Time and Attention Management

PROCEDURAL

Personal & Social Development›Self-Regulation & Resilience|Ages 9—11|ID: mt_HoJGVsMO7H

Manage their own time and attention effectively — prioritising tasks, minimising distractions, and maintaining focus on important work even when it's not the most exciting option

Mastery Evidence

Create a simple plan for completing multiple tasks in a sensible order
Identify their own common distractions and describe strategies to manage them
Complete a less enjoyable task before a more enjoyable one without constant reminders

Assessment Prompt

“When [child] has homework to finish but also wants to play a game, can they manage their time — doing the homework first or setting a timer — rather than always needing you to enforce it?”

Curriculum Standards1 alignment

PSPE-ID-LO-P3-12IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequencecodes only

Standard code — full text not included in this dataset.

Prerequisites1

Breaking Tasks into Steps
hardAges 7—9

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Breaking Tasks into Steps hard
Time management builds on breaking tasks into steps
- Vocabulary: resilience and self soft
  Breaking tasks into steps is a self-regulation strategy; vocabulary of being overwhelmed and managing setbacks is helpful
- Guided Multi-Step Problem Solving soft
  The SEL skill of breaking a big task into manageable steps parallels and builds on the mathematical practice of planning a step-by-step approach to complex problems
  - Feeling of not understanding soft
    Evaluating whether a maths solution is reasonable applies the universal comprehension-monitoring habit
    - Asking for Help hard
      Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
  - Addition and subtraction within 20 soft
    Choosing strategies for adding within 20 requires planning and evaluating approaches
    - Number bonds to 9 hard
      Making-ten strategy requires knowing bonds to 10
      - Numbers up to 10 into pairs hard
        Making 10 is a specific application of decomposing numbers into pairs
        
        Addition as combining or putting together two hard
        Decomposing numbers into pairs requires understanding addition as combining
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Fluent adding and subtracting within 10 hard
      Strategies for within-20 calculation build on fluent within-10 knowledge
      - Number bonds to 9 hard
        Fluency within 10 requires knowing number bonds to 10
        
        Numbers up to 10 into pairs hard
        Making 10 is a specific application of decomposing numbers into pairs
        
        Addition as combining or putting together two hard
        Decomposing numbers into pairs requires understanding addition as combining
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Fluent adding and subtracting within 5 hard
        Fluency within 10 extends from fluency within 5
        
        Addition as combining or putting together two hard
        Fluency with addition within 5 requires understanding addition as combining
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Subtraction as taking away or separating hard
        Fluency with subtraction within 5 requires understanding subtraction as taking away
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Planning a Task soft
    Planning a mathematical approach is the domain-specific application of the universal task-planning habit
    - Checking Your Own Work hard
      Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
  - Early Word Problems soft
    Planning approaches to word problems within 20 exercises this skill
    - Adding and subtracting hard
      Word problems to 20 require the procedural ability to add/subtract to 20
      - Number bonds hard
        Adding/subtracting to 20 procedurally requires knowing the number bonds
        
        Number bonds to 9 hard
        Number bonds within 20 builds on knowing bonds to 10
        
        Numbers up to 10 into pairs hard
        Making 10 is a specific application of decomposing numbers into pairs
        
        Addition as combining or putting together two hard
        Decomposing numbers into pairs requires understanding addition as combining
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Fluent adding and subtracting within 5 hard
        Recalling bonds within 20 builds on fluency within 5
        
        Addition as combining or putting together two hard
        Fluency with addition within 5 requires understanding addition as combining
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Subtraction as taking away or separating hard
        Fluency with subtraction within 5 requires understanding subtraction as taking away
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Addition and subtraction word problems soft
      Word problems to 20 extend from word problems within 10 — same problem structures at a higher range
      - Representing Addition and Subtraction hard
        Solving word problems within 10 requires ability to represent the operations with objects/drawings
        
        Addition as combining or putting together two hard
        Representing addition with objects/drawings requires understanding what addition means
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Subtraction as taking away or separating hard
        Representing subtraction with objects/drawings requires understanding what subtraction means
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Making Sense of Problems hard
    Age 6-7 problem-solving builds directly on age 5-6 problem-sense-making
    - Checking Your Own Work soft
      Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
    - How Many in Total? soft
      Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
      - One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Listening to Texts Read Aloud soft
      Making sense of word problems requires listening comprehension skills
    - Addition as combining or putting together two soft
      Making sense of addition problems requires understanding addition as combining
      - How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Persisting When It's Hard soft
      Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Growth Mindset hard
  Breaking tasks into steps builds on growth mindset perseverance
  - Vocabulary: resilience and self hard
    The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
  - Learning from Mistakes hard
    Growth mindset builds on understanding mistakes as learning opportunities
    - Words for Big Feelings soft
      Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
  - Making Sense of Problems soft
    Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
    - Checking Your Own Work soft
      Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
    - How Many in Total? soft
      Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
      - One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Listening to Texts Read Aloud soft
      Making sense of word problems requires listening comprehension skills
    - Addition as combining or putting together two soft
      Making sense of addition problems requires understanding addition as combining
      - How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Persisting When It's Hard soft
      Mathematical perseverance with problems is the domain-specific application of the universal persistence habit

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