numeracy and mathematics experiences and outcomes … · 2 number, money and measure early first...

1

My learning in mathematics enables me to:

develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts, including the world of work

engage with more abstract mathematical concepts and develop important new kinds of thinking

understand the application of mathematics, its impact on our society past and present, and its potential for the future

develop essential numeracy skills which will allow me to participate fully in society

establish firm foundations for further specialist learning

understand that successful independent living requires financial awareness, effective money management, using schedules and other related skills

interpret numerical information appropriately and use it to draw conclusions, assess risk, and make reasoned evaluations and informed decisions

apply skills and understanding creatively and logically to solve problems, within a variety of contexts

appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts.

Numeracy and mathematics Experiences and outcomes Early to second level

2

Number, money and measure

Early First Second Glasgow teachers lesson ideas

Estimation and rounding

I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me

1.

MNU 0-01a

I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.

MNU 1-01a

I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others.

MNU 2-01a

Estimating then compare directly two lengths, using language: longer, shorter and the same as. Hide snakes of assorted lengths (5cm-100cm) in the outdoor environment. Invite the children to hunt and ’re-capture' them. Encourage the children to estimate whether each snake found is longer, shorter or the same as the one on the measuring table. Compare and record on a simple tick chart. Estimate how many trees/ flowers are in the Eco garden, number of bricks, windows or paving slabs, and then count with 1:1 correspondence. Estimate heights/lengths – ones which can and can’t be measured e.g. heights of trees, plants etc. Children fill different sized clear containers with stones. Pupils to estimate which one holds more/ less. Estimate how many specially placed leaves, stones etc are on the ground, then count them. Collect outdoor objects and estimate amounts and identify strategies for calculating answers

Your lesson ideas

3



Number and number processes (1) including addition, subtraction, multiplication, division and negative numbers

I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.

MNU 0-02a I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.

MNU 0-03a

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value.

MNU 1-02a I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.

MNU 1-03a

I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value.

MNU 2-02a Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

MNU 2-03a

Place number in a circle. Use a spinner arrow in the middle. When the arrow points to a number (3, for example), everyone stamps, claps or jumps three times.

Make a number track with floor tiles/chalk Roll a dice to move along the track.

Throw two balls, say what number they have landed on, add the numbers together

Roll two dice, and then pick up the highest or lowest tile. Keep playing until you have collected two numerals the same.

Cover up and identify the missing number.

Pupils jump on number before 5, number after 6.

Roll dice and move up and down track e.g. throw a 3 and a 6 – child starts at 3 and jumps on 6 to find correct answer.

Linked to a Space topic and children pretend to be spacemen making jumps forwards and backwards

Cones with laminated spaceships showing numbers 0 – 10 placed around the playground. Children walking, jumping like spacemen until a number or sum is called. They run to the correct number or answer

Point/jump to specific number (e.g. the number after 6, a number smaller than 4)

Estimate and then draw a variety of lines and use these to create number lines. Mark halfway, decimals, multiples etc. .

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Number recognition

Numbers in the sand

Chalk

Sticks to make Roman numerals

Match hidden flashcards to numbers written on the ground in chalk.

Local number walks looking at maths in the environment

Language:

Introduce terms first, then, next and last through team sports, games and races (linked to P.E.)

Throwing ball through hoop – height i.e. put the hoop higher, lower, a little lower, much lower etc.

Orienteering/Treasure Hunt/number trail – Hide number stories - each answer directs pupils to new numbered area. Make a set of questions, on stones, on cards, inside balloons, in straws, hidden in sand, wherever you like. Each child picks out a question and goes to the right answer.

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Skittles/Ten pin Bowling

Counting and identifying numbers - count the number of skittles knocked down and find the correct number card for their result.

Identify numbers by matching their score to a number card then write the number on a whiteboard.

Add/multiply a specified number to their score and write it down or take two shots and add up their scores. Once all the scores are written the teacher calls out instructions e.g. If your score is the same as 3x2 stand on one foot etc. or look at different ways of making a given number.

Autumn nature trail Make numbers from lots of outdoor materials, make sums and share what we know about the materials. Collect sticks as part of a Three Little Pigs topic. Use them to count in two’s, make numbers etc. Also use them to make our houses of sticks

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Number Bonds

Lay large cards with the numbers 1, 2, 3, 4 and 5 on the ground. Split the class into teams. Hand the first person in each team a number bond sum e.g. 2+2 or 0+5 and they have to run and lay down their sum at the correct answer.

Children stand in a circle with their hands behind their backs and the teacher goes round and places some unifix cubes in their hands. They are then all sent to run around a certain marker in the playground and when they get back they have to find a partner whose corresponding cubes match theirs to add up to make the number the teacher is working with. (i.e. if working on 5, some children have 1 cube/some 4 cubes, some 2 cubes/some 3 cubes some 5 cubes/some 0 cubes).

Trip to the bus terminus to meet the bus inspectors before getting the bus back to school (tied into learning about how money is used) then count different vehicles and use symbols to identify the vehicles outside school. RSPB Bird watch Use tally marks to record the number of different birds visiting the playground and upload these to the website

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Times tables ‘Hopping Tables’ children hop and jump to the

rhythm of tables. For example: 3 (hop), 1’s (hop) are (hop) 3 (land on two feet). When they get to a 2 digit answer they do a double jump.

Hula hoops. Have x2 red hoops, x8 green hoops. Put in a straight line and run/ walk/skip/hop up and down (i.e. if it’s the 4x table have a red hoop at each end of the row and three green hoops in between them). The red hoops are the answer stations and children are only allowed to shout out answers when in them. Get the child to stand in the first station and shout out zero then to count up in ones silently as they go. When they get to the next station they shout out the number they have got to, then they turn round and repeat going in the opposite direction. They do this until they have reached the tenth station.

Show the times tables with natural materials – 5 groups of 2 acorns to show 5 x 2

Maths karate to help develop understanding and quick recall of symbols. Read out a question and pupils respond by showing you signal for addition, subtraction, multiplication or division to demonstrate they know what kind of a problem it is.

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Working in pairs during P.E. throw large foam dice, partner decides what the child has to do, e.g. 6 star jumps, 5 hops etc. Can be extended to 2 dice (to include addition) and also for the more fit pupils!

This checks number recall and also raises awareness of pupil ability in specific sporting aspects - can X hop? Can X count accurately 5 hops?

Use pupil imagination to come up with specific task - some pupils spinning, running to specific area, standing on 1 leg for x seconds . . possibilities are endless.

2nd and 3rd addition to 12. Pupils split into 5 groups- one in each corner and one group in the middle. The numbers 1-3, 4-6, 5-9 and 10-12 are written at each corner. The group in the middle has to roll the dice and they would swap over with the answer, whose group would then do a forfeit i.e. star jumps, disco dance etc…. (a version of the corners game)

To finish off ,get into a circle, one child steps out of the circle and counts using a pattern as they go round the circle. They then change places with a particular number. i.e. count up in 2s and change places with no 12, start at 40 count up in 5s and change places with 65

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Add by combining groups of items together and counting them to find a total. Take whole class outside into playground and play games. Children run around, when whistle blows children get into small groups. How many people in one group? Put them together with another group. How many children now? Use hoops or cones to mark areas where groups can stand. Take large games equipment outside e.g. ropes, hoops, balls, cones, bats etc. and put them into groups and count how many altogether. Remember to take clipboards and pencils to record findings

Subtract by taking items away from a group and counting what is left to find a total. Take games equipment outside to play with e.g. balls bats hoops ropes cones. After a few minutes of playing stop game and ask children to count how many items of equipment each group is playing with. Record this and then start to collect some items back in. How many objects are left? Record your findings. Continue to do this until there are no items left to play with or each child has one item. Remember to record your findings each time. Remember to take clipboards and pencils

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Make equal groups and combine them to make a larger number. Use hoops to mark out ‘groups’ in the playground. Run around. When whistle blows shout number of how many people to be in each ‘group’. Appoint scribes and recorders to write or draw the calculation. Play again changing the number of people in each group. Play again but change the number of groups

Take a larger number and share into equal groups. Split class into teams or groups. Share the

children out one at a time. Change the number of teams required. Scribes to record how many teams, how many people in each team, how many people were left over. This activity can be done before P.E. outside.

Even and Odd Numbers Drew a large number square outside using chalk. Children have to find the odd and even numbers – play games, find objects to relate to the numbers on the grid. Draw number snakes of the odd or even numbers around the playground referring back to the large number grid where necessary

Place value using bodies as the tens and units

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Mental Maths games Scatter numbers about the playground. Children

run to answer

Pupils have numbers 0 – 10 and run around with numbers visible to all. Ask them to get into numerical order beginning at zero/highest number. While in line children recite even and odd numbers and pupils either jump forwards or crouch down.

Ping pong - split into two groups. Group A asks a question and throws ball to B who answers and then repeats the process going down the line.

Relay teams. Give starting person a number. Have two hoops set along course that team must pass through, each containing a different calculation. First team to the end with correct answer collects a point.

In teams mark the numbers to 1-20 on ground. Shout out mental maths questions – first member of each team has to run to answer it as quickly as possible.

Ladders – sit in pairs with legs out like the rungs of a ladder. Children are multiples of selected table e.g. 2,4,6,8. Teacher calls calculation e.g. 2 x 4 and children at that answer run up the ladder and back to their spot. Winner scores a point for their team. Same activity with division.

Your lesson ideas

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MNU 0-03a



MNU 1-03a



MNU 2-03a

Mental Maths games

Bingo – chalk multiples onto grid on ground. Call out calculations from and players cross out answers. Same activity with division

A grid with words/letters around the outside. The children throw a dice and jump that number of spaces then read the word/letter (sometimes coming up with a word beginning with each letter). If they can read it they stay on the space, if not they have to go back to the last space they were on. The winner is the child who gets all the way around the grid first

Clapping game to count to 20 and beyond

Pick up 1 item/find correct number on snakes and ladders on ground/use materials found on ground (twigs etc.) to write numbers over 100

Hopscotch games based on odd and even numbers and also months of the years/seasons

Laminated question cards outside and pupils must run and find pairs that are chalked onto playground already prepared.

Odd and even – series of questions involving odd and even answers and children need to run to the correct side of the playground based on the answer

Roll two dice i.e. 5 and 6 and multiply them and children then need to do an activity using the answer – i.e. 30 star jumps etc.

Tug of war! Children make groups of five and then show different ways of addition to five ! 1+4=5 4+1=5 5+0=5 3+2=5 Other children act as scribes and write the sum beside each group

Your lesson ideas

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Number, money and measure (continued)


Number and number processes including addition, subtraction, multiplication, division and negative numbers (continued)

I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods.

MNU 2-03b

Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems.

MTH 2-03c

Times table aerobics Call out a number and pupils have to do an action if the number can be divided by 1, 2 etc.e.g.1 – stand up straight with arms up, 2 – elbows out to side, 3 – Y shape, 4 – knees up etc

I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used.

MNU 2-04a

Multiples, factors and primes

Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers.

MTH 2-05a

Your lesson ideas

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Fractions, decimal fractions and percentages including ratio and proportion

I can share out a group of items by making smaller groups and can split a whole object into smaller parts.

MNU 0-07a

Having explored fractions by taking part in practical activities, I can show my understanding of:

how a single item can be shared equally

the notation and vocabulary associated with fractions

where simple fractions lie on the number line.

MNU 1-07a

Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division.

MNU 1-07b

Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent.

MTH 1-07c

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.

MNU 2-07a

I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method.

MNU 2-07b

I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions.

MTH 2-07c .

Draw chalk circles and introduce the concept of sharing. The children then move from group to group as they share out a number. You can use small circles and have stones, twigs to share. Or they can share children in larger circles. Children find a leaf and tear it in half.

Games splitting the children into quarters, halves, thirds etc.…

Treasure count box – share out pirates treasure and “hide” it in the playground for other groups to find (Angle, symmetry and transformation)

Using parachute to identify fractions for each colour.

Chalking shapes onto group and dividing into given fraction

Your lesson ideas

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Money

I am developing my awareness of how money is used and can recognise and use a range of coins.

MNU 0-09a

I can use money to pay for items and can work out how much change I should receive.

MNU 1-09a

I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.

MNU 1-09b

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

MNU 2-09a I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important.

MNU 2-09b

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

MNU 2-09c

Your lesson ideas

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Time

I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.

MNU 0-10a

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.

MNU 1-10a

I can use a calendar to plan and be organised for key events for myself and my class throughout the year.

MNU 1-10b

I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.

MNU 1-10c

I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning.

MNU 2-10a

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

MNU 2-10b

Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.

MNU 2-10c

Games What’s the Time Mr Wolf?’

Shadows: Sundial

Over a year study one tree and record its yearly cycle

The days of the week are laid out around the outdoor area and each child picks up a day when called out and matches them to the same day written on the ground in chalk. They then order the flashcards in day order

Clocks Chalk a large clock on the ground and asked

the children to take turns setting the time. Call out analogue times for some to set and digital times for others to convert. Use flashcards showing digital/analogue times to check whether they were correct.

Use sticks create their own clock faces for each other to read.

Interpreting bus stop/train station times in local area.

Stopwatch timed races.

Draw weather symbols in the playground Can pupils plot when it was sunny/cloudy in the morning/afternoon? Role play what children are doing at 9 o’clock – ring a bell, 1 o’clock – eating lunch. Links to Social subjects/ Drama

Your lesson ideas

17



Measurement (1)

I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.

MNU 0-11a

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.

MNU 1-11a I can estimate the area of a shape by counting squares or other methods.

MNU 1-11b

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

MNU 2-11a

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.

MNU 2-11b

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.

MNU 2-11c

Measure

Playground furniture – height of fence, bins,

bench etc.

Natural objects that are taller/shorter than you,

things that are exactly the same length as…

Shadows throughout the day

Grounds/car park – look at different shapes and

draw a scale map

Bean bag throws

Use a rain gauge or containers to describe

capacity using “full” and “empty”. Using this to

measure in litres and milliliters.

Measuring volume on bigger scale, with variety

of containers e.g. bins, boxes. How much water

does it take to fill each one?

Select appropriate materials to measure given

areas, e.g. car park, football pitch, flower bed

and measure with metre sticks, trundle wheels

etc.

Estimate the perimeter of an area and then use

trundle wheels to check

Using trundle wheels and metre stick have your

own track and field event throwing wellie boots,

bean bags, sponge javelins, high jump, long

jump etc.

Measure each classroom’s lengths and

breadths and drew a life sized outline

Your lesson ideas

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Measurement (2)


MNU 0-11a



MNU 1-11b


MNU 2-11a


MNU 2-11b


MNU 2-11c

Weigh

Compare the weight of items found in the

environment e.g. pebbles, stones and sticks which

is “heavy/heavier” and “light/lighter”.

Children measure parts of playground by putting

one foot in front of other. Discussion follows

showing that there are different measurements for

the same distance. E.g. 7 footsteps, 6 footsteps, 7

and a bit, footsteps. Introduce standard units.

Measure a mile for ‘wear your trainers day’. Chalk

the route out on the playground for all other classes

to use.

Groups t estimate how far is 10, 14 metres etc.

Mark with chalk then measure. How accurate was

the estimate? Allows estimates for longer lengths

than in the gym hall or classroom

Children asked to find 3 twigs of similar size. Task

to make them stand on their own on the concrete.

Your lesson ideas



Measurement (3)


MNU 0-11a

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a I can estimate the area of a shape by counting squares or other methods. MNU 1-11b

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure. MNU 2-11a

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object. MNU 2-11c

Get into height order by

standing or lying down

and find a way of

displaying the results in

the classroom. Groups

then measure

themselves in

centimetres. Draw

pictures of themselves

afterwards on paper, the

tallest person has the

tallest picture and so on.

Desperate Journey-

Class novel study

Information handling/

estimate & measure

Children use information

from text to make an

accurate outline of the

croft. They estimate the

length of each side by

using the information in

the text regarding the

position of the rooms

and specific items of

furniture inside rooms.

They then use metre

sticks to draw outline,

filling in various rooms

as they progress. They

are then able to

calculate the perimeter

and area of the croft.

Drawing life size

dinosaurs/giants//whales

(chalk on playgrounds

Measure the speed of

sound on the pitch with

a drum, a trundle wheel

and some stop watches.

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Measurement (4)


MNU 0-11a



MNU 1-11b


MNU 2-11a


MNU 2-11b


MNU 2-11c

As part of Eco work children identify areas suitable

for planting, outdoor seating and plant containers.

This involves assessing risk and identifying

potential danger spots. This information is collated

and used when purchasing and siting equipment.

A selection of twigs and branches of various lengths

is gathered and used by younger children working

on Length and measure. Sort into short, shorter,

shortest. Long, longer, longest. Tall taller, tallest

etc. This enables children to get a fuller

understanding of some aspects of mathematical

language.

Primary 1 re-creation of the solar system in the

playground using a variety of different sized balls

and spheres. Also combine measuring distance

between planets and discussion of 3D shapes

Drawing and measuring Viking Longboats

Planting hedgerow plants – these need to be

planted 30 cm from each other so children work as

a group to measure, mark and dig sites for plants

Use a paddling pool or similar to measure

volume in a fun, splashy way outside.

Your lesson ideas

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Mathematics – its impact on the world, past, present and future

I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers.

MTH 1-12a

I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions.

MTH 2-12a

Children work in small groups to design an 'ideal' playground based on the school's existing playground.

Discuss what they would like to see/use in an ideal playground. They could design the area for themselves, or for an identified group.

They then select appropriate mathematical equipment to accurately measure the playground.

They decide on a suitable scale and draw an accurate plan of the playground on squared paper.

Then provide them with catalogue of school play equipment (or information from internet sites) so they can select appropriate playground equipment/resources and, using the plan decide where they will fit within the playground area they have drawn.

Encourage the children to think about the physical space required between different activities, and to plan for different types of areas (active and quiet). Finally, the children present their design to the rest of the class.

Your lesson ideas

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Patterns and relationships

I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.

MTH 0-13a

I can continue and devise more involved repeating patterns or designs, using a variety of media.

MTH 1-13a Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.

MTH 1-13b

Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.

MTH 2-13a

Expressions and equations

I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.

MTH 1-15a

When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others.

MTH 1-15b

I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter.

MTH 2-15a

Your lesson ideas

22

Shape, position and movement


Properties of 2D shapes and 3D objects (1)

I enjoy investigating objects and shapes and can sort, describe and be creative with them.

MTH 0-16a .

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.

MTH 1-16a I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.

MTH 1-16b

Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.

MTH 2-16a Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.

MTH 2-16b I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.

MTH 2-16c

Shape hunt - Identify 2D and 3D shapes in the environment e.g. bins are cylinders. Photograph/draw them to check together recalling important properties – i.e. square = 4 equal sides.

Chalk 2D shapes on floor or make shapes using stones, pine cones, leaves etc. Can use a picture to help - putting materials around the sides Create 3D models using objects collected. E.g. can pupils make a 3D car, house etc.

Pupils work in groups using skipping ropes to make 2D shapes

Chalk drawings

Transient Art patterns

Your lesson ideas

23

Shape, position and movement


Properties of 2D shapes and 3D objects (2)

I enjoy investigating objects and shapes and can sort, describe and be creative with them.

MTH 0-16a .

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.

MTH 1-16a I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.

MTH 1-16b

Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.

MTH 2-16a Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.

MTH 2-16b I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.

MTH 2-16c

Olympics

The class problem solve how to make a circle using just two people, some string and some chalk

Go into playground and draw the Olympic rings

Ask children to work in teams 4/5 each holding a different section of rope. Ask them to close eyes and then talking to one another to create a given shape with the rope. E.g. make a square, pentagon, diamond etc.

Explore how to enlarge and reduce shapes by drawing round pupils and then creating accurate outlines when enlarged or reduced – keeping the correct shape and proportions. Search the area for hidden 2D shapes and place them in the same shapes drawn on the ground. Once they have done this, they each choose a shape and talk about it to their group. Their words are written in speech bubbles and placed next to the shape to be photographed for display. Each child then recreates the shapes using counters or outdoor found materials e.g. pine cones, sticks, stones.

Your lesson ideas

24

Shape, position and movement (continued)


Angle, symmetry and transformation

In movement, games, and using technology I can use simple directions and describe positions.

MTH 0-17a

I can describe, follow and record routes and journeys using signs, words and angles associated with direction and turning.

MTH 1-17a

I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary.

MTH 2-17a I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context.

MTH 2-17b .

Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary.

MTH 2-17c Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans.

MTH 2-17d

Find examples of right angles/angles in buildings, playground furniture Beebot racing track Partner game – follow directions blindfolded e.g. forward 1, right turn Using chalk to draw shapes and mark a variety of angles. Use chalk to mark compass bearings and directions. Treasure hunt/orienteering using bearings, compass bearing and directions. Sheep Herding. One child is farmer, others are sheep. Blindfold the sheep and ask farmer to give direction guiding sheep to their pen. Use paving slabs, markers, chalk or ropes to create blank square grid to revise horizontal and vertical axes and plot coordinates. Prepare cocktail sticks with three different colours. Decide which colour represents which angle e.g. Black – obtuse, green – right etc. Give each child one of each colour and ask them to find these angles around the school ground and mark them with sticks

Your lesson ideas

25

Shape, position and movement (continued)

Early First Second / Third Glasgow teachers lesson ideas


I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position.

MTH 1-18a

I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid.

MTH 2-18a / MTH 3-18a

Make a maze and give directions to a (blindfolded) partner. Use beebots on a marked out grid in the outdoor area. One child acts as guide holding up arrow symbols children move according to the symbol. Challenge: add numerals to indicate number of steps. Use an obstacle course to introduce positional language such as on, out, under on top of. Look at patterns in the local environment e.g. patterns of bricks, fences, windows, and tyres. Children can take rubbings of different surfaces. Challenge: Children create their own pattern using outdoor chalks or coloured blocks. Find symmetrical objects in the outdoors – looking for symmetry in nature and creating their own symmetrical images using natural materials Use natural materials and the playground to create textures and pattern in art and maths

I have had fun creating a range of symmetrical pictures and patterns using a range of media.

MTH 0-19a

I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.

MTH 1-19a

I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns.

MTH 2-19a / MTH 3-19a

Your lesson ideas

26

Information handling



I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.

MNU 0-20a I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.

MNU 0-20b

I can use the signs and charts around me for information, helping me plan and make choices and decisions in my daily life.

MNU 0-20c

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.

MNU 1-20a I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.

MNU 1-20b

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20a I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MNU 2-20b

Use weather station, to collate and create tables, graphs Carry out surveys:

Litter

Traffic

Walk to school

Fruit eaten at break Sort Collect and sort materials e.g. leaves, pine cones, shells or twigs and sort objects into sets, count them and then match numerals to the amounts. Display

Chalk out bar chart and use natural materials/pupils as plots

Tally marks Each group is given a 1m square. Children collect as many worms as possible in a set time limit. They then measure the length and weight of each worm before returning safely to soil. Winning groups 1 most worms 2 longest worm 3 heaviest worm Cool but gross! Record weather patterns to decide what do wear or what games to put outside etc.

Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale.

MTH 1-21a

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.

MTH 2-21a / MTH 3-21a

Ideas of chance and uncertainty

I can use appropriate vocabulary to describe the likelihood of events occurring, using the knowledge and experiences of myself and others to guide me.

MNU 1-22a

I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.

MNU 2-22a

Your lesson ideas

numeracy and mathematics experiences and outcomes … · 2 number, money and measure early first...

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