Cam Cynnydd 1Progress Step 1
Gweithgaredd 1
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Hwyl yn y Ffair
Cam 1 - Taflu Bag Ffa!
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi archwilio ffurfio maint mewn gwahanol ffyrdd, gan ddefnyddio cyfuniadau o wrthrychau neu feintiau.
- Rwy’n gallu mynegi sut mae setiau yn newid pan gaiff gwrthrychau eu hychwanegu atynt a’u tynnu oddi wrthynt.
Cam 2 - Pwy yw’r gôl-geidwad gorau?
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu defnyddio iaith fathemategol i ddisgrifio meintiau, i wneud amcangyfrifon a chymariaethau megis ‘yn fwy na’, ‘yn llai na’, ‘yn hafal i’.
Cam 3 - Sefwch tu ôl i’r llinell!
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwyf wedi defnyddio amrywiaeth o wrthrychau i fesur. Wrth fesur, rwy’n dechrau deall yr angen i ailadrodd yr un uned ffisegol heb unrhyw fylchau.
- Rwy’n gallu amcangyfrif a chymharu gyda mesurau megis ‘byrrach na...’, ‘trymach na...’.
Cam 4 - Be allwch chi ei brynu gyda’r arian?
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi defnyddio arian, ac iaith arian, mewn sefyllfaoedd chwarae a bywyd go iawn, ac rwy’n gallu deall bod angen i mi gyfnewid arian am eitemau.
- Rwyf wedi archwilio ffurfio maint mewn gwahanol ffyrdd, gan ddefnyddio cyfuniadau o wrthrychau neu feintiau.
Cam 5 - Y stondin orau yn y Ffair!
Mae ystadegau yn cynrychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus.
- Rwy’n gallu ymchwilio, casglu a chofnodi data sydd yn fy amgylchedd.
- Rwy’n gallu grwpio setiau mewn i gategorïau ac rwy’n dechrau cyfleu’r rheol neu’r rheolau rwyf wedi’u defnyddio.
- Rwy’n dechrau cyflwyno a dehongli data, gan ddefnyddio amrywiaeth o ddulliau.
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi archwilio ffurfio maint mewn gwahanol ffyrdd, gan ddefnyddio cyfuniadau o wrthrychau neu feintiau.
Gweithgaredd 2
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Swyddog Maes Parcio
Cam 1
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu defnyddio fy mhrofiad o gyfrif dilyniant o rifau a chyfatebiaeth un-i-un er mwyn cyfrif cyfresi’n ddibynadwy. Rwy’n gallu cyfrif gwrthrychau y gallaf eu cyffwrdd, a’r rhai na allaf.
- Rwy’n gallu mynegi sut mae setiau yn newid pan gaiff gwrthrychau eu hychwanegu atynt a’u tynnu oddi wrthynt.
Cam 2
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi defnyddio arian, ac iaith arian, mewn sefyllfaoedd chwarae a bywyd go iawn, ac rwy’n gallu deall bod angen i mi gyfnewid arian am eitemau.
- Rwyf wedi cael profiad o grwpio a rhannu gyda gwrthrychau a meintiau, ac rwy’n gallu grwpio neu rannu meintiau bychain i grwpiau hafal eu maint.
Cam 3
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwy’n gallu amcangyfrif a chymharu gyda mesurau megis ‘byrrach na...’, ‘trymach na...’.
- Rwyf wedi archwilio symudiadau a chyfeiriadau ac rwy’n dechrau defnyddio iaith fathemategol i ddisgrifio safle.
Cam 4
Mae ystadegau yn cynrychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus.
- Rwy’n gallu grwpio setiau mewn i gategorïau ac rwy’n dechrau cyfleu’r rheol neu’r rheolau rwyf wedi’u defnyddio.
Cam 5
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwyf wedi archwilio symudiadau a chyfeiriadau ac rwy’n dechrau defnyddio iaith fathemategol i ddisgrifio safle.
Gweithgaredd 3
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Diod Hud
Cam 1
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi cael profiad o rifau a’u harchwilio, gan gael profi rai prifol, trefnol ac enwol.
Cam 2
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu defnyddio fy mhrofiad o gyfrif dilyniant o rifau a chyfatebiaeth un-i-un er mwyn cyfrif cyfresi’n ddibynadwy. Rwy’n gallu cyfrif gwrthrychau y gallaf eu cyffwrdd, a’r rhai na allaf.
Cam 3
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi cael profiad o grwpio a rhannu gyda gwrthrychau a meintiau, ac rwy’n gallu grwpio neu rannu meintiau bychain i grwpiau hafal eu maint.
Cam 4
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwyf wedi archwilio, cymharu, a defnyddio iaith gyffredinol siapiau trwy chwarae ymchwiliol.
Cam 5
Mae ystadegau yn cynrychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus.
- Rwy’n gallu grwpio setiau mewn i gategorïau ac rwy’n dechrau cyfleu’r rheol neu’r rheolau rwyf wedi’u defnyddio.
Gweithgaredd 4
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Diwrnod Pobi
Cam 1 - Beth allaf ei goginio? Beth sydd ei angen arnaf?
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi archwilio ffurfio maint mewn gwahanol ffyrdd, gan ddefnyddio cyfuniadau o wrthrychau neu feintiau.
Cam 2 - Siopa am gynhwysion
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi defnyddio arian, ac iaith arian, mewn sefyllfaoedd chwarae a bywyd go iawn, ac rwy’n gallu deall bod angen i mi gyfnewid arian am eitemau.
Cam 3 - Mesur a phwyso
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwy’n gallu amcangyfrif a chymharu gyda mesurau megis ‘byrrach na...’, ‘trymach na...’.
Mae algebra yn defnyddio systemau symbolau i fynegi strwythur perthnasoedd mathemategol.
- Rwy’n dechrau dangos dealltwriaeth o gysyniadau ‘hafal’ a ‘ddim yn hafal’ gan ddefnyddio gwrthrychau.
Cam 4 - Amser coginio
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwy’n gallu deall a chymhwyso iaith amser mewn perthynas â’m bywyd bob-dydd.
Cam 5 - Addurno!
Mae algebra yn defnyddio systemau symbolau i fynegi strwythur perthnasoedd mathemategol.
- Rwy’n dechrau adnabod, copïo, ymestyn a chyffredinoli patrymau a dilyniannau o’m cwmpas.
Gweithgaredd 5
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Awyrennau
Cam 1
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu sylwi ar rifau, eu hadnabod a’u hysgrifennu mewn amrywiaeth o gyfryngau, trwy ddull aml-synhwyrol, o 0 i 10 a heibio i hynny.
Cam 2
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu dangos dealltwriaeth o gyfatebiaeth un i un drwy gyfateb parau o wrthrychau neu luniau.
Cam 3
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy'n gallu cyfuno dau grŵp o wrthrychau i ddod o hyd i ‘faint i gyd?.
- Rwy'n gallu dod o hyd i ffeithiau rhif a'u defnyddio i greu rhif (hyd at 10) mewn ffyrdd gwahanol.
Cam 4
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy'n gallu defnyddio fy synnwyr gweledol o rif er mwyn amcangyfrif a chymharu.
Cam 5
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi cael profiad o gyfrif dilyniant o rifau, a hynny mewn gwahanol ffyrdd, gan gyfrif ymlaen ac yn ôl, a chan ddechrau ar wahanol rifau.
Gweithgaredd 6
Y datganiadau o’r hyn sy’n bwysig a’r disgrifiadau dysgu
Cestyll a Marchogion
Cam 1
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwy’n gallu defnyddio iaith fathemategol i ddisgrifio meintiau, i wneud amcangyfrifon a chymariaethau megis ‘yn fwy na’, ‘yn llai na’, ‘yn hafal i’.
Cam 2
Defnyddir y system rif i gynrychioli a chymharu'r perthnasoedd rhwng rhifau a meintiau.
- Rwyf wedi cael profiad o grwpio a rhannu gyda gwrthrychau a meintiau, ac rwy’n gallu grwpio neu rannu meintiau bychain i grwpiau hafal eu maint.
Cam 3
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwyf wedi archwilio, cymharu, a defnyddio iaith gyffredinol siapiau trwy chwarae ymchwiliol.
Mae algebra yn defnyddio systemau symbolau i fynegi strwythur perthnasoedd mathemategol.
- Rwy’n dechrau adnabod, copïo, ymestyn a chyffredinoli patrymau a dilyniannau o’m cwmpas.
Cam 4
Mae geometreg yn canolbwyntio ar berthnasedd sy’n ymwneud â siâp, gofod a safle, ac mae mesur yn canolbwyntio ar feintioli ffenomena yn y byd ffisegol.
- Rwyf wedi archwilio symudiadau a chyfeiriadau ac rwy’n dechrau defnyddio iaith fathemategol i ddisgrifio safle.
Cam 5
Mae ystadegau yn cynrhychioli data, mae tebygolrwydd yn modelu siawns, ac mae’r ddau yn cefnogi casgliadau a phenderfyniadau gwybodus
- Rwy’n gallu ymchwilio, casglu a chofnodi data sydd yn fy amgylchedd.
Activity 1
The statements of what matters and descriptions of learning
Fun at the Fair
Step 1 - Bean Bag Throw
The number system is used to represent and compare relationships between numbers and quantities.
- I have explored forming a quantity in different ways, using combinations of objects or quantities.
- I can communicate how sets change when objects are added to and taken away from them.
Step 2 - Q1 Fun at the Fair Teacher Notes
The number system is used to represent and compare relationships between numbers and quantities.
- I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.
Step 3 - Stand Behind the Line!
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I have used a variety of objects to measure. I am beginning to understand the need to repeat the same physical unit without any gaps when measuring.
- I can make estimates and comparisons with measures, such as ‘shorter than’, ‘heavier than’.
Step 4 - Which Prize will you Choose?
The number system is used to represent and compare relationships between numbers and quantities.
- I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.
- I have explored forming a quantity in different ways, using combinations of objects or quantities.
Step 5 - The Best Stall at the Fair
Statistics represent data, probability models chance, and both support informed inferences and decisions.
- I can investigate, collect and record data found in my environment.
- I can group sets into categories and I am beginning to communicate the rule(s) I have used.
- I am beginning to represent and interpret data, using a range of methods.
The number system is used to represent and compare relationships between numbers and quantities.
- I have explored forming a quantity in different ways, using combinations of objects or quantities.
Activity 2
The statements of what matters and descriptions of learning
Car Park Attendant
Step 1 - How many spaces have you got in your car park
The number system is used to represent and compare relationships between numbers and quantities.
- I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.
- I can communicate how sets change when objects are added to and taken away from them.
Step 2 - Can you give a ticket for every car that enters the car park?
The number system is used to represent and compare relationships between numbers and quantities.
- I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.
- I have experienced grouping and sharing with objects and quantities, and I can group or share small quantities into equal-sized groups.
Step 3 - Which space best fits the vehicle?
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I can make estimates and comparisons with measures, such as ‘shorter than’, ‘heavier than’.
- I have explored movements and directions and I am beginning to use mathematical language to describe position.
Step 4 - Can you sort the vehicles?
Statistics represent data, probability models chance, and both support informed inferences and decisions.
- I can group sets into categories and I am beginning to communicate the rule(s) I have used.
Step 5 - Can you find the correct space for the vehicle?
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I have explored movements and directions and I am beginning to use mathematical language to describe position.
Activity 3
The statements of what matters and descriptions of learning
Magic Potions
Step 1 - Magic Book
The number system is used to represent and compare relationships between numbers and quantities.
- I have experienced and explored numbers, including cardinal, ordinal and nominal numbers.
Step 2 - Potion Jars
The number system is used to represent and compare relationships between numbers and quantities.
- I can use my experience of counting sequence of numbers and one to one correspondence to count sets reliably. I can count objects that I can touch and ones that I cannot.
Step 3 - The Cauldron
The number system is used to represent and compare relationships between numbers and quantities.
- I have experienced grouping and sharing with objects and quantities, and I can group or share small quantities into equal sized groups.
Step 4 - Potion Bottles
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I have explored, compared and used the general language of shapes through investigative play.
Step 5 - Potion Shop
Statistics represent data, probability models chance, and both support informed inferences and decisions.
- I can group sets into categories and I am beginning to communicate the rule I have used.
Activity 4
The statements of what matters and descriptions of learning
The Big Bake!
Step 1 - What shall I make? What do I need?
The number system is used to represent and compare relationships between numbers and quantities.
- I have explored forming a quantity in different ways, using combinations of objects or quantities.
Step 2 - Shopping for ingredients
The number system is used to represent and compare relationships between numbers and quantities.
- I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.
Step 3 - Measuring and weighing
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I can make estimates and comparisons with measures, such as shorten than, heavier than.
Algebra uses symbol systems to express the structure of mathematical relationships.
- I am beginning to demonstrate, using objects, an understanding of the concepts of equal and not equal.
Step 4 – Cooking time
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I can understand and apply the language of time in relation to my daily life.
Step 5 - Decorating
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I am beginning to recognise, copy, extend and generalise patterns and sequences around me.
Activity 5
The statements of what matters and descriptions of learning
Billy and Betty’s garden tea party
Step 1
The number system is used to represent and compare relationships between numbers and quantities.
- I can notice, recognise and write numbers in a range of media, through a multisensory approach from 0 to 10 and beyond.
Step 2
The number system is used to represent and compare relationships between numbers and quantities.
- I can demonstrate an understanding of one-to-one correspondence by matching pairs of objects or pictures.
Step 3
The number system is used to represent and compare relationships between numbers and quantities.
- I am able to combine two groups of objects to find ‘how many altogether’?
- I am able to find and use number facts to compose a number (up to 10) in different ways.
Step 4
The number system is used to represent and compare relationships between numbers and quantities.
- I can use my visual sense of number to make estimates and comparisons.
Step 5
The number system is used to represent and compare relationships between numbers and quantities.
- I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.
Activity 6
The statements of what matters and descriptions of learning
Castles and Knights
Step 1
The number system is used to represent and compare relationships between numbers and quantities.
- • I can use mathematical language to describe quantities, and to make estimates and comparisons such as more than, less than and equal to.
Step 2
The number system is used to represent and compare relationships between numbers and quantities.
- I have experienced grouping and sharing with objects and quantities, and I can group or share small quantities into equal-sized groups.
Step 3
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I have explored, compared and used the general language of shapes through investigative play.
Algebra uses symbol systems to express the structure of mathematical relationships.
- I am beginning to recognise, copy extend and generalise patterns and sequences around me.
Step 4
Geometry focuses on relationship involving shape, space and position, and measurement focuses on quantifying, phenomena in the physical world.
- I have explored movements and directions and I am beginning to use mathematical language to describe position.
Step 5
Statistics represent data, probability models chance, and both support informed inferences and decisions.
- I can investigate, collect and record data found in my environment.
