Numeracy Across Learning

Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum.

We are numerate if we have developed:
the confidence and competence in using number which will allow individuals to solve problems, analyse information and make informed decisions based on calculations.

The numeracy experiences and outcomes have been structured using eight organisers:

  1. Estimation and rounding
  2. Number and number processes
  3. Fractions, decimal fractions and percentages
  4. Money
  5. Time
  6. Measurement
  7. Data and analysis
  8. Ideas of chance and uncertainty.


Numeracy Diaries
Blank Numeracy Diary

Numeracy Skills
IXL skills practice 
Basic practice

Contexts for Numeracy
Numeracy Posters (Inveralmond CHS)


Education Scotland
Support Booklet
SQA numeracy
National Numeracy
National Numeracy Challenge
Maths Centre Topic Practice
IXL skills practice
Numeracy Posters (Inveralmond CHS)
Numeracy Parent’s Survey


Education Scotland
Numeracy across learning : Principles and Practice
Scottish Survey of Literacy and Numeracy (SSLN)
Support Booklet
SQA numeracy
Numeracy Diary Summary Graphs
National Numeracy
National Numeracy Challenge
Maths Centre Topic Practice
IXL skills practice
Numeracy Posters (Inveralmond CHS)
Numeracy Survey

Estimation and rounding
Second Third Fourth
I can use my knowledge of rounding to routinely estimate the answer to a problem, then after calculating, decide if my answer is reasonable, sharing my solution with others.

MNU 2-01a

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.

MNU 3-01a

Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real-life calculations.

MNU 4-01a

Number and number processes
Second Third Fourth
I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value.

MNU 2-02a

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

MNU 2-03a

I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods.

MNU 2-03b

I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used.

MNU 2-04a

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions.

MNU 3-03a

I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 3-03b

I can use my understanding of numbers less than zero to solve simple problems in context.

MNU 3-04a

Having recognised similarities between new problems and problems I have solved before, I can carry out the necessary calculations to solve problems set in unfamiliar contexts.

MNU 4-03a

Fractions, decimal fractions and percentages
Second Third Fourth
I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.

MNU 2-07a

I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method.

MNU 2-07b



I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.

MNU 3-07a

I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts.

MNU 3-08a

I can choose the most appropriate form of fractions, decimal fractions and percentages to use when making calculations mentally, in written form or using technology, then use my solutions to make comparisons, decisions and choices.

MNU 4-07a

Using proportion, I can calculate the change in one quantity caused by a change in a related quantity and solve real-life problems.  

MNU 4-08a

Second Third Fourth
I can manage money, compare costs from different retailers, and determine what I can afford to buy.

MNU 2-09a

I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important.

MNU 2-09b


I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

MNU 2-09c  

When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me.

MNU 3-09a

I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.

MNU 3-09b

I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.

MNU 4-09a

I can source information on earnings and deductions and use it when making calculations to determine net income.

MNU 4-09b

I can research, compare and contrast a range of personal finance products and, after making calculations, explain my preferred choices.

MNU 4-09c

Second Third Fourth
I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning.

MNU 2-10a

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

MNU 2-10b

Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.

MNU 2-10c 


Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance.

MNU 3-10a

I can research, compare and contrast aspects of time and time management as they impact on me.

MNU 4-10a

I can use the link between time, speed and distance to carry out related calculations.

MNU 4-10b


Second Third Fourth
I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

MNU 2-11a

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.

MNU 2-11b

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.

MNU 2-11c


I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required.

MNU 3-11a

I can apply my knowledge and understanding of measure to everyday problems and tasks and appreciate the practical importance of accuracy when making calculations.

                                            MNU 4-11a 

Data and analysis
Second Third Fourth
Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20a

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MNU 2-20b

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading.

MNU 3-20a

I can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others.

MNU 4-20a

Ideas of chance and uncertainty
Second Third Fourth
I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.

MNU 2-22a


I can find the probability of a simple event happening and explain why the consequences of the event, as well as its probability, should be considered when making choices.

MNU 3-22a

By applying my understanding of probability, I can determine how many times I expect an event to occur, and use this information to make predictions, risk assessment, informed choices and decisions.

MNU 4-22a