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

Stockbridge Counts – Combining & partitioning & place value

OUR CURRENT FOCUS ACROSS THE SCHOOL IS COMBINING & PARTITIONING AND PLACE VALUE

From Monday 20th February to Friday 31st March

What will this look like for my child?

Combining & partitioning and place value within Early Level (Nursery and P1, but earlier or later for some)

Make finger patterns:

• To show numbers 1 to 5 using one hand
• To show double patterns for 1 to 5 (two hands)
• To show doubles plus one patterns (two hands e.g. double 3 plus 1)
• To partition numbers (e.g. “Make 6 on your fingers. Can you make it another way?”)
• To partition 10 (e.g. 9 fingers up and 1 down shows 9 + 1 = 10

Recognise flashed patterns (domino and random)

• Explore partitions of numbers through dot patterns

Combining & partitioning and place value within First Level (P2, P3 & P4, but earlier or later for some)

Combining and partitioning

• Partition numbers up to ten into number bonds (e.g. know that 5 = 1 + 4 and so on)
• Use number bond knowledge to say what number gets us to/from a decade (e.g. 34 + ? = 40, 54 – ? = 50)

Place value

Split a number containing tens and units

• In a standard way e.g. (36 is 3 tens and 6 units)
• In a non-standard way (e.g. 36 is 2 tens and 16 units)

Demonstrate how the value of a digit depends on where it is placed e.g. the 3 in 236 means 3 tens or 30

Split a number into its place value parts e.g. 364 = 300 + 60 + 4 (numbers up to 1000)

Combining & partitioning and place value within Second Level (P5, P6 & P7, but earlier or later for some)

Combining and partitioning

• Partition 100 (e.g. 23 + ? = 100) to help with percentage calculations
• Partition 1000

Place value

• Demonstrate how the value of a digit depends on where it is placed (numbers up to 1 million)
• Split a number into its place value parts
  • In the range 1 to 1000000
  • For decimals up to 2 decimal places (e.g. 2.5 is 2 and 5 tenths)
• Split a decimal up in a non-standard way (e.g. 3.2 can be 2 and 12 tenths)

Stockbridge Counts – Sequencing & ordering

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

From Monday 16th January to Friday 10th 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)

Stockbridge Counts – number recognition

OUR CURRENT FOCUS ACROSS THE SCHOOL IS NUMBER RECOGNITION

From Monday 28th November to Thursday 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, 3⁴)
• Mixed numbers

Identify numbers

• Roots and powers
• Mixed numbers

Stockbridge Counts – number before & after

OUR CURRENT FOCUS ACROSS THE SCHOOL IS NUMBER BEFORE AND AFTER.

From Monday 31st October to Friday 25th November

What will this look like for my child?

Number before and number after within Early Level (Nursery and P1, but earlier or later for some)

• Say the number after/before
• in the range 1 to 10
• then 1 to 20
• then 1 to 30

Number before and number within First Level (P2, P3 & P4, but earlier or later for some)

• Say the number before/after/between for numbers up to 1000
• Say then number 10 before/after a given number
• Say the number before/after in the times table (e.g. in the 3 times table, what is the number after 21?)

Number before and number within Second Level (P5, P6 & P7, but earlier or later for some)

• Say the number before/after in the times table (e.g. what is 6 more than 42?)
• Say the number a tenth more/less than (e.g. what is a tenth more than 6.2?)

Number before and number working towards Third Level (S1 – S3 but earlier or later for some)

• Say the number before/after in a sequence (e.g. going up in tenths, what is the number after 4.15?)

Stockbridge Counts whole school home learning

Stockbridge Counts

Mathematics: its impact on the world, past, present and future home learning

Learning Intention – I am learning to investigate how maths is used in the world around me, how it has helped people in the past and present and what maths has been invented.

All pupils from Primary 1 to 7 have been set a home learning task to investigate the impact maths has on the world.

Primary 1 & 2 Maths in the world challenge homework sheet

Primary 3/4 & 4 Maths in the world challenge homework sheet

Primary 4, 5, 6 & 7 Maths in the world challenge homework sheet

We are looking forward to seeing the results on Monday 14th November. Look out for updates on the website showcasing some of the learning from the challenge home learning task.

If you have any questions about the home learning task, please talk to your child’s class teacher.

Stockbridge Counts – Counting forwards & backwards

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

 From Monday 19th September to Friday 28th 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, …)

Stockbridge Counts

We are launching Stockbridge Counts this year with the aim of increasing mathematical mental agility across the school.

Rationale for Mental Agility

‘The ability to calculate in your head is an important part of mathematics. It is also an essential part of coping with society’s demands and managing everyday events.’

~ City of Edinburgh Council Mental Agility Guidelines 2014

Stockbridge Counts

• Stockbridge Counts will focus on daily 10 to 15 minute mental agility at the start of every maths lesson.
• The whole school will focus on each aspect at the same time.