International  School  of  Turin  

   
 

 
   
 

Maths  Scope  and  

  Sequence  
 

Adapted  from  IB  Maths  scope  and  sequence  

 
 Math’s  Scope  and  Sequence:  Learning  continuum  for  Number  

Number  
 
Overall  Expectations  
Phase  1  (Nursery,  Pre-­‐K,  kindergarten)  
Learners  will  understand  that  numbers  are  used  for  many  different  purposes  in  the  real  world.  They  will  develop  an  understanding  
of  one-­‐to-­‐one  correspondence  and  conservation  of  number,  and  be  able  to  count  and  use  number  words  and  numerals  to  represent  
quantities.  
 
Phase  2  (Grade  1  and  2)  
Learners   will   develop   their   understanding   of   the   base   10   place   value   system   and   will   model,   read,   write,   estimate,   compare   and  
order   numbers   to   hundreds   or   beyond.   They   will   have   automatic   recall   of   addition   and   subtraction   facts   and   be   able   to   model  
addition   and   subtraction   of   whole   numbers   using   the   appropriate   mathematical   language   to   describe   their   mental   and   written  
strategies.  Learners  will  have  an  understanding  of  fractions  as  representations  of  whole-­‐part  relationships  and  will  be  able  to  model  
fractions  and  use  fraction  names  in  real-­‐life  situations.  
 
Phase  3  (Grade  3  and  4)  
Learners   will   develop   the   understanding   that   fractions   and   decimals   are   ways   of   representing   whole-­‐part   relationships   and   will  
demonstrate  this  understanding  by  modelling  equivalent  fractions  and  decimal  fractions  to  hundredths  or  beyond.  They  will  be  able  
to   model,   read,   write,   compare   and   order   fractions,   and   use   them   in   real-­‐life   situations.   Learners   will   have   automatic   recall   of  
addition,   subtraction,   multiplication   and   division   facts.   They   will   select,   use   and   describe   a   range   of   strategies   to   solve   problems  
involving  addition,  subtraction,  multiplication  and  division,  using  estimation  strategies  to  check  the  reasonableness  of  their  answers.  
 
Phase  4  (Grade  4  and  5)  
Learners  will  understand  that  the  base  10  place  value  system  extends  infinitely  in  two  directions  and  will  be  able  to  model,  compare,  
read,  write  and  order  numbers  to  millions  or  beyond,  as  well  as  model  integers.  They  will  understand  that  fractions,  decimals  and  
percentages   are   ways   of   representing   whole-­‐part   relationships   and   will   work   towards   modelling,   comparing,   reading,   writing,  
ordering  and  converting  fractions,  decimals  and  percentages.  They  will  use  mental  and  written  strategies  to  solve  problems  involving  
whole  numbers,  fractions  and  decimals  in  real-­‐life  situations,  using  a  range  of  strategies  to  evaluate  reasonableness  of  answers.  
 
 

 
  

Nursery      Pre-­‐K      Kindergarten                                                Grade  1                      Grade  2                                  Grade  3                                                          Grade  4                                                        Grade  5  

Phase  1   Phase  2   Phase  3   Phase  4  
Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:  
When  constructing  meaning   When  constructing  meaning   When  constructing  meaning   When  constructing  meaning  
learners:   learners:   learners:   learners:  
•  understand  one-­‐to-­‐one   •  model  numbers  to  hundreds   •  model  numbers  to  thousands  or   •  model  numbers  to  millions  or  
Correspondence  (the  process  of   or  beyond  using  the  base  10   beyond  using  the  base  10  place   beyond  using  the  base  10  place  
touching  one  object  for  each   place  value  system**  and   value  system   value  system  
number  that  is  counted  aloud.)   ordering  and  compare  them   •  model  equivalent  fractions   •  model  integers  in  appropriate  
•  estimate  quantities  to  100  or   •  use  the  language  of  fractions,  for   contexts  
•   understand   that,   for   a   set   of   beyond   example,  numerator,  denominator   •  model  exponents  and  square  
objects,   the   number   name   of   •  model  simple  fraction   •  model  decimal  fractions  to   roots  
the   last   object   counted   relationships   hundredths  or  beyond   •  model  improper  fractions  and  
describes   the   quantity   of   the   •  use  the  language  of  addition   •  model  multiplication  and   mixed  numbers  
whole  set   and  subtraction,  for  example,   division  of  whole  numbers  and   •  simplify  fractions  using  
•  understand  that  numbers  can   add,  take  away,  plus,  minus,   addition  &  subtraction.  Multiply   manipulatives  
be  constructed  in  multiple  ways,   sum,  difference   •  model  decimal  fractions  to  
and  divide  by  10,  100  and  1000  
for  example,  by  combining  and   •  model  addition  and   thousandths  or  beyond  
subtraction  of  whole  numbers   •use  the  language  of   •  model  percentages  
partitioning  
•   understand   the   relative   •  develop  strategies  for   multiplication  and  division,  for   •  understand  the  relationship  
magnitude   of   whole   numbers   memorizing  addition  and   example,  factor,  multiple,  product,   between  fractions,  decimals  and  
i.e.  5  is  greater  than  4.   subtraction  number  facts   quotient,  prime  numbers,   percentages  
•  recognize  groups  of  zero  to   •  estimate  sums  and  differences   composite  number  •model   •  model  addition,  subtraction,  
five  objects  without  counting.   •  understand  situations  that   addition  and  subtraction  of   multiplication  and  division  of  
 •understand  whole-­‐part   involve  multiplication  and   fractions  
fractions  with  related  
relationships   division   •  model  addition,  subtraction,  
•  model  simple  addition  and   denominators***  identify  pairs  of   multiplication  and  division  of  
•  use  the  language  of  
mathematics  to  compare   subtraction  of  fractions  with  the   fractions  that  total  1                                 decimals.  
quantities,  for  example,  more,   same  denominator.  E.g.  ½  +  ½   •model  addition  and  subtraction  
less,  first,  second.   =1.    ¼  +  ¼  =  ½   of  decimals.                                                              
•Model  doubling  and  halving  
•Recognize  and  continue  number  
sequences,  counting  on  and  back  
 •Partitioning/rounding  

when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into  
symbols  learners:   symbols  learners:   symbols  learners:   symbols  learners:  
  •  read  and  write  whole  numbers   •  read,  write,  compare  and  order   •  read,  write,  compare  and  
•  connect  number  names  and   up  to  hundreds  or  beyond   whole  numbers  up  to  thousands   order  whole  numbers  up  to  
numerals  to  the  quantities  they   •  read,  write,  compare  and   or  beyond  and  negative  numbers   millions  or  beyond  
represent.   order   •  develop  strategies  for   •  read  and  write  integers  in  
  cardinal  and  ordinal  numbers   memorizing  addition,  subtraction,   appropriate  contexts  
•  describe  mental  and  written   multiplication   •  convert  improper  fractions  to  
strategies  for  adding  and   and  division  number  facts   mixed  numbers  and  vice  versa  
subtracting  two-­‐digit  numbers.   •  read,  write,  compare  and  order   •  simplify  fractions  in  mental  
fractions   and  written  form  
•  read  and  write  equivalent   •  read,  write,  compare  and  
fractions   order  
•  read,  write,  compare  and  order   decimal  fractions  to  
fractions  to  hundredths  or  beyond   thousandths  or  beyond  
•  describe  mental  and  written   •  read,  write,  compare  and  
strategies  for  multiplication  and   order  
division.   percentages  
•  convert  between  fractions,  
decimals  and  percentages.  
When  applying  with   When  applying  with   When  applying  with   When  applying  with  
understanding  learners:   understanding  learners:   understanding  learners:   understanding  learners:  
•  count  to  determine  the   •  use  whole  numbers  up  to   •  use  whole  numbers  up  to   •  use  whole  numbers  up  to  
number  of  objects  in  a  set   hundreds  or  beyond  in  real-­‐life   thousands  or  beyond  in  real-­‐life   millions  or  beyond  in  real-­‐life  
•  use  number  words  and   situations   situations   situations  
numerals  to  represent   •  use  cardinal  and  ordinal   •  use  fast  recall  of  multiplication   •  use  integers  in  real-­‐life  
quantities  in  real-­‐life  situations   numbers  in  real-­‐life  situations     and  division  number  facts  in  real-­‐ situations  
•  use  the  language  of   •  use  fast  recall  of  addition  and   life  situations   •  convert  improper  fractions  to  
mathematics  to  compare   subtraction  number  facts  in   •  use  decimal  fractions  in  real-­‐life   mixed  numbers  and  vice  versa  in  
quantities  in  real-­‐life   real-­‐life  situations   situations   real-­‐life  situations  
situations,  for  example,  more,   •  use  fractions  in  real-­‐life   •  use  mental  and  written   •  simplify  fractions  in  
less,  first,  second   situations   strategies  for  multiplication  and   computation  answers  
•  subitize  (perceive  at  a  glance   •  use  mental  and  written   division  in  real-­‐life  situations   •  use  fractions,  decimals  and  
the  number  of  items  present)  in   strategies  for  addition  and   •  select  an  efficient  method  for   percentages  interchangeably  in  
real-­‐life  situations   subtraction  of  two  digit   solving  a  problem,  for  example,   real  life  situations  
•  use  simple  fraction  names  in   numbers  or  beyond  in  real-­‐life   mental  estimation,  mental  or   •  select  and  use  an  appropriate  
real-­‐life  situations.   situations   written  strategies,  or  by  using  a   sequence  of  operations  to  solve  
  •  select  an  appropriate  method   calculator   word  problems  
for  solving  a  problem,  for   •  use  strategies  to  evaluate  the   •  select  an  efficient  method  for  
example,  mental  estimation,   reasonableness  of  answers   solving  a  problem:  mental  
mental  or  written   •  add  and  subtract  fractions  with   estimation,  mental  
strategies,  or  by  using  a   related  denominators  in  real-­‐life   computation,  written  
calculator   situations   algorithms,  by  using  a  calculator  
•  use  strategies  to  evaluate  the   •  add  and  subtract  decimals  in   •  use  strategies  to  evaluate  the  
reasonableness  of  answers.   real-­‐life  situations,  including   reasonableness  of  answers  
money   •  use  mental  and  written  
•  estimate  sum,  difference,   strategies  for  adding,  
product  and  quotient  in  real-­‐life   subtracting,  multiplying  and  
situations,  including  fractions  and   dividing  fractions  and  decimals  
decimals.   in  real-­‐life  situations  
•  Use  a  calculator  to  carry  out  one  
•  estimate  and  make  
step  and  two  step  calculations   approximations  in  real-­‐life  
situations  involving  fractions,  
decimals  and  percentages.  
Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and  
Learning  activities   Learning  activities   Learning  activities   Learning  activities  
-­‐number  rhymes  and  songs   -­‐Counting  forwards  and   -­‐Times  table  shoot  out   -­‐make  large  place  value  chart  for  
-­‐interactive  number  charts     backwards  using  number  lines,   -­‐Bingo   use  in  the  classroom  
-­‐number  of  the  week   squares  blocks  etc.       -­‐Fizzbuzz   -­‐conversion  charts  for  x  and  
-­‐counting  and  sorting  toys  and   -­‐Washing  line  of  numbers.   -­‐Human  place  value   dividing  mult  of  10    
resources   -­‐Practicing  patterns  in  number   -­‐Human  division/  multiplication   -­‐  TEAM  manager  –  set  up  own  
-­‐Estimating  the  number  of   bonds  to  10  (and  above)  and   -­‐Food  based  fractions-­‐pizza,     sports  team  and  finances  (mult  
objects  in  a  given  set.   number  order.   -­‐Smarties   and  division)  
-­‐  compare  tightly  clustered   -­‐Sequencing  number  cards.       -­‐Shopping  problems-­‐plastic  money   -­‐  Outside  maths;  place  value  
group  of  objects  to  spread  out   -­‐What  number  is  missing?   -­‐Look  at  currency-­‐convert   ordering,  human  fractions,  
groups  (children  often  believe   -­‐Number  board  games,   -­‐Plan  a  party-­‐how  may  of  each   number  line  etc.  
that  the  number  of  objects   addition,  subtraction  and   thing…how  much  will  it  cost   -­‐Using  and  making  visuals  for  
becomes  greater  the  more   multiplication  bingo.   -­‐Weekly  times  table  quiz   fractions,  fractions  in  real  life,  
spread  out  the  group  is).   -­‐Fizzbuzz.   -­‐Problem  of  the  day   fractions  of  edible  products  
-­‐clapping  number  of  children     -­‐Number  of  the  day   -­‐Open  ended  investigations.  
present       -­‐Grade  5  shop  –  labeling,  pricing,  
-­‐puzzles  and  games  to  match       buying,  giving  change  etc.  
number  of  items  to  numeral        
-­‐real  life  problem  solving  e.g.        
counting  out  fruit  for  the  class        
-­‐number  clothes  lines        
-­‐hopscotch  and  chalked  games     Notes   Notes  
on  playground  for  number   Notes   Modelling  using  manipulatives   It  is  not  practical  to  continue  to  
recognition   **Modelling  involves  using   provides  a  valuable  scaffold  for   develop  and  use  base  10  
-­‐human  number  games   concrete  materials  to  represent   constructing  meaning  about   materials  beyond  1,000.  
(children  to  wear  number   numbers  or  number  operations,   mathematical  concepts.  There   Learners  should  have  little  
stickers  and  order  themselves)   for  example,  the  use  of  pattern   should  be  regular  opportunities   difficulty  in  extending  the  place  
-­‐number  stencils  and  lacing   blocks  or  fraction  pieces  to   for  learners  to  work  with  a  range   value  system  once  they  have  
numbers   represent  fractions  and  the  use   of  manipulatives  and  to   understood  the  grouping  
-­‐flashcards   of  base  10  blocks  to  represent   discuss  and  negotiate  their   pattern  up  to  1,000.  There  are  a  
-­‐painting  numbers   number  operations.   developing  understandings  with   number  of  websites  where  
-­‐drawing  numbers  on  ch.  Backs   Students  need  to  use  numbers   others.   virtual  manipulatives  can  be  
Numbers  in  feely  bags   in  many  situations  in  order  to   ***Examples  of  related   utilized  for  working  with  larger  
-­‐numbers  on  magnetic  boards   apply  their  understanding  to   denominators  include  halves,   numbers.  Estimation  plays  a  key  
-­‐rolling  dice  for  addition  and   new  situations.  In  addition  to   quarters  (fourths)  and   role  in  checking  the  feasibility  of  
subtraction   the  units  of  inquiry,  children’s   eighths.  These  can  be  modelled   answers.  The  method  of  
  literature  also  provides  rich   easily  by  folding  strips  or  squares   multiplying  numbers  and  
Notes   opportunities  for  developing   of  paper.    The  interpretation  and   ignoring  the  decimal  point,  then  
*To  conserve,  in  mathematical   number  concepts.   meaning  of  remainders  can  cause   adjusting  the  answer  by  
terms,  means  the  amount  stays   To  be  useful,  addition  and   difficulty  for  some  learners.  This  is   counting  decimal  places,  does  
the  same  regardless  of  the   subtraction  facts  need  to  be   especially  true  if  calculators  are   not  give  the  learner  an  
arrangement.   recalled  automatically.  Research   being  used.  For  example,   understanding  of  why  it  is  done.  
Learners  who  have  been   clearly  indicates  that  there  are   67  ÷  4  =  16.75.  This  can  also  be   Application  of  place  value  
encouraged  to  select  their  own   more  effective  ways  to  do  this   shown  as  16¾  or  16  r3.  Learners   knowledge  must  precede  this  
apparatus  and  methods,  and   than  “drill  and  practice”.  Above   need  practice  in  producing   application  of  pattern.  
who  become  accustomed   all,  it  helps  to  have  strategies   appropriate  answers  when   Measurement  is  an  excellent  
to  discussing  and  questioning   for  working  them  out.  Counting   using  remainders.  For  example,   way  of  exploring  the  use  of  
their  work,  will  have  confidence   on,  using  doubles  and  using  10s   for  a  school  trip  with  25  students,   fractions  and  decimals  and  their  
in  looking  for  alternative   are  good  strategies,  although   only  buses  that  carry  20  students   interchange.  
approaches  when  an  initial   learners  frequently  invent   are  available.  A  remainder  could   Students  should  be  given  many  
attempt  is  unsuccessful.   methods  that  work  equally  well   not  be  left  behind,  so  another  bus   opportunities  to  discover  the  
Estimation  is  a  skill  that  will   for  themselves.    Difficulties  with   would  be  required!  Calculator   link  between  fractions  and  
develop  with  experience  and   fractions  can  arise  when   skills  must  not  be  ignored.  All   division.  
will  help  children  gain  a  “feel”   fractional  notation  is  introduced   answers  should  be  checked  for   A  thorough  understanding  of  
for  numbers.  Children  must   before  students  have  fully   their  reasonableness.   multiplication,  factors  and  large  
be  given  the  opportunity  to   constructed  meaning   By  reflecting  on  and  recording   numbers  is  required  before  
check  their  estimates  so  that   about  fraction  concepts.   their  findings  in  mathematics   working  with  exponents.  
they  are  able  to  further     learning  logs,  students  begin  to    
refine  and  improve  their   notice  patterns  in  the    
estimation  skills.   numbers  that  will  further  develop  
There  are  many  opportunities  in   their  understanding.  
the  units  of  inquiry  and  during    
the  school  day  for  students  to  
practise  and  apply  number  
concepts  authentically.  
 

 
  

Math’s  Scope  and  Sequence:  Learning  continuum  for  Pattern  and  Function  

Pattern  and  function  

 
Overall  Expectations  
Phase  1  (Nursery,  Pre-­‐k  and  Kindergarten)  
Learners  will  understand  that  patterns  and  sequences  occur  in  everyday  situations.  They  will  be  able  to  identify,  describe,  extend  
and  create  patterns  in  various  ways.  
 
Phase  2  (Grade  1  and  Grade  2)  
Learners  will  understand  that  whole  numbers  exhibit  patterns  and  relationships  that  can  be  observed  and  described,  and  that  the  
patterns   can   be   represented   using   numbers   and   other   symbols.   As   a   result,   learners   will   understand   the   inverse   relationship  
between   addition   and   subtraction,   and   the   associative   and   commutative   properties   of   addition.   They   will   be   able   to   use   their  
understanding  of  pattern  to  represent  and  make  sense  of  real-­‐life  situations  and,  where  appropriate,  to  solve  problems  involving  
addition  and  subtraction.  
 
Phase  3  (Grade  3  and  4)  
Learners   will   analyse   patterns   and   identify   rules   for   patterns,   developing   the   understanding   that   functions   describe   the   relationship  
or   rules   that   uniquely   associate   members   of   one   set   with   members   of   another   set.   They   will   understand   the   inverse   relationship  
between  multiplication  and  division,  and  the  associative  and  commutative  properties  of  multiplication.  They  will  be  able  to  use  their  
understanding  of  pattern  and  function  to  represent  and  make  sense  of  real-­‐life  situations  and,  where  appropriate,  to  solve  problems  
involving  the  four  operations.  
 
Phase  4  (Grade  4  and  5)  
Learners   will   understand   that   patterns   can   be   represented,   analysed   and   generalized   using   algebraic   expressions,   equations   or  
functions.   They   will   use   words,   tables,   graphs   and,   where   possible,   symbolic   rules   to   analyse   and   represent   patterns.   They   will  
develop  an  understanding  of  exponential  notation  as  a  way  to  express  repeated  products,  and  of  the  inverse  relationship  that  exists  
between  exponents  and  roots.  The  students  will  continue  to  use  their  understanding  of  pattern  and  function  to  represent  and  make  
sense  of  real-­‐life  situations  and  to  solve  problems  involving  the  four  operations.  
 
 
 

 
 Nursery      Pre-­‐K      Kindergarten                                                Grade  1                      Grade  2                                  Grade  3                                                          Grade  4                                                        Grade  5  

Phase  1   Phase  2   Phase  3   Phase  4  

Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:  

When  constructing  meaning   When  constructing  meaning   When  constructing  meaning   When  constructing  meaning  
learners:   learners:   learners:   learners:  

  •  understand  that  patterns  can   •  understand  that  patterns  in   •  understand  that  patterns  can  
be  found  in  numbers,  for   numbers  and  shapes  can  be   be  generalized  by  a  rule  
•  understand  that  patterns  can  
example,  odd  and  even   analysed  and  rules  identified  
be  found  in  everyday  situations,    
numbers,  skip  counting  
for  example,  sounds,  actions,   •  understand  that  multiplication  
•  understand  that  patterns  can  
objects,  nature.   •  understand  the  inverse   is  repeated  addition  and  that  
be  represented,  analysed  and  
relationship  between  addition   division  is  repeated  subtraction  
generalized  using  tables,  graphs,  
and  subtraction  
•  understand  the  inverse   words,  and,  when  possible,  
•  understand  the  associative  and   relationship  between   symbolic  rules.  
commutative  properties  of   multiplication  and  division  
addition.  
•  understand  the  associative  
and  commutative  properties  of  
multiplication.  
when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into  
symbols  learners:   symbols  learners:   symbols  learners:   symbols  learners:  

  •  represent  patterns  in  a  variety   •  describe  the  rule  for  a  pattern   •  represent  the  rule  of  a  pattern  
of  ways,  for  example,  using   in  a  variety  of  ways   by  using  a  function  
•  describe  patterns  in  various  
words,  drawings,  symbols,  
ways,  for  example,  using  words,   •  represent  rules  for  patterns   •  analyse  pattern  and  function  
materials,  actions,  numbers  
drawings,  symbols,  materials,   using  words,  symbols  and  tables   using  words,  tables  and  graphs,  
actions,  numbers.   •  describe  number  patterns,  for   and,  when  possible,  symbolic  
•  identify  a  sequence  of  
example,  odd  and  even   rules.  
operations  relating  one  set  of  
numbers,  skip  counting.  
 numbers  to  another  set.  

When  applying  with   When  applying  with   When  applying  with   When  applying  with  
understanding  learners:   understanding  learners:   understanding  learners:   understanding  learners:  

  •  extend  and  create  patterns  in   •  select  appropriate  methods  for   •  select  appropriate  methods  to  
numbers,  for  example,  odd  and   analyse  patterns  and  identify  
•  extend  and  create  patterns.   representing  patterns,  for  
even  numbers,  skip  counting   rules  
example  using  words,  symbols  
•  use  number  patterns  to  
and  tables   •  use  functions  to  solve  
represent  and  understand  real-­‐
problems.  
life  situations   •  use  number  patterns  to  make  
•  use  the  properties  and   predictions  and  solve  problems  
relationships   •  use  the  properties  and  
of  addition  and  subtraction  to   relationships  of  the  four  
solve  problems.   operations  to  solve  problems.  
Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and  
Learning  activities   Learning  activities   Learning  activities   Learning  activities  

-­‐printing  with  sponges  to  create   -­‐Four-­‐function  calculators  can  be   -­‐Function  machines   -­‐CAME  activity  –  mobile  phones-­‐  
and  extend  patterns   used  to  explore  number   people  sending  texts  in  a  
-­‐Venn  /Tree  diagrams  
patterns.   shopping  centre.  
-­‐using  mosaic  tiles  to  create  
-­‐Number  games,  e.g.  think  of  a  
patterns   -­‐Counting  in  number  patterns   -­‐Spiders  in  the  bath  
number  &  partner  asks  
forwards  and  backwards.  
-­‐making  pasta  /  beaded   multiplication  and  division   -­‐Shape  –  edges,  vertices,  faces  –  
necklaces  with  patterns   -­‐Washing  line  of  numbers  in   questions  until  they  guess  the   relationship-­‐  come  up  with  a  
patterns,  groups  and  play   number.   formula.  
-­‐chalking  patterns  on  the  ground  
relevant  number  games  i.e.  
-­‐Investigate  times  tables  and   -­‐Body  part  relationship  formula:  
-­‐number  patterns  with  magnetic   remove  a  number  etc.  
number  patterns.   eg  arm  span  =  height  
boards  and  numbers  
-­‐Patterns  in  multiplication  and  
-­‐  Finding  missing  elements  of   -­‐Look  for  resources  (books)  
-­‐during  music,  making  sound   division  problem  solving  –  
sequences;  extending  sequence   online  
patterns  with  instruments  and   sharing  objects  etc.  
-­‐  Make  up  own  sequences  for  
-­‐Give  the  students  an  answer  to  
our  bodies   a  problem  and  ask  them  to  come   partner  to  guess  the  pattern    
up  with  a  calculation.  
-­‐movement  patterns  during   -­‐human  number  sentences  &    
dance  and  P.E.   Notes   patterns  –  children  put  
 
themselves/partners  into  correct  
-­‐recognising  patterns  in  nature,   -­‐An  operation  is  commutative  if  
formation  –  helps  to  recognize    
investigating  pattern  during   a  change  in  the  order  of  the  
inversion  and  number  sequence  
nature  walks  etc.   numbers  does  not  change  the    
rules  
results.  This  means  the  numbers  
-­‐using  construction  materials    
can  be  swapped.      
e.g.  duplo  to  explore  pattern  
(e.g.  4  +  5  =  5  +  4)   Notes    
 
-­‐An  operation  is  associative  if  a   Patterns  are  central  to  the   Notes  
Notes  
change  in  grouping  does  not   understanding  of  all  concepts  in  
Algebra  is  a  mathematical  
The  world  is  filled  with  pattern   change  the  results.  This  means   mathematics.  They  are  the  basis  
language  using  numbers  and  
and  there  will  be  many   the  parenthesis  (or  brackets)  can   of  how  our  number  system  is  
symbols  to  express  relationships.  
opportunities  for  learners   be  moved.    
organized.  Searching  for,  and   When  the  same  relationship  
to  make  this  connection  across    E.g  (4  +  5)  +  6  =  5  +  (4  +  6)   identifying,  patterns  helps  us  to  
works  with  any  number,  algebra  
the  curriculum.   see  relationships,  make  
Students  will  apply  their   uses  letters  to  represent  the  
generalizations,  and  is  a   generalization.  
A  range  of  manipulatives  can  be   understanding  of  pattern  to  the  
powerful  strategy  for  problem  
used  to  explore  patterns   numbers  they  already  know.  The  
solving.  Functions  develop  from   Letters  can  be  used  to  represent  
including  pattern  blocks,   patterns  they  find  will  help  to  
the  study  of  patterns  and  make   the  quantity.  
attribute  blocks,  colour  tiles,   deepen  their  understanding  of  a   it  possible  to  predict  in  
 
range  of  number  concepts.   mathematics  problems.  
calculators,  number  charts,  
beans  and  buttons.    
 

 
  

Math’s  Scope  and  Sequence:  Learning  continuum  for  Space  and  Shape  

Shape  and  space  

 
Overall  Expectations  
Phase  1  (Nursery,  Pre-­‐K  and  kindergarten)  
Learners  will  understand  that  shapes  (2D  and  3D)    have  characteristics  that  can  be  described  and  compared.  They  will  understand  
and  use  common  language  to  describe  paths,  regions  and  boundaries  of  their  immediate  environment.  
 
Phase  2  (Grade  1  and  2)  
Learners  will  continue  to  work  with  2D  and  3D  shapes,  developing  the  understanding  that  shapes  are  classified  and  named  according  
to   their   properties.   They   will   understand   that   examples   of   symmetry   and   transformations   can   be   found   in   their   immediate  
environment.  Learners  will  interpret,  create  and  use  simple  directions  and  specific  vocabulary  to  describe  paths,  regions,  positions  
and  boundaries  of  their  immediate  environment.  
 
Phase  3  (Grade  3  and  4)  
Learners  will  sort,  describe  and  model  regular  and  irregular  polygons,  developing  an  understanding  of  their  properties.  They  will  be  
able   to   describe   and   model   congruency   and   similarity   in   2D   shapes.   Learners   will   continue   to   develop   their   understanding   of  
symmetry,  in  particular  reflective  and  rotational  symmetry.  They  will  understand  how  geometric  shapes  and  associated  vocabulary  
are  useful  for  representing  and  describing  objects  and  events  in  real-­‐world  situations.  
 
Phase  4  (Grade  4  and  5)  
Learners  will  understand  the  properties  of  regular  and  irregular  polyhedra.  They  will  understand  the  properties  of  2D  shapes  and  
understand   that   2D   representations   of   3D   objects   can   be   used   to   visualize   and   solve   problems   in   the   real   world,   for   example,  
through  the  use  of  drawing  and  modelling.  They  will  apply  the  language  and  notation  of  bearing  to  describe  direction  and  position.  
 
 

 
  

Nursery      Pre-­‐K      Kindergarten                                                Grade  1                      Grade  2                                  Grade  3                                                          Grade  4                                                        Grade  5  

Phase  1   Phase  2   Phase  3   Phase  4  

Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:  

When  constructing  meaning   When  constructing  meaning   When  constructing  meaning   When  constructing  meaning  
learners:   learners:   learners:   learners:  

-­‐understand  that  2D  and  3D   •  understand  that  there  are   •  understand  the  common   •  understand  the  common  
shapes  have  characteristics  that   relationships  among  and   language  used  to  describe   language  used  to  describe  
can  be  described  and  compared     between  2D  and  3D  shapes   shapes   shapes  
•  understand  that  2D  and  3D  
  •  understand  the  properties  of   •  understand  the  properties  of  
shapes  can  be  created  by  putting  
regular  and  irregular  polygons   regular  and  irregular  polyhedra  
-­‐understand  that  common   together  and/or  taking  apart  
language  can  be  used  to   other  shapes   •  understand  congruent  or   •  understand  systems  for  
describe  position  and  direction,   •  understand  that  examples  of   similar  shapes   describing  position  and  direction  
for  example,  inside,  outside,   symmetry  and  transformations  
•  understand  that  lines  and  axes   •  understand  that  2D  
above,  below,  next  to,  behind,  in   can  be  found  in  their  immediate  
environment   of  reflective  and  rotational   representations  of  3D  objects  
front  of,  up,  down.  
•  understand  that  geometric   symmetry  assist  with  the   can  be  used  to  visualize  
shapes  are  useful  for   construction  of  shapes   and  solve  problems  (plans  and  
representing  real-­‐world   nets)  
•  understand  an  angle  as  a  
situations   •  understand  that  geometric  
measure  of  rotation  
•  understand  that  directions  can   ideas  and  relationships  can  be  
be  used  to  describe  pathways,   •  understand  that  directions  for   used  to  solve  problems  in  other  
regions,  positions  and   location  can  be  represented  by   areas  of  mathematics  and  in  real  
boundaries  of  their  immediate   coordinates  on  a  grid   life.  
environment.   •  understand  that  visualization  
of  shape  and  space  is  a  strategy  
 for  solving  problems.  

when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into  
symbols  learners:   symbols  learners:   symbols  learners:   symbols  learners:  

•  sort,  describe  and  compare  3D   •  sort,  describe  and  label  2D  and   •  sort,  describe  and  model   •  analyse,  describe,  classify  and  
shapes   3D  shapes   regular  and  irregular  polygons   visualize  2D  (including  circles,  
triangles  and  quadrilaterals)  and  
•  describe  position  and   •  analyse  and  describe  the   •  describe  and  model  
3D  shapes,  using  geometric  
direction,  for  example,  inside,   relationships  between  2D  and   congruency  and  similarity  in  2D  
vocabulary  
outside,  above,  below,  next  to,   3D  shapes   shapes  
behind,  in  front  of,  up,  down.   •  describe  lines  and  angles  using  
•  create  and  describe   •  Identify  and  name  points,  line  
geometric  vocabulary  
symmetrical  patterns   segments,  parallel  and  
•  identify  and  use  the  language  
intersecting  lines  on  shapes  
•  identify  lines  of  reflective   and  notation  of  bearing  to  
symmetry   •  analyse  angles  by  comparing   describe  direction  and  position  
and  describing  rotations:  whole   •  create  and  model  how  a  2D  
•  represent  ideas  about  the  real   net  converts  into  a  3D  shape  and  
turn;  half  turn;  quarter  turn;  
world  using  geometric   vice  versa  
identify  right  angles;  
vocabulary  and  symbols,  for  
example,  through  oral   •Recognise  and  use  north,   •  explore  the  use  of  geometric  
description,  drawing,  modelling,   south,  east  and  west  on  a   ideas  and  relationships  to  solve  
labelling   compass   problems  in  other  areas  of  
•  interpret  and  create  simple   mathematics.  
•  locate  features  on  a  grid  using  
directions,  describing  paths,  
coordinates  
regions,  positions  and  
•  Identify  and  name  points,  line  
boundaries  of  their  immediate  
segments,  parallel  and  
environment.  
intersecting  lines  on  shapes  
 

 
When  applying  with   When  applying  with   When  applying  with   When  applying  with  
understanding  learners:   understanding  learners:   understanding  learners:   understanding  learners:  

•  explore  and  describe  the   •  analyse  and  use  what  they   •  analyse  and  describe  2D  and   •  use  geometric  vocabulary  
paths,  regions  and  boundaries  of   know  about  3D  shapes  to   3D  shapes,  including  regular  and   when  describing  shape  and  
their  immediate  environment   describe  and  work   irregular  polygons,  using   space  in  mathematical  situations  
(inside,  outside,  above,  below)   geometrical  vocabulary   and  beyond  
with  2D  shapes  
and  their  position  (next  to,   •  identify,  describe  and  model  
•  apply  the  language  and  
behind,  in  front  of,   •  recognize  and  explain  simple   congruency  and  similarity  in  2D  
notation  of  bearing  to  describe  
up,  down).   symmetrical  designs  in  the   shapes  
direction  and  position  
environment   •  recognize  and  explain  
•  apply  knowledge  of  symmetry   symmetrical  patterns  also  in  the   •  use  2D  representations  of  3D  
to  problem-­‐solving  situations   environment   objects  to  visualize  and  solve  
•  interpret  and  use  simple     problems,  for  example  using  
directions,  describing  paths,   drawings  or  models.  
regions,  positions  and  
boundaries  of  their  immediate  
environment.  

Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and  
Learning  activities   Learning  activities   Learning  activities   Learning  activities  

Exploring  shape  across  early   Exploring  shape  through  hands   Activities  should  allow  the   Activities  should  allow  students  
childhood  through  kinesthetic   on  activities,  linking  shapes  to   students  to  make  links  to  the   to  solve  real  life  problems  
activities  such  as:     their  everyday  world.   real  world  and  allow  them  to   involving  shape  and  space.  
apply  their  understanding  of  
-­‐using  feely  bags  with  3D/2D   -­‐Find  examples  of  shapes  in  their   Examples:    
shapes  to  solve  problems.  
shapes.   lives:  
-­‐Using  2D  shapes  to  plan  out  3D  
 
-­‐Art  –printing  with  different   1)  draw  the  shapes  they  see  in   shapes  e.g.  birds  eye  view  plan  
shaped  sponges.   their  bedroom.   Finding  examples  of  shapes  in   for  furniture  layout.  
their  lives:  
-­‐making  necklaces  with  different   2)  look  for  shapes  they  can  see   -­‐Solving  word  problems  and  
shaped  3D  shaped  beads  to   on  their  way  to  school.   -­‐look  for  shapes  in  their   investigating  real  life  shape  
explore  patterns.   3)  Bring  in  containers  e.g  food   environment.   problems  e.g  fencing.  
boxes  in  particular  3D  shapes  –
-­‐  making  models  with  3D  shapes   -­‐Find  examples  of  repeating   -­‐Using  outdoor  maths  to  explore  
link  to  healthy  habits  unit.  
patterns,  symmetry  in  their  lives-­‐   angles.  
-­‐Singing  songs  as  a  class  e.g.  ‘I’m  
4)  Take  pictures  of  shapes  they   take  photographs  e.g.  rugs,  
a  little  circle’     -­‐Dictation  drawing  of  shapes  
see  on  their  holidays,  at  home   carpets,  wall  paper,  mosaics  etc.  
-­‐‘Reflection  unit’  –(Pre-­‐K)  use   etc.   Feely  bag  of  shapes  to  revise  
‘Celebrations  unit’  explore  
mirrors  to  explore  shapes.   properties  
ART:   patterns  used  commonly  in  
-­‐Looking  at  shapes  in  the  child’s   different  religions  and  cultures.    
-­‐make  2D  and  3D  shapes  out  of  
world.    During  the  ‘Senses’  unit  
coloured  card  and  paper.   -­‐find  acute  and  obtuse  angles  in   Position  activities:    
explore  shapes  in  nature  and  
their  environment.  
‘Wheels  on  the  Bus’  –explore   Draw  ‘shape  people’  and   -­‐playing  battleships.  
shapes  of  different  transport  e.g.   pictures  using  2D  shapes.   -­‐Constructing  3D  shapes  from  
wheels.   different  materials.  e.g.  using    
-­‐Explore  artists  that  use  shape  
card  and  nets  to  make  shapes.  
Position  activities-­‐  describe   e.g.  klimt,  Kandinsky  etc.    
where  a  teddy  bear  is  e.g  inside   recreate  art  work   Also  using  gummy  bears  and    
a  box,  above  it  etc.  Describe   cocktail  sticks  to  make  3D  
-­‐use  different  materials  to  create    
their  position  in  relation  to  their   shapes.  
symmetrical  patterns.  
peers.  ‘I’m  in  front  of  the  
Sorting  shapes  using  Venn    
teacher’.   -­‐use  computer  programs  e.g.  
diagrams  e.g  triangles,  shapes  
paint  to  create  symmetrical    
  with  different  angles.  
patterns.  
 
  Play  games.e.g  guess  the  shape  
Position  Activities:  
from  a  description.    Describe  a    
 
-­‐Use  logo  to  give  and  follow   shape  and  partner  draw  it.  
 
  instructions.      
Position  activities:  Using  maps  in  
  PE:  follow  direction  instructions   unit  work  to  use  coordinates  to    
to  move  around  a  circuit.  Direct   locate  places  on  a  map.    
 
each  other  around  the  play  
PE:  Complete  orienteering    
Notes   ground.   activities  in  PE.   Notes  

Learners  need  many   Map  work  –  using  maps  -­‐ Combine  shape  and  position  – Tools  such  as  compasses  and  
opportunities  to  experience   compass  point  directions  and   each  child  draws  a  picture  with   protractors  are  commonly  used  
shape  and  space  in  a  direct   coordinates  to  locate  objects  on   different  shapes.    Describe   to  solve  problems  in  real-­‐life  
a  map.   picture  to  a  friend  and  friend  has   situations.  However,  care  should  
kinesthetic  manner,  for  example,  
to  draw  shapes  as  described.    
through  play,  construction  and   Notes   be  taken  to  ensure  that  students  
Afterwards  compare  pictures.  
movement.   have  a  strong  understanding  of  
Learners  need  to  understand  the  
Notes   the  concepts  embedded  in  the  
The  manipulatives  that  they  
properties  of  2D  and  3D  shapes   problem  to  ensure  meaningful  
interact  with  should  include  a   Computer  and  web-­‐based  
engagement  with  the  tools  
range  of  3D  shapes,  in   before  the  mathematical   applications  can  be  used  to  
vocabulary  associated  with   explore  shape  and  space   and  full  understanding  of  the  
particular  the  real-­‐life  objects  
shapes  makes  sense  to  them.   solution.  
with  which  children  are  familiar.   concepts  such  as  symmetry,  
Through  creating  and  
2D  shapes  (plane  shapes)  are  a   angles  and  coordinates.    
more  abstract  concept  but   manipulating  shapes,  learners  
The  units  of  inquiry  can  provide    
align  their  natural  vocabulary  
can  be  understood  as  faces  of  3D   authentic  contexts  for  
with  more  formal  mathematical  
shapes.   developing  understanding  
vocabulary  and  begin  to  
  of  concepts  relating  to  location  
appreciate  the  need  for  this  
and  directions.  
  precision.  

   

 
  

Math’s  Scope  and  Sequence:  Learning  continuum  for  Measurement  

Measurement  
 
Overall  Expectations  
Phase  1  (Nursery,  Pre-­‐K  and  Kindergarten)  
Learners  will  develop  an  understanding  of  how  measurement  involves  the  comparison  of  objects  and  the  ordering  and  sequencing  of  
events.  They  will  be  able  to  identify,  compare  and  describe  attributes  of  real  objects  as  well  as  describe  and  sequence  familiar  events  
in  their  daily  routine.  
 
Phase  2  (Grade  1  and  2)  
Learners   will   understand   that   standard   units   allow   us   to   have   a   common   language   to   measure   and   describe   objects   and   events,   and  
that   while   estimation   is   a   strategy   that   can   be   applied   for   approximate   measurements,   particular   tools   allow   us   to   measure   and  
describe   attributes   of   objects   and   events   with   more   accuracy.   Learners   will   develop   these   understandings   in   relation   to  
measurement  involving  length,  mass,  capacity,  money,  temperature  and  time.  
 
Phase  3  (Grade  3  and  4)  
Learners   will   continue   to   use   standard   units   to   measure   objects,   in   particular   developing   their   understanding   of   measuring  
perimeter,   area   and   volume.   They   will   select   and   use   appropriate   tools   and   units   of   measurement,   and   will   be   able   to   describe  
measures   that   fall   between   two   numbers   on   a   scale.   The   learners   will   be   given   the   opportunity   to   construct   meaning   about   the  
concept  of  an  angle  as  a  measure  of  rotation.  
 
Phase  4  (Grade  4  and  5)  
Learners  will  understand  that  a  range  of  procedures  exists  to  measure  different  attributes  of  objects  and  events,  for  example,  the  
use   of   formulas   for   finding   area,   perimeter   and   volume.   They   will   be   able   to   decide   on   the   level   of   accuracy   required   for   measuring  
and  using  decimal  and  fraction  notation  when  precise  measurements  are  necessary.  To  demonstrate  their  understanding  of  angles  
as  a  measure  of  rotation,  the  learners  will  be  able  to  measure  and  construct  angles.  
 
 
 

 
  

Nursery      Pre-­‐K      Kindergarten                                                Grade  1                      Grade  2                                  Grade  3                                                          Grade  4                                                        Grade  5  

Phase  1   Phase  2   Phase  3   Phase  4  
Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:  
When  constructing  meaning   When  constructing  meaning   When  constructing  meaning   When  constructing  meaning  learners:  
learners:   learners:   learners:    
      •understand  procedures  for  finding  
•  understand  that  attributes  of   •  understand  the  use  of  standard   •  understand  the  use  of  standard   area,  perimeter  and  volume  
real  objects  can  be  compared  and  
units  to  measure,  for  example,   units  to  measure  perimeter,  area    
described,  for  example,  longer,   length,  mass,  money,  time   and  volume,  use  vocabulary  and   •  understand  the  relationships  between  
shorter,  heavier,  empty,  full,     abbreviations   area  and  perimeter,  between  area  and  
hotter,   •  understand  that  tools  can  be     volume,  and  between  volume  and  capacity  
colder   used  to  measure   •  understand  that  measures  can    
    fall   •  understand  unit  conversions  within  
•  understand  that  events  in  daily  
•  understand  that  calendars  can   between  numbers  on  a   measurement  systems  (metric  or  
routines  can  be  described  and   be   measurement  scale,  for  example,   customary)  
sequenced,  for  example,  before,   used  to  determine  the  date,  and   3½  kg,  between  4  cm  and  5  cm    
after,  bedtime,  storytime,  today,   to     • Understand  how  to  work  out  
tomorrow   identify  and  sequence  days  of  the   •  understand  relationships   problems  with  time.  
  week  and  months  of  the  year   between  
  units,  for  example,  metres,  
•  understand  that  time  is   centimetres  and  millimetres  
measured    
using  universal  units  of  measure,   •  understand  an  angle  as  a  
for  example,  years,  months,  days,   measure  of  rotation  
hours,  minutes  and  seconds  
 
when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into  symbols  
symbols  learners:   symbols  learners:   symbols  learners:   learners:  
       
•  identify,  compare  and  describe   •  estimate  and  measure  objects   •  estimate  and  measure  using   •develop  and  describe  formulas  for  
attributes  of  real  objects,  for   using  standard  units  of   standard  units  of  measurement:   finding  perimeter,  area  and  volume  
example,  longer,  shorter,  heavier,   measurement:  length,  mass,   perimeter,  area  and  volume    
empty,  full,  hotter,  colder   capacity,  and  money       •  use  decimal  and  fraction  notation  in  
    •  describe  measures  that  fall   measurement,  for  example,  3.2  cm,  1.47  
•  compare  the  length,  mass  and   •  read  and  write  the  time  to  the   between  numbers  on  a  scale  to   kg,  1½  miles  read  and  interpret  scales  on  a  
capacity  of  objects  using     hour,  half  hour  and  quarter  hour   the  nearest  tenth  of  a  unit   range  of  measuring  instruments  
nonstandard  units        
  •  estimate  and  compare  lengths     •  measure  and  construct  angles  in  
•  identify,  describe  and  sequence   of  time:  second,  minute,  hour,   •  read  and  write  digital  and   degrees  using  a  protractor  
events  in  their  daily  routine,  for   day,  week  and  month.   analogue  time  on  12-­‐hour  and    
example,  before,  after,  bedtime,   24-­‐hour  clocks  and  use   •  carry  out  simple  unit  conversions  
storytime,  today,  tomorrow.   Timetables  and  calendars   within  a  system  of  measurement  
  (metric  or  customary)  
 
When  applying  with   When  applying  with   When  applying  with   When  applying  with  understanding  
understanding  learners:   understanding  learners:   understanding  learners:   learners:  
       
•  describe  observations  about   •  use  standard  units  of   •  use  standard  units  of   •  select  and  use  appropriate  units  
events  and  objects  in  real-­‐life   measurement  to  solve  problems   measurement  to  solve  problems   of  measurement  and  tools  to  solve  
situations   in  real-­‐life  situations  involving   in  real-­‐life  situations  involving   problems  in  real-­‐life  situations  
  length,  mass,  capacity,  and   perimeter,  area  and  volume  and    
•  use  non-­‐standard  units  of   money     temperatures   •  determine  and  justify  the  level  of  
measurement  to  solve  problems       accuracy  required  to  solve  real-­‐life  
in   •  use  measures  of  time  to  assist   •  select  appropriate  tools  and   problems  involving  measurement  
real-­‐life  situations  involving   with  problem  solving  in  real-­‐life   units  of  measurement    
length,   situations     •  use  decimal  and  fractional    
mass  and  capacity     •  use  timelines  in  units  of  inquiry   notation  in  measurement,  for  example,  3.2  
  and  other  real-­‐life  situations     cm,  1.47  kg,  1½  miles  
using  timetables  and  calendars    
•  use  timetables  and  schedules  (12-­‐  
hour  and  24-­‐hour  clocks)  in  real-­‐life  
situations  
 
•  determine  times  worldwide  
Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and  
Learning  activities   Learning  activities   Learning  activities   Learning  activities  
-­‐sorting  games  for  length,  size,   -­‐Start  measuring  length  with       -­‐Measuring  body  parts  
etc  using  a  range  of  toys  and  art   hands,  pencils,  cubes  etc  before   Cooking  –  weighing  ingredients   -­‐Baking  
resources.   using  standard  units  of   -­‐Estimating  then  checking  the   -­‐Mini  Olympics  (ant)  find  out  the  perimeter  
  measurement.     weight  of  objects  using  scales   of  the  track  or  swimming  pool,  capacity  of  
-­‐height  charts,  class  to  order   -­‐Children  measure  things  in  the   -­‐Temperature  reading  activities  in   ant  crowd.  
themselves  according  to  height   classroom.   different  locations.   Out  side  –  area  in  comparison  to  
  -­‐Moving  on,  the  students  will  use   -­‐Estimating  then  measuring  how   professional  pitches,  invent  a  game  and  
-­‐sand  and  water  activities  to   relevant  tools  to  accurately   many  activities  can  be  done  in  a   decide  what  size  and  shape  your  pitch  
explore  capacity  and  volume,   measure  both  weight  and   minute   would  be  –  draw  it  and  then  we  can  play!  
concepts  of  full  and  empty   capacity.     -­‐Estimating  then  checking  volume   CAME  ruler  activity  –  WMG  ruler  and  
  -­‐In  art  make  life  size  bodies  and   capacity  of  different  containers   measuring  
-­‐positional  language  games  –   measure,  introduce     -­‐Timing  each  other  to  do  races,  problems.  
where  is  the  bear?  Behind  the   circumference.  Weighing  and   -­‐Measuring  using  different,  yet   -­‐Athletics  –  measuring  distance  jumped,  
chair  etc   measuring  real  objects  that  the   appropriate  equipment,  e.g.   thrown  etc.  
  students  have  selected.  Measure   trundle  wheel,  ruler,  etc.  Discuss   -­‐Cinema  listing  –  organize  a  date  inc  time  
-­‐art  activities  using  same  shapes  
each  other’s  feet  and  shoes   which  is  most  appropriate  for  the   to  meet  and  leave  etc.  inc  money.  
in  different  sizes  to  make  collages  
arrange  in  sequential  order.     purpose?  Compare  relationships   -­‐Highlight  angles  in  photo  of  a  known  
  -­‐Washing  line  of  size  of  socks  –   between  measurements  e.g  cm   structure  –  a  building  in  Turin.    
-­‐sequencing  daily  activities  with   students  to  bring  in  a  sock  or  pair   and  metres,  km  etc.       -­‐Draw  a  picture  using  a  ruler  and  measure  
photo  stories,  books     of  socks.  This  could  be  done  with     angles  –  repeat  with  guidelines  eg.  One  
  other  items  of  clothing.  Weighing   Finding  the  perimeter  and  area  of   angle  must  be  90  degrees.  
-­‐keeping  weather  diaries  and   and  comparing  dry  and  wet   everyday  objects  at  school  and   http://www.amblesideprimary.com/  
measuring  temperature  with   objects  again  brought  in  from   home,  e.g.  desk  top,  maths  book,   ambleweb/mentalmaths/angleshapes.html  
thermometers.   home.   classroom  floor.    
      -­‐Draw  with  chalk  some  rectilinear  shapes  
-­‐using  hand  spans  and  paces  to  
-­‐Relate  counting  patterns  to  time,   -­‐Design  a  new  ‘garden  game’.   outside  using  metre  sticks.  Then  instruct  
measure  distances  in  playground.   i.e.  counting  in  5’s  =  5  past,  10   Research  available  space  and   chn  to  stand  on  an  acute  angle  etc.  
  past,  15  past.,   then  design  and  mark  out  the    
    pitch/court.    
  Estimating  how  long  an  activity      
Notes   will  take  to  do.  Students  can   -­‐Use  mental  maths  sessions  to   Notes  
Learners  need  many   choose,  estimate  and  carry  out   work  out  problems  e.g  how  many   Learners  generalize  their  measuring  
opportunities  to  experience  and   activity  and  compare  estimate   cm  are  there  in  2m,  20m,  200m   experiences  as  they  devise  procedures  and  
quantify  measurement  in  a  direct   with  real  time.   etc   formulas  for  working  out  perimeter,  
kinesthetic  manner.  They  will     -­‐Measurement  of  self  –parts  of   area  and  volume.  
develop  understanding  of   Make  and  complete  family     body   While  the  emphasis  for  understanding  is  
measurement  by  using   birthday  calendar.     on  measurement  systems  commonly  used  
manipulatives  and  materials     Time-­‐  Linked  to  ancient   in  the  learner’s  world,  it  is  worthwhile  
from  their  immediate   Notes   civilizations  and  early  human  unit   being  aware  of  the  existence  of  other  
environment,  for  example,   Using  materials  from  their   –  time  line  and  time  periods.   systems  and  how  conversions  between  
containers  of  different  sizes,   immediate  environment,  learners   -­‐Telling  the  time  using  clock   systems  help  us  to  make  sense  of  them.  
sand,  water,  beads,  corks  and   can  investigate  how  units  are   manipulatives    
beans.   used  for  measurement      
  and  how  measurements  vary   -­‐Solving  time  problems  using  
  depending  on  the  unit  that  is   timetables,  calendars  linked  to  
  used.  Learners  will  refine  their   everyday  life.  
  estimation  and  measurement    
  skills  by  basing  estimations  on   Notes  
  prior  knowledge,  measuring  the   In  order  to  use  measurement  
  object  and  comparing  actual   more  authentically,  learners  
  measurements  with  their   should  have  the  opportunity  to  
   estimations.   measure  real  objects  in  
  real  situations.  The  units  of  
inquiry  can  often  provide  these  
realistic  contexts.  
A  wide  range  of  measuring  tools  
should  be  available  to  the  
students,  for  example,  
rulers,  trundle  wheels,  tape  
measures,  bathroom  scales,  
kitchen  scales,  timers,  analogue  
clocks,  digital  clocks,  stopwatches  
and  calendars.  There  are  an  
increasing  number  of  computer  
and  web  based  
applications  available  for  
students  to  use  in  authentic  
contexts.  Please  note  that  
outcomes  relating  to  angles  also  
appear  in  the  shape  and  space  
strand.  
 
 

 
 Maths  Scope  and  Sequence:  Learning  continuum  for  DATA  HANDLING  

Data  Handling  
 
Overall  Expectations  
Phase  1  (Nursery,  Pre-­‐K  and  kindergarten)  
Learners   will   develop   an   understanding   of   how   the   collection   and   organization   of   information   helps   to   make   sense   of   the   world.  
They  will  sort,  describe  and  label  objects  by  attributes  and  represent  information  in  graphs  including  pictographs  and  tally  marks.  
The  learners  will  discuss  chance  in  daily  events.  
 
Phase  2  (Grade  1  and  2)  
Learners  will  understand  how  information  can  be  expressed  as  organized  and  structured  data  and  that  this  can  occur  in  a  range  of  
ways.   They   will   collect   and   represent   data   in   different   types   of   graphs,   interpreting   the   resulting   information   for   the   purpose   of  
answering  questions.  The  learners  will  develop  an  understanding  that  some  events  in  daily  life  are  more  likely  to  happen  than  others  
and  they  will  identify  and  describe  likelihood  using  appropriate  vocabulary.  
 
Phase  3  (Grade  3  and  4)  
Learners  will  continue  to  collect,  organize,  display  and  analyse  data,  developing  an  understanding  of  how  different  graphs  highlight  
different  aspects  of  data  more  efficiently.  They  will  understand  that  scale  can  represent  different  quantities  in  graphs  and  that  mode  
can  be  used  to  summarize  a  set  of  data.  The  learners  will  make  the  connection  that  probability  is  based  on  experimental  events  and  
can  be  expressed  numerically.  
 
Phase  4  (Grade  4  and  5)  
Learners   will   collect,   organize   and   display   data   for   the   purposes   of   valid   interpretation   and   communication.   They   will   be   able   to   use  
the  mode,  median,  mean  and  range  to  summarize  a  set  of  data.  They  will  create  and  manipulate  an  electronic  database  for  their  
own   purposes,   including   setting   up   spreadsheets   and   using   simple   formulas   to   create   graphs.   Learners   will   understand   that  
probability  can  be  expressed  on  a  scale  (0–1  or  0%–100%)  and  that  the  probability  of  an  event  can  be  predicted  theoretically.  
 
 
 
 
 
 
 
 
 
 Nursery      Pre-­‐K      Kindergarten                                                Grade  1                      Grade  2                                  Grade  3                                                          Grade  4                                                        Grade  5  
Phase  1   Phase  2   Phase  3   Phase  4  
Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:   Learning  Outcomes:  
When  constructing  meaning   When  constructing  meaning   When  constructing  meaning   When  constructing  meaning  
learners:   learners:   learners:   learners:  
•understand  that  sets  can  be   •  understand  that  sets  can  be   •  understand  that  relevant  data  can   •  understand  that  different  types  of  
organized  by  different  attributes   organized  by  one  or  more  attributes   be  collected,  displayed  and   graphs  have  special  purposes  
•  understand  that  information   •  understand  that  information   interpreted  using  simple  graphs,  for   •  understand  that  the  mode,  
about  themselves  and  their   about  themselves  and  their   example,  bar  graphs,  line  graphs   median,  mean  and  range  can  
surroundings  can  be  obtained  in   surroundings  can  be  collected  and   •  understand  that  scale  can   summarize  a  set  of  data  
different  ways   recorded  in  different  ways   represent  different  quantities  in   •  understand  that  probability  can  
•  discuss  chance  in  daily  events   •  understand  the  concept  of  chance   graphs   be  expressed  in  scale  (0–1)  or  per  
(impossible,  maybe,  certain)   in  daily  events  (impossible,  less   •  understand  that  the  mode  can  be   cent(0%–100%)  
  likely,  maybe,  most  likely,  certain).   used  to  summarize  a  set  of  data   •  understand  the  difference  
  •  understand  that  one  of  the   between  experimental  and  
purposes  of  a  database  is  to  answer   theoretical  probability.  
questions  and  solve  problems  
•  understand  that  probability  is  
based  on  experimental  events.  
when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into   when  transferring  meaning  into  
symbols  learners:   symbols  learners:   symbols  learners:   symbols  learners:  
•  represent  information  through   •  collect  and  represent  data  in   •collect,  display  and  interpret  data   •  collect,  display  and  interpret  data  
pictographs  and  tally  marks   different  types  of  graphs,  for   using  simple  graphs,  for  example,   in  circle  graphs  (pie  charts)  in  ICT  
•  sort  and  label  real  objects  by   example,  tally   bar  graphs,  line  graphs   and  line  graphs  
attributes   marks,  bar  graphs   •  identify,  read  and  interpret  range   •  identify,  describe  and  explain  the  
  •  represent  the  relationship   and  scale  on  graphs   range,  mode,  median  and  mean  in  a  
between  objects  in  sets  using  tree,   •identify  the  mode  of  a  set  of  data   set  of  data  
Venn  and  Carroll  diagrams   •  use  tree  diagrams  to  express   •  set  up  a  spreadsheet  using  simple  
•  express  the  chance  of  an  event   probability  using  simple  fractions.   formulas  to  manipulate  data  and  to  
happening  using  words  or  phrases   create  graphs  
(impossible,  less  likely,  maybe,  most   •  express  probabilities  using  scale  
likely,  certain).   (0–1)  or  per  cent  (0%–100%).  
When  applying  with   When  applying  with   When  applying  with   When  applying  with  
understanding  learners:   understanding  learners:   understanding  learners:   understanding  learners:  
•  create  pictographs  and  tally  marks   •  collect,  display  and  interpret  data   •  design  a  survey  and  systematically   •  design  a  survey  and  systematically  
•  create  living  graphs  using  real   for  the  purpose  of  answering   collect,  record,  organize  and  display   collect,  record,  organize  and  display  
objects  and  people*   questions   the  data  in  a  bar  graph,  circle  graph,   the  data  in  a  bar  graph,  circle  graph,  
•  describe  real  objects  and  events   •  create  a  pictograph  and  sample   line  graph   line  graph  
by  attributes.   bar  graph  of  real  objects  and   •  identify,  describe  and  explain  the   •  identify,  describe  and  explain  the  
 interpret  data  by  comparing   range,  mode,  median  and  mean  in  a   range,  mode,  median  and  mean  in  a  
quantities  (for  example,  more,   set  of  data   set  of  data  
fewer,  less  than,  greater  than)   •  create  and  manipulate  an   •  determine  the  theoretical  
•  use  tree,  Venn  and  Carroll   electronic  database  for  their  own   probability  of  an  event  and  explain  
diagrams  to  explore  relationships   purposes   why  it  might  differ  from  
between  data   •  determine  the  theoretical   experimental  probability.  
•  identify  and  describe  chance  in   probability  of  an  event  and  explain    
daily  events  (impossible,  less  likely,   why  it  might  differ  from  
maybe,  most  likely,  certain).   experimental  probability.  
Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and   Examples  of  Teaching  and  
Learning  activities   Learning  activities   Learning  activities   Learning  activities  
       
Probability  activities:   Probability  activities:   Probability  activities:  understand   Probability  activities:  
Teachers  discuss  the  probability   understand  the  concept  of   that  probability  is  based  on   Hypothesise  prior  to  experiment,  
of  events  in  class.  E.g.  what  is   chance  in  daily  events   experimental  events.   then  compare  following  
the  likelihood  it  will  rain  this   (impossible,  less  likely,maybe,   Investigating  the  probability  of   experiment.  Investigating  the  
afternoon  or  tomorrow   most  likely,  certain).   rolling  different  numbers  on  a   probability  of  rolling  different  
(especially  relevant  for   Likelihood  of  events  such  as:  no   dice,  of  tossing  a  coin.   numbers  on  a  dice,  of  tossing  a  
kindergarten  weather  unit).  Also   homework  tonight,  Mrs  Steinson     coin,  buttered  toast.  
with  regards  to  the  number  of   visiting  the  class,  snow  day,  day   Activities  for  sorting  data  and   Collating  the  data  and  expressing  
children  in  the  class  (What  is  the   off  for  good  behavior,  your   recording  it  in  graphs,  tally  etc.   it  in  terms  of  %probability  or  on  
chance  there  will  be  no  children   sandwich  talking  to  you..   Data  can  be  collected  during  unit   a  scale  0  –  10.  
in  school  tomorrow.    Is  likely  I     work.  For  example  Finite    
will  be  sick  tomorrow?)   Activities  for  sorting  data  and   Resources  Infinite  demands  in   Activities  for  sorting  data  and  
  recording  it  in  graphs,  tally  etc.   grade  3  and  Learn  to  Live  in   recording  it  in  graphs,  tally  etc.  
Activities  for  sorting  data  and   Collect  data  as  a  class  and  record   Grade  4.    This  data  can  be    
recording  it  in  graphs,  tally  etc.   the  same  data  in  a  variety  of   plotted  using  bar  charts,  pie   Data  can  be  collected  and  
Linked  to  Nursery  unit   ways  e.g.  create  a  tally  chart,   charts,  line  graphs.    Each  type  of   recorded  to  support  unit  work.  
‘Marvellous  Me’  –  st  could   make  a  human  graph,  pictograph   chart  can  be  analysed  for  its    
create  human  graphs,  tally   and  bar  chart.  Discuss  the   usefulness  and  questions   Construct  bar  graphs  and  line  
charts  of  eye,  hair  colour  etc.   advantages  of  displaying  data  in   relating  to  the  mean,  mode,   graphs  of  heart  rate  and  reaction  
  each  of  the  formats.  Why  do  we   median  can  be  formed.   times.  
Linked  to  Pre-­‐k  unit  ‘friends  and   need  to  record  it  and  display  it?      
family’  students  could  sort     Venn  diagrams  can  be  used   Collect  information  through  
pictures  of  family  and  friends   Link  data  collection  to  units  e.g.   when  sorting  shapes  e.g.   carrying  out  surveys  about  
into  two  groups.    Also  they  could   human  body  unit  –collect   triangles  in  grade  4  and   eating  habits  of  the  class.    Create  
sort  musical  instruments  into   physical  features  data  on  each   properties  of  shapes  in  Grade  3.   graphs  and  look  at  interpreting  
material  groups  e.g.  has  strings,   child.    Also  give  st  pictures  of     data  using  mode,  mean  ,  
made  of  wood  and  sort  songs   different  people  with  different   Line  graphs  can  be  created   median.  
into  fast,  slow  groups  or  songs   physical  features  and  ask  the   during  the  water  evaporation    
they  like/dislike.   student  to  group  them.    How  can   experiment  in  Grade  3  and  the   During  energy  unit  carry  out  
  we  display  this  information?   bean  growth  observation  in   surveys  to  find  out      how  energy  
Linked  to  Kindergarten  unit   Materials  unit  Grade  1  materials   Grade  4  ‘Circle  of  Life’  unit.   is  conserved  at  home  and  at  
‘weather’  students  to  observe   unit  sort  objects  into  Venn     school  and  present  information  
weather  and  record  it  using   diagrams  according  to  materials   Surveys  can  be  carried  out  to   in  graphs  etc.  
diagrams  and  using  a  simple   they  are  made  of.   collect  data  linked  to  the  Learn    
table  to  record  observations  in     to  live  unit  (how  much  people   Database  –  2Simple?  
their  weather  diary.   Grade  2  link  to  Healthy  Habits   eat,  sleep,  exercise  etc)    and    
  unit.  Sorting  food  into  groups   during  the  Finite  Resources,    
  depending  on  properties.     infinite  demands  unit  in  Grade  3.    
  Making  graphs  and  tally  charts      
  about  favourite  foods,  foods  the   Bar  graphs  can  be  used  to    
  children  eat  for  lunch  etc.   demonstrate  differences  in   Notes  
Notes   Record  information  about  family   temperature  at  different   A  database  is  a  collection  of  
Units  of  inquiry  will  be  rich  in   jobs  by  creating  a  class   locations  around  the  school  and   data,  where  the  data  can  be  
opportunities  for  collecting  and   pictograph,  bar  chart  etc.   line  graphs  can  be  used  to  show   displayed  in  many  forms.  
organizing  information.  It  may   Sort  jobs  into  categories/venn   changes  in  temperature   The  data  can  be  changed  at  any  
be  useful  for  the  teacher  to   diagrams  e.g.  deal  with  people,   throughout  the  day  in  one   time.  A  spreadsheet  is  a  type  of  
provide  scaffolds,  such  as   machinery,  etc.   location.  (G4)   database  where  information  is  
questions  for  exploration,  and       set  out  in  a  table.  Using  a  
the  modelling  of  graphs  and   Notes     Tally  charts  used  to  record  data   common  set  of  data  is  a  good  
diagrams.   Use  computer  and  web-­‐based   about  rubbish  around  the   way  for  students  to  start  to  set  
*human  graphs  refer  to  data   applications  to  enable  learners   school.  (G3)   up  their  own  databases.  A  unit  of  
that  is   to  manipulate  data  in  order  to     inquiry  would  be  an  excellent  
organized  by  physically  moving   create  graphs.   Notes     source  of  common  data  for  
and   Students  should  have  a  lot  of   A  database  is  a  collection  of   student  practice.  
arranging  students  or  actual   experience  of  organizing  data  in   data,  where  the  data  can  be    
materials  in  such  a  way  as  to   a  variety  of  ways,  and  of  talking   displayed  in  many  forms.  The    
show  and  compare  quantities   about  the  advantages  and   data  can  be  changed  at  any  time.  
e.g.  human  graph  eye  colour  etc   disadvantages  of  each.   A  spreadsheet  is  a  type  of  
of  children.   Interpretations  of  data  should   database  where  information  is  
  include  the  information  that   set  out  in  a  table.  Using  a  
  cannot  be  concluded  as  well  as   common  set  of  data  is  a  good  
  that  which  can.     way  for  students  to  start  to  set  
    up  their  own  databases.  A  unit  of  
     inquiry  would  be  an  excellent  
    source  of  common  data  for  
    student  practice.  It  is  important  
    to  remember  that  the  chosen  
    format  should  illustrate  the  
information  without  bias