred when
estimating from 1000.
Rounding numbers to the
nearest thousand when
estimating from 1000 up to 9
999.
Name the number before a
given four- digit number up to
9999.
Name the number after a given
four digit number up to 9 999.
Orders numbers up to 10 000.
Record numbers up to 10 000
using expanded notation.
Name the place value of four
digit numbers.





Add two digit, three digit and
four digit numbers using the
compensation strategy to
mentally solve problems.
Subtract two digit, three digit
and four digit numbers using
the compensation strategy to
mentally solve problems.
Add four digit numbers with
trading, using concrete
materials and recording their
method.
Subtract four digit numbers
with trading, using concrete
materials and recording their
method.
Use a formal written algorithm
to solve addition and
subtraction problems involving
4 digit numbers.
Solve a variety of problems
using problem solving
strategies such as: trial & error,
drawing a diagram, working
backwards, looking for
patterns, using a table.









Learn table facts (0, 1, 2, 3, 4,
5, 6, 7, 8, 9 and 10).
Use arrays and groups to link
multiplication & division facts up
to 10 x10.
Recall Multiplication facts up to
10X10, using a variety of mental
strategies.
Recognise and use ÷ & ) to
indicate division.
Record remainders to division
problems.
Record answers, which include
a remainder, to division
problems to show the link with
multiplication. Interpret the
remainder in the context of a
word problem.
Describe and record methods
used in solving multiplication
and division problems.
Describe multiplication as the
product of two or more
numbers.
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.











Rename 2/2, 4/4, 5/5, 8/8,
10/10, 100/100 as 1 whole.
Model mixed numerals using
concrete materials and
diagrams.
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.
Interpret decimal notation for
tenths and hundredths.
Add decimals with the same
number of decimal places (to
2 places).
Subtract decimals with the
same number of decimal
places (to 2 places).
Round a decimal with 1 to 2
decimal places to the nearest
whole number.
Recognise the number
pattern formed when decimal
numbers are divided by ten or
100.
Recognise the number
pattern formed when decimal
numbers are multiplied by ten
or 100.
Perform calculations with
money.


Use the language of chance
in every day contexts eg a
fifty-fifty chance, a one in two
chance.
Predict
and
record
all
possible combinations.
Conduct simple experiments
with random generators such
as coins, dice or spinners to
inform discussion about the
likelihood of outcomes.
Scope and Sequence – Term 3 Overview
Stage 2 (Later)
Measurement
MS2.1
Length
MS2.2
Area
MS2.3
Volume & Capacity
MS2.4
Mass
MS2.5
Time






Describe,
estimate
and
measure the perimeter of twodimensional shapes.
Use a tape measure, ruler or
trundle wheel to measure
lengths or distances.

Recognise the need for a unit
larger
than
a
square
centimetre and construct a
square metre.
Estimate, measure, compare
and record areas in square
metres.


Compare the volumes of two
or more objects by marking the
change in water level when
each is submerged in a
container.
Measure the overflow in
millilitres when different objects
are submerged in a container
filled to the brim with water.
Compare the volumes of two
or more objects by marking the
change in water level when
each is submerged in a
container.

Recognise that 1000 grams
equal one kilogram.
Interpret
commonly
used
fractions
of
a
kilogram
including ½. ¼. ¾ and related
these to the number of grams.

Record digital time using the
correct notation eg 9:15
Relate analog and digital
notation eg ten to nine is the
same as 8:50