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# Category: Primary 2/3

# Stockbridge Counts – Sequencing & ordering

**OUR CURRENT FOCUS ACROSS THE SCHOOL IS SEQUENCING, ORDERING, NUMBER LINES AND EQUIVALANCES**

*From Tuesday 9th January to Friday 9th February
*

__What will this look like for my child?__

**Sequencing & ordering within Early Level (Nursery and P1, but earlier or later for some)**

**Sequencing numbers **

- In the range 1 to 10 (e.g. 3, 4, 5, 6)
- In the range 1 to 20 (e.g. 9, 10, 11)

**Place a number on a number line**

- In the range 0 to 10
- then 0 to 20
- then 0 to 30

**Estimate where a number goes on an empty number line**

- in the range 0 to 10
- then 0 to 20

**Sequencing & ordering within First Level (P2, P3 & P4, but earlier or later for some)**

**Sequencing numbers**

- In the range 1 to 100 (e.g. 47, 48, 49, 50, 51, 52)
- On the decade within and beyond 100 (e.g. 370, 380, 390, 400, 410)
- Off the decade (e.g. 23, 33, 43, 53, 63) to 100 and then to 1000
- Going up in hundreds (e.g. 600, 700, 800)
- In multiples of 2, 3, 5 and 10

**Ordering numbers**

- In the range 1 to 100 (e.g. 7, 13, 70, 88)
- In the range 1 to 1000

**Place a number on a number line**

- In the range 1 to 100
- Then 0 to 1000

**Estimate where a number goes on an empty number line**

- In the range 1 to 100
- Then 0 to 1000

**Sequencing & ordering within Second Level (P5, P6 & P7, but earlier or later for some)**

**Sequencing numbers**

- In the range 1 to 1,000,000
- Including integers

**Ordering numbers**

- In the range 1 to 100000
- With a decimal part (e.g. 2.4, 2.71, 2.9)
- Including simple fractions (using pictorial representations to help if necessary)
- Including integers (within a real-life range)

**Place a number on a number line**

- in the range1 to 1000 and beyond
- with decimal parts (e.g. place 7.62 on a number line from 7.6 to 7.8)
- with positive and negative numbers (within a real-life range)

**Estimate where a number goes on an empty number line**

- in the range1 to 1000 and beyond
- with decimals (e.g. estimate where 2.65 goes on an empty number line starting at 2 and ending at 3)
- with simple fractions (e.g. estimate where ⅓ goes on an empty number line starting at 0 and ending at 1)
- with integers (within a real-life range)

# End of Term Notices

**Only 3 days to go…**

__Parent Pay__

There are currently 71 outstanding payments for the Christmas Show. As you are aware we are not able to provide enrichment opportunities such as these for your children if we do not recoup the costs. Please make this payment on Parent Pay before the end of term. Many thanks to those of you who provided an extra donation for those who may find it difficult to contribute.

__Lunches__

**Please order your lunches for the first week of the new term by midnight tomorrow.**

__Christmas Carol Concert – THURSDAY__

Our end of term Christmas Carol Concert will begin at 1.45pm at Stockbridge Parish Church. Following the Concert, please allow the children to return to school with their class where they will be dismissed at their usual time. **Please can all children come to school in full school uniform but bring something Christmassy to wear to the church such as a Santa hat or a piece of tinsel.** All parents are warmly invited to attend.

__Final Day__

**School will finish at 12, midday on Friday 22 ^{nd} December.** School staff also finish at this time and as such it is very important that children are collected promptly.

**I would like to take this opportunity to wish all parents a wonderful Christmas and New Year. I look forward to seeing the children return refreshed from the Christmas break on TUESDAY the 9 ^{th} JANUARY.**

** **

**Best wishes,**

**Faye Calder-Kelly**

**Headteacher**

# Christmas Jumper Day

We participated in Save the Children’s Christmas Jumper Day this year. Look at these photos of everyone who came in with Christmas jumpers on!

Even the staff…

We raised £120.93 for Christmas Jumper Day! Thank you to Stockbridge Primary Video

To find out more and how the money we raised helps children please visit: https://christmasjumperday.org/

# Stockbridge Counts – Number recognition

**OUR CURRENT FOCUS ACROSS THE SCHOOL IS NUMBER RECOGNITION**

*From Monday 27th November to Friday 22nd December
*

__What will this look like for my child?__

**Number recognition within Early Level (Nursery and P1, but earlier or later for some)**

**Recognise numbers (e.g. “Point to the number 2”)**

- In the range 1 to 10
- In the range 1 to 20

**Identify numbers (e.g. “What number is this?”)**

- In the range 1 to 10
- In the range 1 to 20

**Number recognition within First Level (P2, P3 & P4, but earlier or later for some)**

**Recognise numbers**

- In the range 1 to 100 (e.g. “Point to the number 72”)
- In the range 1 to 1000

**Identify numbers**

- In the range 1 to 100 (e.g. “What number is this?”)
- In the range 1 to 1000

**Number recognition within Second Level (P5, P6 & P7, but earlier or later for some)**

**Recognise numbers**

- In the range 1 to 1000000
- With a decimal part
- With a fractional part
- Including integers (e.g. -6)

**Identify numbers**

- In the range 1 to 1000000 (e.g. “What number is this?”)
- With a decimal part
- With a fractional part
- Including integers

**Number recognition working towards Third Level (S1 – S3 but earlier or later for some)**

**Recognise numbers**

- Roots and powers (e.g. point to √4, 3
^{4}) - Mixed numbers

**Identify numbers**

- Roots and powers
- Mixed numbers

# Stockbridge Counts – Counting forwards & backwards

**Our current focus across the school is Counting forwards and backwards.**

*From Monday 4th September to Friday 13th October*

**What will this look like for my child?**

**Counting forwards and backwards within Early Level (Nursery and P1, but earlier or later for some)**

Count forwards

- numbers in the range 1 to 20,
- then 1 to 30,
- (then 1 to 100);
- ordinal numbers
- starting from 1, then other starting numbers

Count backwards

- numbers in the range 1 to 10,
- then 1 to 20, then 1 to 30

**Counting forwards and backwards within First Level (P2, P3 & P4, but earlier or later for some)**

- Count forwards and backwards in ones from x to y, within 100 then 1000
- Count forwards and backwards by 2’s from 2 (e.g. 2, 4, 6, 8, …)
- Count forwards and backwards by 10’s from 10 (e.g. 10, 20, 30, …)
- Count forwards and backwards on the decade by tens (e.g. 20, 30, 40, …)
- Count forwards and backwards by 5’s from 5
- Count forwards and backwards by 3s from 3
- Count forwards and backwards by 4s from 4
- Count forwards and backwards by 6s from 6
- Count forwards and backwards off the decade by tens (e.g. 37, 47, 57, …)
- Count forwards and backwards by 100s on the hundred (e.g. 200, 300, 400, …), on the decade (e.g. 350, 450, 550,…) and then off the decade (e.g. 172, 272, 372,…)
- Count forwards and backwards by halves (e.g. ½, 1 ½, 2, 2 ½,…)

**Counting forwards and backwards within Second Level (P5, P6 & P7, but earlier or later for some)**

- Count forwards and backwards by 7s from 7
- Count forwards and backwards by 8s from 8
- Count forwards and backwards by 9s from 9
- Count forwards and backwards in multiples off the times table (e.g. count in 3’s from 4)
- Count forwards and backwards in decimal tenths (e.g. 2.3, 2.4, 2.5, 2.6, …)
- Count forwards and backwards in multiple tenths (e.g. 0.2, 0.4, 0.6, … )
- Count forwards and backwards in simple fractional steps

**Counting forwards and backwards working towards Third Level (S1 – S3 but earlier or later for some)**

- Count forwards and backwards within, and beyond, any times table
- Count forwards and backwards in decimal tenths off the tenths (e.g. 3.83, 3.93, 4.03, 4.13, …)
- Count forwards and backwards in fractional steps (stating equivalent fractions where possible) (e.g. ¼, ½, ¾, 1, 1 ¼, 1 ½, 1 ¾, 2, …)
- Count forwards and backwards for positive and negative numbers (e.g. forwards from -7…, -6, -5, -4, …)

# Term 1 Class Newsletters

# Challenge Your Mindset

Article 29: Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.

# Term 4 Class Newsletters

Nursery Term 4 Newsletter 2017

Primary 1 Term 4 Newsletter 2017

Primary 1/2 Term 4 Newsletter 2017

Primary 2 Term 4 Newsletter 2017

Primary 3 Term 4 Newsletter 2017

Primary 3/4 Term 4 Newsletter 2017

Primary 4 Term 4 Newsletter 2017

Primary 5 Term 4 Newsletter 2017

Primary 6 Term 4 Newsletter 2017

# STOCKBRIDGE COUNTS – ADDITION & SUBTRACTION

**OUR CURRENT FOCUS ACROSS THE SCHOOL IS ADDITION AND SUBTRACTION**

*From Tuesday 18th April to Friday 25th May
*

__What will this look like for my child?__

**Addition and subtraction within Early Level (Nursery and P1, but earlier or later for some)**

- Count items in one collection
- Establish a collection of a given numerosity (e.g. get me 6 counters from the group)
- Count items in two collections
- Count items in two collections
- With first collection screened
- With second collection screened
- With both collections screened
- Explore adding using a count-on strategy
- Explore doubles and near doubles
- Know doubles (1 to 5)

**Addition and subtraction within First Level (P2, P3 & P4, but earlier or later for some)**

- Add using a count-on strategy
- Subtract using a count-on or count-back strategy (e.g for 5 – 3, count on from 3 to 5 or count back from 5 to 3)
- Use doubles (and near doubles) in addition sums
- Add numbers to 20 using number bond facts, bridging through ten, doubles and near-doubles
- Subtract numbers to 20 using counting back, number bond facts, bridging through tens
- Add 3 numbers together (e.g. 7 + 2 + 6)

- Know and use addition and subtraction family facts (e.g. 6+3=9, 3+6=9, 9-3=6, 9-6=3)

- Add on multiples of ten to a 2-digit number (e.g. 45 + 20)

- Subtract multiples of ten from a 2-digit number (e.g. 72 – 40)
- Add tens and units with no regrouping (e.g. 34 + 21)
- Subtract tens and units with no regrouping (e.g. 76 – 35)
- Add tens and units with regrouping (e.g. 65 + 27)

Subtract tens and units with regrouping (e.g. 51 – 38)

**Addition and subtraction within Second Level (P5, P6 & P7, but earlier or later for some)**

- Add and subtract 2-digit numbers using a variety of strategies
- Add and subtract multiples of ten and hundred (e.g. 300 + 520)
- Use a variety of strategies to find a pair of numbers that add to make 100 (e.g. “What goes with 63 to make 100?”)
- Add and subtract 3-digit numbers using a variety of mental/written strategies e.g. 477+8, 534+40, 624-200 (mental) and 751-36, 621+185 (written)

- Identify the number partner to go with a decimal tenth to make one (e.g. “What goes with 0.3 to make 1?”)
- Identify the number partner to go with a decimal hundredth to make one (e.g. “What goes with 0.37 to make 1?”)
- Add and subtract decimal numbers using a variety of (written) strategies
- Add and subtract simple fractions e.g. ½ + ¼