Maths and Numeracy

Wardie pupils develop mathematical skills through practical activities, computation, problem solving and use of computers and calculators. Lessons in other curriculum areas also provide many opportunities for pupils to use their mathematical skills in practical ways; for example, recording measurements in a science experiment or creating graphs during social studies.

The three components of mathematics on which planning is based are:

Number, Money and Measurement

Children learn to add, subtract, multiply and divide. They will also work with time, length, weight and volume.  All pupils undertake mental maths activities on a daily basis as accurate recall of basic number facts is essential for good progress.

Shape, Position and Movement

Children learn about the properties of two and three-dimensional shapes, understand and use position and movement through computers and programmable toys.

Information Handling

Children learn to gather, organise, display and interpret information using graphs, pie charts and databases.

At Wardie Primary, pupils are challenged to think about what they are doing, question the problem, and explain solutions.  The process enables them to explore a problem, interpret it, decide how to logically proceed in solving, and explain their conclusions.  Children are given regular opportunities to explain their approach to teachers and peers.  Problem solving enables pupils to apply knowledge learned in different contexts and situations and develop perseverance.



SEAL stands for Stages of Early Arithmetical Learning.

At Wardie we use the SEAL approach to teach Numeracy in P1-4. This is best taught in small groups where the focus is on talking about strategies and sharing with other pupils. The majority of SEAL learning is oral, with some written activities to support what pupils are learning. From P5 upwards it is used to target pupils who need support with Numeracy.

Children develop and use a range of methods to solve number problems. The strategies they use increase in sophistication as children gain experience and develop better ways of solving problems.

Progression needs to take into account the number range that a child can solve problems within and the sophistication of the strategies used.

The Stages of Early Arithmetical Learning classifies the various strategies used by children into six stages:

Stage 0: Emergent Counting– Cannot count visible items
– The child may not know the number words
– The child cannot coordinate number words with items.
Stage 1: Perceptual Counting– Can count perceived items.
– May involve seeing, hearing or feeling items.
Stage 2: Figurative Counting–  Can count the total of two collections.
–  Counts from one
Stage 3: Initial Number Sequence–  Child uses and understands counting-on rather than counting-from-one.
–  Uses counting on to solve addition and missing addend tasks.
–  May use count-down-from strategies
Stage 4: Intermediate Number SequenceThe child uses and understands:
– count-down-from strategies
– count-down-to strategies
– The child can choose the most efficient strategy.
Stage 5:Facile Number SequenceThe child uses a range of non-count by one strategies:
–  Compensation
–  Using known results
–  Adding to ten
–  Commutativity
–  Subtraction as the inverse of addition
–  Awareness of ten as a teen number


Each area of the curriculum is broken down into experiences and outcomes. These are clear and concise statements about children’s learning and progression.

You can download and read the experiences and outcomes for numeracy and mathematics.


Supporting numeracy at home provides simple ideas to build numeracy skills into everyday activities with your child.


This glossary has been developed for parents and carers of children and young people in the broad general education in Scottish schools. It provides clear definitions of some of the commonly used terms in numeracy and mathematics.


Learn about the different mathematical areas and how they are used in everyday activities.