Unit 312 Supporting numeracy development

Topics: Elementary arithmetic, Number, Mathematics Pages: 16 (3194 words) Published: October 22, 2014
Unit 312 Supporting numeracy development

Outcome 1
Understand current national and organisational frameworks for mathematics.

1.2Summarise the national curriculum framework for mathematics including age relate expectations of learners as relevent to the setting. Foundation stage
Using and applying
mathematicsCounting and understanding numbersKnowing and using number factsCalculating Use developing mathematical ideas and
methods to solve practical problems

Match sets of objects to numerals that
represent the number of objects

Sort objects, making choices and justifying decisions

Talk about, recognise and recreate simple patterns

Describe solutions to practical problems,
drawing on experience, talking about their own
ideas, methods and choicesSay and use number names in
order in familiar contexts

Know that numbers identify how many objects are in a set
Count reliably up to 10 everyday objects

Estimate how many objects they can see and check by counting

Count aloud in ones, twos, fives or tens

Use language such as ‘more’ or
‘less’ to compare two numbers

Use ordinal numbers in different contexts

Recognise numerals 1 to 9Observe number relationships and patterns in the environment and use these to derive facts

Find one more or one less
than a number from 1 to 10

Select two groups of objects to make a given total of objectsBegin to relate addition to combining two groups of objects and subtraction to ‘taking away’

In practical activities and discussion begin to use the vocabulary involved in adding and subtracting

Count repeated groups of the same size

Share objects into equal groups and count how many in each group

Understanding shapeMeasuring Handling data
Use familiar objects and common shapes to create and recreate patterns and build models

Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes

Use everyday words to describe positionUse language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities

Use everyday language related to time; order and sequence familiar events and measure short periods of timeSort familiar objects to identify their similarities and differences

Count how many objects share a particular property, presenting results using pictures, drawings or numerals

Year 1 expectations
Using and applying
mathematicsCounting and understanding numbersKnowing and using number factsCalculating Solve problems involving counting, adding,
subtracting, doubling or halving in the
context of numbers, measures or money,
for example to ‘pay’ and ‘give change’

Describe a puzzle or problem using
numbers, practical materials and diagrams;
use these to solve the problem and set the
solution in the original context

Answer a question by selecting and using
suitable equipment, and sorting information,
shapes or objects; display results using
tables and pictures

Describe simple patterns and relationships
involving numbers or shapes; decide
whether examples satisfy given conditions

Describe ways of solving puzzles and
problems, explaining choices and decisions
orally or using picturesCount reliably at least 20 objects, recognising that when rearranged the
number of objects stays the same;
estimate a number of objects that
can be checked by counting

Compare and order numbers, using the
related vocabulary; use the equals (=) sign

Read and write numerals from 0 to 20,
then beyond; use knowledge of place
value to position these numbers on a number track and number line

Say the number that is 1 more or less than
any given number, and 10 more or less for
multiples of 10

Use the vocabulary of halves and
quarters in contextDerive and recall all pairs of numbers
with a total of 10 and addition facts
for totals to at least 5; work out the
corresponding subtraction facts

Count on or back in ones, twos, fives and
tens and use...
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