Mental Skills Progression Framework Tuesday 29th November 2016 To face the challenges of the 21st century, each person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Making Maths Count published in September 216 Improving confidence and fluency in maths for children, young people, parents and all those who deliver maths education to raise attainment and achievement across learning.
All schools and nurseries should use a wide range of effective learning and teaching approaches to promote positive attitudes and develop high expectations, confidence and resilience in maths. SSLN results for 2015 Addition and Subtraction CfE First Level Recall: Mental Calculation Skills:
Mental Methods or Strategies: Learners should be able to derive and recall: Working mentally, with jottings if needed, learners should be able to: Add or subtract a pair of single-digit numbers, e.g. 4+5, 8-3 Learners should understand when to and be able to apply these strategies: Reorder numbers when adding e.g. put the larger number first Number pairs with a total of 10, eg.3+7, or what to add to a single-digit number to make 10, e.g. 3+ = 10 Addition facts for totals to at least 5, e.g. 2+3, 4+3 Addition doubles for all numbers to at least 10, e.g. 8+8
Add or subtract a single-digit number to or from a teen number, e.g. 13+5, 17-3 Add or subtract a single-digit to or from 10 and add a multiple of 10 to a single-digit number, e.g. 10+7, 7+30 Partition: double and adjust e.g. 5+6= 5+5+1 Addition and subtraction facts for all numbers up to at least 10, eg. 3+4, 8-5 Number pairs with totals to 20 Add any single-digit number to/from a multiple of 10, 60+5 All pairs of multiples of 10 with totals up to 100, e.g. 30+70 or 60 + = 100 Subtract any single-digit number to/ from a multiple of 10 e.g. 80-7
What must be added to any two-digit number to make the next multiple of 10, eg. 52 + = 60 Addition doubles for all numbers to 20 and multiples of 10 to 50, e.g. 17 + 17, 40+40 Add or subtract a single-digit number to/from a two-digit number, including crossing the tens boundary e.g. 23+5, 57-3, then 28+5, 52-7 Can understand the importance of zero within the system Can use knowledge to explain the link between a digit, its place and its value Use patterns of last digits e.g. 0 and 5 when counting in fives Reorder numbers when adding Partition: bridge through 10 and multiples of 10 when adding and subtracting Partition and combine multiples of tens and ones
Use knowledge of pairs making 10 e.g. 60-7, think 10-7=3, so 60 7 = 53 Partition: count on in tens and ones to find the total Add or subtract a multiple of 10 to/from any two-digit number e.g. 27+60, 72-50 Partition: count on or back in tens and ones to find the difference Add 9, 19, 29.. or 11, 21,31.. Partition: add a multiple of 10 and adjust by 1 Add near doubles e.g. 13+14, 39+40 Partition: double and adjust Describe patterns in number, for example when using a hundred square
Demonstrate understanding of zero as a placeholder in whole numbers to at least 1000 Read, write order and recite whole numbers up to at least 1000, starting from any number in the sequence Count forwards and backwards from any whole number up to at least 1000 Partition small numbers e.g. 8+3 = 8+2+1 Add near doubles, e.g. 6+7 Count on from and back to zero in ones, twos, fives or tens e.g. count back in twos from 8 Add or subtract a pair of single-digit numbers including crossing 10, e.g. 5+8, 12-7 How whole numbers are constructed. Count on or back in ones, twos or tens
Identify the value of each digit in a whole number with up to at least 3 digits Forwards and backwards in 2s, 5s and 10s Add and subtract groups of small numbers e.g. 5-3+2 Apply knowledge of number patterns to start at any number e.g. adding 2 to an even number will always Feedback welcome! Please provide feedback to: [email protected] Further reading: https:// nzmaths.co.nz/new-zealand-nu
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