Millburn ASG Numeracy Develpmental Milestnes Acknwledgement The Millburn Assciated Schls Grup (ASG) Numeracy Develpmental Milestnes have been develped using the Highland Numeracy Prgressin and wrk by Educatin Sctland. Guidance The Millburn ASG Numeracy Develpmental Milestnes set ut a clear prgressin fr skills, knwledge and understanding frm the fllwing Curriculum fr Excellence Numeracy and Maths rganisers, each f which cntains a number f subdivisins: Number, mney and measure Estimatin and runding Number and number prcesses Multiples, factrs and primes Pwers and rts Fractins, decimal fractins and percentages Mney Time Measurement Mathematics its impact n the wrld, past, present and future Patterns and relatinships Expressins and equatins. Shape, psitin and mvement Prperties f 2D shapes and 3D bjects Angle, symmetry and transfrmatin. Infrmatin handling Data and analysis Ideas f chance and uncertainty.
The purpse f this dcument is t ffer a cntinuum f learning thrugh the Brad General Educatin. The prgressin is intended t assist teachers as they plan their Numeracy and Maths curriculum and assess evidence f learning. These milestnes have been develped t sit alngside the Highland Numeracy Prgressin, where illustratins and further examples can be fund. Level Stage Early The pre-schl years and P1, r later fr sme. First T the end f P4, but earlier r later fr sme. Secnd T the end f P7, but earlier r later fr sme. Third and Furth S1 t S3, but earlier fr sme. The furth level bradly equates t Scttish Credit and Qualificatins Framewrk level 4. The furth level experiences and utcmes are intended t prvide pssibilities fr chice and yung peple's prgrammes will nt include all f the furth level utcmes. The aims f the milestnes are t: enhance planning and assessment, using skills, knwledge and understanding t scaffld success criteria within lessns prvide staff with a framewrk t prmte prgressin in learning and teaching enable Sharing Standards within schls and acrss ASGs. The dcument is structured using each f the Numeracy and Maths rganisers. These are then sub-divided further using the CfE Experiences and Outcmes. The dcument details the learner s prgressin within and thrugh each f the Levels. Page 2 f 9
Planning Numeracy and Maths Experiences Organisers Number, mney and measure; Shape, psitin and mvement; Infrmatin handling Stage 1 Significant Aspects f Learning shuld be used as a guide t infrm lng/medium term planning and assessment. They are a summary f the Experiences and Outcmes. The five Significant Aspects f Learning in Numeracy and Maths are: Using knwledge and understanding f the number system, patterns and relatinships Using knwledge and understanding f measurement and its applicatin Using knwledge and understanding f shape and space Researching and evaluating data t assess risks and make infrmed chices Applying numeracy and mathematical skills. Stage 2 The Millburn ASG Numeracy Develpmental Milestnes are drawn frm the Experiences and Outcmes. The framewrk is designed t shw prgressin within and thrugh the Brad General Educatin. The bulleted statements are assessment criteria which infrm planning and may be shared with learners. The Experiences and Outcmes are linked t the seven Statements f Cre Learning which are listed abve. Page 3 f 9
- End f P2 - End f P3 - End f P4 SAL Apply numeracy and mathematical skills Overarching acrss all rganisers: As learners prgress they shuld demnstrate increasing sphisticatin in their ability t: interpret questins. select and cmmunicate prcesses and slutins. justify chice f strategy used. link mathematical cncepts. use mathematical vcabulary and ntatin. use mental agility. reasn algebraically. determine the reasnableness f a slutin. Higher Order Thinking Skills encurage the leaners t analyse, evaluate and create in the mathematics classrm. Page 4 f 9
SAL Use knwledge and understanding f the number system, patterns and relatinships Organiser Number, Mney and Measure: Estimatin and Runding I can share ideas with thers t develp ways f estimating the answer t a calculatin r prblem, wrk ut the actual answer, then check my slutin by cmparing it with the estimate. MNU 1-01a I can subitise, recgnising dmin patterns t 10. I can estimate amunts within 50 and identify sets which have mre/less bjects, cunting t check. I can estimate amunts within 100 and identify sets which have mre/less bjects, cunting t check. I can rund 2 digit numbers t the nearest 10. I can use runding techniques t estimate an answer t a prblem and cmpare it t the answer. I can rund 3 digit numbers t the nearest 10 and 100. Number and Number Prcesses I have investigated hw whle numbers are cnstructed, can understand the imprtance f zer within the system and can use my knwledge t explain the link between a digit, its place and its value. MNU 1-02a I can use additin, subtractin, multiplicatin and divisin when slving prblems, making best use f the mental strategies and written skills I have develped. MNU 1-03a I can cntinue and devise mre invlved repeating patterns r designs, using a variety f media. MTH 1-13a Thrugh explring number patterns, I can recgnise and cntinue simple number sequences and can explain the rule I have applied. MTH 1-13b I can cmpare, describe and shw number relatinships, using apprpriate vcabulary and the symbls fr equals, nt equal t, less than and greater than. MTH 1-15a When a picture r symbl is used t replace a number in a number statement, I can find its value using my knwledge f number facts and explain my thinking t thers. MTH 1-15b Pattern and Sequences: I can cunt frwards t and backwards frm 100. I can describe, cntinue and identify missing numbers within 50. I can cunt in skip patterns (2 s, 5 s, 10 s). Place Value: I can give the number befre/after any given number within 100. I can give the number between tw given numbers within 100. I can rder and cmpare numbers within 50. I can match the numeral t the number wrd. Pattern and Sequences: I can cunt frwards t and backwards frm 1000. I can describe, cntinue and identify missing numbers within 100. Place Value: I can give the number befre/after any given number within 1000. I can give the number between any tw given numbers within 1000. I can rder and cmpare numbers within 100. Pattern and Sequences: I can understand and use hrizntal, vertical and ther number lines such as dials n ckers. I can describe, cntinue and identify missing numbers in simple number sequences up t 1000, explaining the rule I have applied. Place Value: I can cunt, read, write, rder and cmpare numbers up t 4 digits, remembering the value f zer as a placehlder. I can explain the link between a digit, its place and its value. I can use place value t partitin numbers int Thusands, Hundreds, Tens and Ones. I can use a partitining strategy t add and subtract whle numbers. Page 5 f 9
- End f P2 - End f P3 - End f P4 Add/Subtract and Multiply/Divide: I can add and subtract whle numbers up t 20 using a range f mental strategies. I can duble and half numbers within 20. I can build the 2 times table using my knwledge f duble facts. I can demnstrate my understanding f divisin using sharing/halving. Add/Subtract and Multiply/Divide: I can add and subtract whle numbers up t 50 using a range f mental strategies. I can duble and half numbers within 100. I can demnstrate my understanding f multiplicatin and divisin as grupings, arrays, sharing and repeated additin and subtractin. I can recall multiplicatin and related divisin facts fr 2, 5 and 10 and understand the inverse peratins (e.g. 2 x 4, 4 x 2, 8 4, 8 2) I can cntinue a sequence f times table statins using a repeated additin strategy. I can understand that multiplying r dividing by 1 des nt change the answer. I can slve wrd prblems invlving additin and subtractin. Add/Subtract and Multiply/Divide: I can add and subtract whle numbers up t 100 using a range f mental strategies. I can build the 3 and 4 times tables. I can quickly recall multiplicatin and related divisin facts fr 2, 3, 4, 5 and 10. I knw that multiplicatin and divisin are inverse peratins and can shw families f fur facts (e.g. 4 x 8 = 32, 8 x 4 = 32, 32 4 = 8, 32 8 = 4). I can understand and use cmmutative prperties when calculating using additin and multiplicatin (e.g. 12 + 14 = 14 + 12, 3 x 4 = 4 x 3). I can select the mst apprpriate mental strategy t slve a prblem by lking at the numbers invlved. I can interpret and slve wrd prblems invlving additin, subtractin, multiplicatin and divisin, wrking ut which peratin t use. Expressins and Equatins: Expressins and Equatins: Expressins and Equatins: I can cmpare and shw number relatinships using vcabulary and symbls fr equals, nt equal t, less than and greater than (=,, <, >). I can use my knwledge f number facts t find an unknwn value represented by a picture r symbl. Page 6 f 9
- End f P2 - End f P3 - End f P4 Fractins, Decimal Fractins and Percentages Having explred fractins by taking part in practical activities, I can shw my understanding f: hw a single item can be shared equally the ntatin and vcabulary assciated with fractins where simple fractins lie n the number line. MNU 1-07a Thrugh explring hw grups f items can be shared equally, I can find a fractin f an amunt by applying my knwledge f divisin. MNU 1-07b Thrugh taking part in practical activities including use f pictrial representatins, I can demnstrate my understanding f simple fractins which are equivalent. MTH 1-07c I can recgnise and clur halves and quarters n a given I can recgnise and clur given quantities e.g. clur ¾, ⅓, shape. etc f the shape. I can duble and half numbers within 20. I can duble and half numbers within 100. I can share a set f items by 2. I can share a set f items by 3, 4 r 5. Mney I can use mney t pay fr items and can wrk ut hw much change I shuld receive. MNU 1-09a I have investigated hw different cmbinatins f cins and ntes can be used t pay fr gds r be given in change. MNU 1-09b I can use 50p, 1 and 2 cins. I can use cins t make values up t 1. I can calculate change frm 1 by cunting n. I can read and write fractins using fractin ntatin e.g. ¼. I can place ¼, ½ and ¾ n a number line. I can use pictures t shw fractins that are equivalent e.g. 1 = 2 2 4 I can find ½ and ¼ f an amunt using divisin ( 2, 4). I can use cins t make values up t 5. I can calculate change frm 5.00. Page 7 f 9
- End f P2 - End f P3 - End f P4 SAL Use knwledge and understanding f measurement and its applicatin Time I can tell the time using 12 hur clcks, realising there is a link with 24 hur ntatin, explain hw it impacts n my daily rutine and ensure that I am rganised and ready fr events thrughut my day. MNU 1-10a I can use a calendar t plan and be rganised fr key events fr myself and my class thrughut the year. MNU 1-10b I have begun t develp a sense f hw lng tasks take by measuring the time taken t cmplete a range f activities using a variety f timers. MNU 1-10c I can read and recrd the time using half past in digital and analgue. I can rder the mnths f the year and knw the number f mnths in a year. I can read and recrd the time using quarter past and quarter t in digital and analgue. I knw the number f days in each mnth, knw the number f days in a year and what happens in a leap year. I can read and recrd the time in hurs and minutes n digital and analgue displays using 5 minute intervals. I can tell the time using 12 and 24 hur clcks. I can use diaries/calendars t plan events and write the dates in different ways. I can calculate simple time duratins using a clck face e.g. hw many minutes (within the hur), hurs (2pm-5pm). Measurement I can estimate hw lng r heavy an bject is, r what amunt it hlds, using everyday things as a guide, then measure r weigh it using apprpriate instruments and units. MNU 1-11a I can estimate the area f a shape by cunting squares r ther methds. MNU 1-11b I can estimate the length f an bject using metres and half metres. I can use a balance t cmpare weights e.g. lighter, heavier, same as, hw many cubes d I need t make it balance? I can cmpare the vlume f tw bjects e.g. mre than, less than. I can estimate and measure the length f an bject in metres and half metres. I can use a balance scale t estimate and measure the weight f an bject using kilgrams. I can estimate and measure vlume using litres and half litres. I can estimate and measure the area f a regular shape (square, rectangle, T shape, L shape, etc) by cunting squares. I can estimate and measure the length f an bject in centimetres. I can measure the weight f an bject in kilgrams and grams. I can measure vlume in millilitres. I can select a standard unit f measure and justify my chice. I can read simple scales n measuring devices e.g. ruler, measuring scales, measuring jug. I can estimate and measure the area f irregular shapes (circle, drawing arund yur hand, etc) in cm² by cunting squares r ther methds (mre than half a square is cunted). Page 8 f 9
- End f P2 - End f P3 - End f P4 SAL Use knwledge and understanding f shape and space Organiser Shape, Psitin and Mvement: Prperties f 2D shapes and 3D bjects I have explred simple 3D bjects and 2D shapes and can identify, name and describe their features using apprpriate vcabulary. MTH 1-16a I can explre and discuss hw and why different shapes fit tgether and create a tiling pattern with them. MTH 1-16b I can identify and describe the features f a range f 2D shapes e.g. hw many sides, vertices. I can identify and describe the features f 3D bjects e.g. faces, edges and vertices fr cube, cubid, cylinder, cne, sphere. Angle, Symmetry and Transfrmatin I can describe, fllw and recrd rutes and jurneys using signs, wrds and angles assciated with directin and turning. MTH 1-17a I have develped an awareness f where grid reference systems are used in everyday cntexts and can use them t lcate and describe psitin. MTH 1-18a I have explred symmetry in my wn and the wider envirnment and can create and recgnise symmetrical pictures, patterns and shapes. MTH 1-19a I can use grid references t read lcatins n a grid e.g. D3 I knw the 4 main cmpass pints (N, S, E, W) and can use them t describe and fllw rutes/directins. I can describe a 90 angle as a quarter turn and use when describing/fllwing directins. (clckwise and anticlckwise). I can use grid references t plt lcatins n a grid e.g. D3. SAL Research and evaluate data t assess risks and make infrmed decisins Organiser Infrmatin Handling: Data and Analysis I have explred a variety f ways in which data is presented and can ask and answer questins abut the infrmatin it cntains. MNU 1-20a I have used a range f ways t cllect infrmatin and can srt it in a lgical, rganised and imaginative way using my wn and thers criteria. MNU 1-20b Using technlgy and ther methds, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. MTH 1-21a I can answer and ask questins abut data displayed n a table/graph. I can cllect data. I can rganise and classify data in diagrams and tables e.g. Venn diagrams. I can describe imprtant features f data displayed n a table/graph. Page 9 f 9 I knw what a prism and a pyramid are and can describe their features. I can cpy and make mdels f 3D shapes. I can find shapes that will tile and cntinue a tiling pattern using a square, rectangle, triangle, hexagn. I knw that a straight angle is 180 and is the same as tw right angles. I can draw and identify up t 2 lines f symmetry n a 2D shape r picture. I can cmplete a symmetrical picture with 1 line f symmetry. I can display data clearly and accurately using simple tables, charts, diagrams and graphs, using the crrect labels e.g. Venn/ Carrl diagrams, bar graphs. I can use technlgy t display data. Ideas f Chance and Uncertainty I can use apprpriate vcabulary t describe the likelihd f events ccurring, using the knwledge and experiences f myself and thers t guide me. MNU 1-22a I understand the terms likely, prbable, unlikely, certain, never, pssible and impssible and use this vcabulary in everyday life.