# Mathematics :

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```					               Mathematics Expectations:                      The main features of Level W           (Reception K.O)

Number                         Calculations        Problem Solving           Measure                     Pattern

 Counts object to 10;                   Adds one more and  Can talk about          Recognise              Can create 2D and
 Matches numbers to 5;                  counts;               and use the            differences in          3D patterns which
 Read most numbers to 10;               Demonstrate an       numbers set out in     quantity                have a line of
 Writes most numbers to 10              understanding of      the previous           Compare directly       symmetry;
(although reversals may be evident);    addition as the       columns within the     two lengths.            Can set out a
 Say and use the number names           combining of two or   context of number      Compare directly       pattern of two
in order in familiar contexts           more groups.          stories, as well as    two masses.             objects alternatively
i.e.number rhymes.                      Can add two sets of home ands school        Find out by            in a line;
 Can correct reversals in numbers       objects to 10;        life.                  pouring which           Talk about
when pointed out;                       Can count up to 10;                         container holds more    recognise and
 Can estimate to 5;                     Uses vocabulary      Use                   or less.                recreate simple
 Uses vocabulary such as: more;         such as: altogether.  mathematical ideas     Familiar with          patterns
less; too many; not enough.                                   and methods to         names of the days of
 Can take one away    solve practical        the week.               Use language such
 Knows how to use a number line;        and works out how     problems              Familiar with            as circle or bigger to
 Can order numbers to at least 5;       many are left;                              significant times in     describe the shape
 Has some understanding of zero;        Find 1 more and 1    Make simple          their day.               and size of flat or
 Uses vocabulary, such as: before,      less                  estimates such as                              solid shapes
next, after.                            Uses vocabulary      how many cubes
such as: less than;   will fit in a box.    Handling Data:           Use everyday
take away.                                   Begin to use           words to describe
mathematical ideas      position
when matching and
sorting.
Mathematics Expectations:                           The main features of Level 1c              (Reception K.O)

Number                                 Calculations                 Problem Solving      Shape, space and          Pattern
Data

 Count reliably at least 10 objects      Adds one more and counts;                Can talk about      Sort objects and  Can continue
 Reads most numbers up to 10 in          Can add two sets of objects to 10;       and use the          shapes in activities. a repeating
familiar contexts.                       Uses vocabulary such as: plus; how       numbers set out      Sort coins and       pattern
 Attempt to record numbers up to 10.     many more.                                in the previous      use them in role
 Matches numbers to 10;                  Records with number sentences            columns within       play.
 Writes most numbers to 10               using the term ‘and makes’                the context of
(although reversals may be evident);                                                                    Use language
number stories,      such as more or
 Can correct reversals in numbers        Can take one away and works out          as well as home      less, greater or
when asked to check out;                 how many are left;                        ands school life.    smaller, heavier
 Can estimate to 10;                     Can remove a smaller number of                                or lighter, to
 Uses vocabulary such as: too many;      objects from a larger one and work out  Make patterns         compare two
more estimate, none, nought.             how many are left;                      and pictures with      numbers or
 Uses vocabulary such as: fewer.        2D shapes.             quantities.

   Can order numbers to at least 10;     In practical activities use            Solve problems        Beginning to
   Ordering sequence can include 0;      vocabulary involved in adding and       in a practical or      use knowledge of
   Uses vocabulary, such as: between.    subtracting.                            role play context      shape and space to
 Begin to relate addition to combining involving numbers       describe the
two groups of objects, and subtraction  to 10                  properties of
to ‘taking away’.                                              everyday objects
 Find one more and one less than the                           Construct 3D
given number of objects from 1 to 10.                          shapes.
 Use every day
words to describe
position such as
between, in front
of or in the middle.
Mathematics Expectations:                                 The main features of Level 1b            (Year 1 K.O)

Number                                     Calculations                Problem Solving       Shape, Space and         Pattern
Data

   Counts object beyond 10;                   Adds one more and counts to 10;         Can talk about  Recognise and           Can recognise
   Count reliably at least 20 objects         Can add two or three sets to 10;        and use the         name 2D shapes        a repeating
   Matches numbers to 10;                     Can record orally or pictorially;       numbers set out     such as circle,       pattern;
    Count, read and order numbers up to 10    Can record using number                 in the previous     triangle, square and  Can make a
in a range of settings 9including ordinal                                                                  rectangle.
sentences;                               columns within                            repeating pattern;
numbers)                                                                                                   Recognise and
 Uses vocabulary such as: plus, how      the context of      name 3D shapes –      Counts the
 Write numbers up to 10 with increasing       many more and altogether.                number stories, as cube, cuboid,          number of objects
accuracy.                                     Understand the operation of             well as home                              involved in a
sphere and
 Can estimate to 10;                         addition and use the related              ands school life.                         repeating pattern.
cylinder.
 Uses vocabulary such as: too many;          vocabulary.                               Use developing       Use everyday
more; estimate; none.                         Can take one away and works out         mathematical          language to
 Can order numbers beyond 10 with             how many are left (up to 10);            ideas and methods     describe features
pictorial support;                            Can record orally or pictorially;       to solve practical    of familiar 3-D
 Uses vocabulary, such as: between,           Can record using number                 problems              and 2-D shapes.
before, after, next.                          sentences;                               involving counting    Vocabulary
 Count on and back in ones and tens           Uses vocabulary such as: less,          and comparing.        related to position
from any small number                         fewer, take away.                        Recognise coins      such as behind, in
 Know by heart all pairs of numbers           Compare two sets to find a numerical
to 10p            front of, and on
which total 10                                difference.                                                    top.
 Use numbers up to 10 to solve                                 Measure and
calculations involving addition or                             order more than
subtraction.                                                   two objects using
direct comparison.
(Length, mass and
capacity)
 Order everyday
events.
 Begin to use the
vocabulary of time.
 Sort objects and
classify.
Mathematics Expectations:                        The main features of Level 1a               (Year 1 K.O)

Number                            Calculations                     Problem Solving               Shape, Space and Data

 Counts sets of objects with        Begins to use the symbol +;          Respond to ‘What could          Sort and describe 3D and
consistent accuracy well beyond     Begins to understand and use         we try next?’                    2D shapes in terms of the
10;                                 the symbol =;                         Continue and create             properties and position.
 Is aware of the pattern that       Knows how much to add to a           simple spatial patterns.         Recognise simple
exists when writing numbers         given number to make a larger         Find coins to total 10p         directional symbols such as
beyond 10;                          number (up to about 20);              Add/ subtract numbers           arrows.
 When writing numbers larger        Demonstrates the use of recall       when solving problems            Compare two lengths,
than 10 will sometimes make         of low numbers rather than relying    involving up to 10 objects in    masses or capacities by
reversals of the two digits but     on counting.                          a range of contexts.             direct comparison.
recognises inaccuracy when this     Understand the operation of          Use mental strategies to        Sort match objects,
is pointed out.                     subtraction (as ’take away’),         solve simple problems using      pictures or themselves,
 Can order and compare              and use the related vocabulary.       counting, adding, doubling       justifying the decisions
numbers to about 30;                Begins to use the symbol -;          halving, explaining methods      made.
 Can find a missing number in       Knows how much to take away          and reasoning orally             Suggest suitable standard
a simple sequence that increases    from a given number to leave a                                         or non standard units of
by one;                             smaller number (up to about 20);                                       measure and measuring
 Recognise 0 as None or Zero        Uses vocabulary such as,                                              equipment then measure a
in context.                         minus.                                                                 length, mass or capacity
 Count, read and order              Demonstrates confidence in                                            Use everyday language to
number from 0 to 20.                working with numbers up to 30,                                         describe a familiar 2D or 3D
 Know by heart all pairs of         with the aid of mathematical                                           object
numbers which total 10               equipment;
 Is more confident working with
higher numbers for the purpose of
 When presented with written
subtractions will often make
‘smaller from larger’ unit error
unless using apparatus or a
number line.
Mathematics Expectations:                           The main features of Level 2c                (Year 2 K.O.)

Number                                Calculations                  Problem Solving            Shape, Space and Data          Fractions

 Count, read, write and order         Adds two lower two-digit numbers           Can select             Use the mathematical            Recognises
whole numbers to at least 100;        by counting on using a number line or       addition or             names for common 2-D and         and uses
know what each digit represents       objects;                                    subtraction to          3-D shapes; sort shapes and      halves in a
(including 0 as a place holder).      Know by heart all addition and             solve problems if it    describe some of their           practical
 Beginning to understand place        subtraction facts for each number to at     is presented in a       features.                        context;
value.                                least 10.                                   familiar context        Describe properties using       Can
 May make some errors with            Uses and responds to the symbols +         and the language       everyday language.                recognise and
higher two-digit numbers.             and =.                                      used is not                                              use quarters
 Uses a pattern to support            Use knowledge that addition can be         confusing.              Use mathematical                in a practical
ordering of numbers to 100;           done in any order to do mental              Choose and use         vocabulary to describe           context, but
 Can continue a number                calculations more efficiently.              appropriate             position, direction and          usually
sequence with lower numbers.          Subtraction is typically carried out       operations and          movement.                        requires help.
 Recognise odd and even               by counting back on a number line or        efficient
numbers to 20.                        removing objects;                           calculation             Beginning to link everyday
 Recognise simple number              When presented with written                strategies to solve     language with mathematical
language eg angle, point.
sequences eg counting on or back      subtractions will often make ‘smaller       problems,
in 2’s.                               from larger’ unit error unless using        explaining how the      Suggest suitable standard
 Describe and extend simple           apparatus or a number line.                 problem was             or uniform non-standard units
number sequences (including           Uses and responds to symbols – and         solved.                 and measuring equipment to
odd/even numbers, counting on or      =                                                                   estimate and measure a
back in ones or tens from any two-    Understand that subtraction is the                                 length, mass or capacity.
digit number, and so on).             inverse of addition; state the subtraction
corresponding to a given addition and
vice versa.                                                          Collect data by counting.
 Understand the operation of                                         Record data in a pictogram
multiplication as repeated addition or as                          or block graph.
describing an array
Mathematics Expectations:                        The main features of Level 2b (Year 2 K.O.)
Number                            Calculations                 Problem solving                 Shape, Space and Data                Fractions

 Can count and write         Uses mental recall of number            Use £ p               Interpret data presented in simple lists,  Can find
numbers to 1000;            bonds within 10 to add two-digit         notation.              tables, pictograms or block graphs.         half of numbers
 Will require some           numbers;                                 Recognise             Communicates their findings to others.     to 20 and some
support with the            Can add two two-digit numbers           coins to 50p and       Beginning to use standard units of         higher
written numbers.            that require carry over from units to    choose coins to        measurement to measure and compare          numbers;
 Has better                  tens.                                    make amounts up        quantities and objects.                     Can find a
understanding of place        Is more confident in                    to 50p.                Compare events and timescales using an quarter of
value with tens and           using number bonds                       Uses mental           appropriate standard unit of time.          multiples of
units;                        when subtracting.                        strategies to solve    Tell the time using hours, half-hour and   four to 12 or
 Able to discuss             Recognise                               simple problems        quarter-hour units.                         16.
numbers in terms of           subtraction is the inverse               using addition,        Use vocabulary related to time.
hundreds, tens and            of addition and use this                 subtraction.           Recognise right angles in 2D and 3D
units;                        to solve add/sub                         Uses mental           shapes.
 Able children may           problems.                                strategies to solve    Sort shapes and describe some of their
demonstrate facility          Know by heart all                       simple problems        features.
with negative numbers         addition and subtraction                 using addition,        Recognise shapes with no lines of
in an abstract context to     facts for each number to                 subtraction,           symmetry.
-5 .                          at least 10.                             doubling and           Beginning to understand angle as a
 Know what each              Recognises and uses the x symbol;       halving,               measurement of turn.
digit represents              Can recite the 2x and 10x table;        explaining             Understand right angles through
(including 0 as a place       Starts to use some recall of some       methods and            movement, including using clockwise and
holder) with any 2 digit      number facts to solve problems in        reasoning orally.      anti-clockwise.
number.                       relation to multiplication.              Choose the            Use properties such as faces, edges sides
 Understand the operation of             appropriate            and corners.
 Describe and extend
multiplication as repeated addition.     operation when         Describe position using terms such as ‘at
simple number
 Division as repeated subtraction or     solving addition       the corner of’, ‘further away from’.
sequences (including
sharing.                                 and subtraction        Recognise and draw a line of symmetry
odd/even numbers).
 Know and use halving as the             problems.                 or construct patterns with a line of
inverse of doubling.                                               symmetry.
Mathematics Expectations:                          The main features of Level 2a               (Year 3 K.O.)

Number                          Calculations                     Problem         Shape, Space and Data                                  Fractions
Solving

   Can count and write         Uses mental recall of number       Use £ p            Solve a problem by interpreting data               Can find
numbers to 1000;             bonds within 10 to add two-        notation.           presented in simple lists, tables, pictograms or    half of
   Will require some            digit numbers. Know all                                block graphs.                                       numbers to 20
support with the             additions facts to 20 by heart.    Uses mental        Communicates their findings to others.             and some
written numbers.            Can add two two-digit              strategies to       Beginning to use standard units of                 higher
   Has better                   numbers that require carry         solve simple        measurement to measure and compare quantities       numbers;
understanding of             over from units to tens.           problems using      and objects.                                        Can find a
place value with tens       Is more                            addition,                                                               quarter of
and units. Know              confident in                       subtraction,       Compare events and timescales using an              multiples of
what each digit              using number                       doubling and       appropriate standard unit of time.                   four to 12 or
represents (including        bonds when                         halving,           Tell the time using hours, half-hour and            16.
0 as a place holder)         subtracting.                       explaining         quarter-hour units.
with any 2 digit            Recognises and uses the x          methods and        Use vocabulary related to time. Use units of
number.                      symbol;                            reasoning orally. time and know relationship between them.
   Able to discuss             Can recite the 2x, 5x 10x
numbers in terms of          table;                                                 Recognise right angles in 2D and 3D shapes.
hundreds, tens and          Starts to use some recall of       Choose the         Sort shapes and describe some of their
units;                       some number facts to solve         appropriate         features.
   Able children may            problems in relation to            operation when
demonstrate facility         multiplication.                    solving addition    Recognise shapes with no lines of symmetry.
and subtraction     Beginning to understand angle as a
with negative               Understand the operation of
numbers in an                                                   problems.           measurement of turn.
multiplication as repeated
 Understand right angles through movement,
.                           Division as repeated
   Describe and extend                                                                 including using clockwise and anti-clockwise.
subtraction or sharing and
simple number                inverse of multiplication.
sequences (including        Know and use halving as the
odd/even numbers).           inverse of doubling.
Mathematics Expectations:                         The main features of Level 3c                           (Year 3 K.O.)

Number                                    Calculations                       Problem Solving       Shape, Space and Data              Fractions

   Know what each digit in     More secure in solving two-step problems;            Solve word           Know relationship              Recognise
a 3 digit number            Uses mental recall of number bonds to 20;            problems using        between familiar                unit fractions
represents.                 Doubles and halves numbers with confidence;          one or more           measures                        and use to find
   Order numbers to 1000       Uses mental strategies or sets out a computation     steps.                                                fractions of
   Count on or back in tens   to add/ subtract two-digit numbers;                                          Read labelled and              whole numbers
or hundreds from any 2      Uses informal methods to solve computational         Explain how          unlabelled scales               and shapes
or 3 digit number          problems;                                              problem was
   Can count and write         Still is more secure in addition rather than         solved orally         Use and know                   Begin to
numbers to 1000;           subtraction;                                           and, where            relationships between           recognise
                                                                                     appropriate, in       units of time                   simple
Can read numbers in         Becomes more accurate in solving subtraction
thousands.                                                                        writing               Identify and draw              equivalent
problems;
lines of symmetry and           fractions
 Can use a calculator to solve problems that
   Can discuss numbers in                                                            More able            recognise shape with no
involve four-digit numbers.
children can          lines of symmetry
terms of hundreds, tens     Know by heart all +/- facts for each number to 20
apply two
and units;                  Add or subtract mentally a near multiple of 10
different criteria    Identify and compare
   Can round-up two-digit     to/from a 2 digit number
at once.              right angles with other
numbers to the nearest      Bridge through a multiple of 10 then adjust
angles
10;                         Recognise  as inverse of multiplication             Use mental
   Can round-up three-         Begin to find remainders after division              addition and
digit numbers to the        Use known facts and place value to carry out         subtraction,            Plot points on a grid.
nearest 100;               mentally simple x/                                    simple
   Recognises negative         Check with an equivalent calculation                 multiplication        Construct and begin
numbers as being below      Know by heart facts for the 2, 5, and 10             and division, to      to interpret bar graphs
zero;                      multiplication tables.                                 solve simple          and pictograms labelled
   Can use negative            Can recognise and use multiplication and division    word problems         in ones then twos
numbers to measure         symbols;
minus degrees in the        Still at the stage of demonstrating a more secure    Understand           Organise numerical
temperature scale.         understanding of multiplication than division;         and use £.p           data into Venn and
 Very confident in applying the 2x and 10x tables;    notation              Carroll diagrams (2
 Has knowledge of 5x table and is gaining in                                criteria)
familiarity with the 3x, 4x tables.
 Multiply integers by 10
Mathematics Expectations:                           The main features of Level 3b (Year 4 K.O.)
Number                                     Calculations                               Problem Solving         Shape, Space and Data        Fractions
                                 Knows addition and subtraction facts to 20;Can apply      Can recognise             Solve a given              Begin to
 Can count and write        this knowledge to work out number facts that cannot be          multiplication and         problem by organising,      relate
numbers in 1000s;           recalled;                                                       division problems and      extracting and              fractions to
       Read and write          Uses understanding of number relationships as part of     copes sensibly with        interpreting information    division
whole numbers to 1000      mental strategies;                                              remainders;                presented in simple         Recogni
 Multiply integers by          Has a more secure understanding of addition and            Can apply                tables and lists            se simple
10 or 100                  subtraction and the relationship between them;                  knowledge of times         Construct bar charts       fractions
 +/- 1,10,100 to any           Can add or subtract small negative numbers using a        table to multiplication    and pictograms where        that are
number                     number line;                                                    problems;                  the intervals or symbols    several
 Recognise multiples of        More able children are better at using mental              More able can            represent a group of        parts of a
2,3,4,5, 10                methods to calculate answers.                                   apply the same             units (2s, 10s)             whole
 Begin to use decimal      Use mental recall of +/- facts to 20 in solving problems      principles to division     Interpret data in Venn     Recogni
notation for £             involving larger numbers                                        problems;                  and Carroll diagrams (2     ses and
 Count back through        +/- mentally 2 digit numbers using known facts and place       It is quite normal       criteria)                   uses simple
zero                                                                                       for inefficient methods    Begin to use notation      fractions,
value
for m and cm                within an
       Uses                Add and subtract numbers with 3-digits using written          to be selected at this
understanding of place     methods (Can add and subtract two and three-digit
 Make and                  divisions accurately        context.
value to approximate       numbers when there is carry over or decomposition in one
investigate general        Know and use               Recogni
numbers to nearest 10 or   column;)
statements about           relationship between        se the
100 when working with           Use known number facts and place value to add or                                     familiar lengths, mass      equivalence
three-digit numbers;       subtract mentally, including any pair of two-digit whole        familiar numbers and
shapes                     and capacity                of simple
       Starts to use      numbers.
 Choose and use            Use standard units of      fractions.
decimal notation as a       Carry out column addition and subtraction of two                                         time in a range of
proportion of a unit and                                                                   appropriate operations
integers less than 1000, and column addition of more than                                  contexts
uses this within the       two such integers.                                              (including x/) to
solve word problems,       Classify 2D and 3D
context of money;           Use mental recall of 2, 3, 4, 5 & 10 multiplication tables                               shapes using
       Can recognise                                                                      and appropriate ways
and derive the associated division facts                                                   mathematical properties
of calculating: mental,
negative numbers in the         Understands multiplication as ‘lots of’ and repeated                                 Sketch a simple
context of temperature,                                                                    mental with jottings,
pencil and paper
money and calculator        Understands division as sharing and begins to understand                                 Recognise horizontal
display;                                                                                   Explain methods
as repeated subtraction.                                                                   and vertical lines
                                                                                          and reasoning orally
Use < > =           Find remainders after division                                and where appropriate      Plot position on a
symbols correctly               Solve whole-number problems involving x and ,                                       grid
in writing
including those that give rise to remainders
Mathematics Expectations:                             The main features of Level 3a (Year 4 K.O.)
Number                           Calculations                 Problem Solving                Shape, Space and Data           Fractions/decimals

 Can use knowledge           Can select and apply efficient          Can identify             Classify regular and                Use fraction
and understanding of         mental and written strategies;           addition and              irregular polygons using             notation
place value to read and      Find a small difference by              subtraction               mathematical properties              Recognise
write numbers in ten         counting up (bridging through 10 or      relationships in          Sketch reflection of shape –        mixed numbers
thousands and hundred        100)                                     patterns or sequences     mirror parallel                      and simple
thousands.                   Do column addition of more              of number;                Know that angles are                equivalent
 Starts to understand        than 2 whole numbers less than           Can describe             measured in degrees                  fractions
the value of numbers to      1000                                     relationship in words     Plot co-ordinates in the first      Begin s to relate
the right of the decimal     Can use +/- confidently with            using appropriate         quadrant                             vulgar and decimal
point;                       numbers to thousands;                    mathematical              Know & use relationships            fractions, for
 Round any positive          Developing skills in operating          vocabulary.               between measurements                 example, ½ = 0.5.
integer less than 1000 to    negative numbers;                        Choose and use           Read with accuracy labelled         Understands
the nearest 10 or 100        Increasing range of mental              appropriate number        & unlabelled scales                  relationships
 x and  any positive        strategies.                              operations and            Use a.m., p.m., calendars and       between fractions,
integer by 10                Has secure recall of 2x, 3x, 4x,        appropriate ways of       simple timetables                    for example, 2
 Recognise negative          5x and 10x tables;                       calculating (eg           Interpret bar charts and            quarters is the
numbers in context           Has developing knowledge of             mental, mental with       pictograms where the intervals or    same as one half
other table facts to 10;                 jottings, pencil and      symbols represent a group of         which is the same
 Uses doubling of known tables           paper) to solve           units (2s, 5s, 10s, 20s)             as four eighths,
to help understand and know the          problems                  Solve a problem by collecting,      etc.;
value of far higher tables.              Use all 4 operations     organising, representing and         Can add or
 Develop understanding of                to solve word problems    interpreting data in tally charts    subtract simple
operations of x/ and their              using one or more         and frequency                        fractions and
relationship to each other and to +/-    steps, including                                               decimals to one
 Round up or down after division         converting pounds to                                           place;
depending on context                     pence
 Begin to use informal methods
of recording x/
 Check with the inverse operation
Mathematics Expectations:                           The main features of Level 4c               (Year 5 K.O.)

Number                            Calculations                       Problem Solving          Shape, Space and Data          Fractions/Dec / %

 Have appropriate         Can use effective written and mental          Can find the              Collect discrete data          Use decimal
strategies to help to     methods for all four operations;               relationship between       and record using a              notation for
read and write numbers    Can add or subtract with thousands and        numbers in patterns and    frequency table                 tenths and
to 1,000,000. Read and    with two decimal places;                       sequences;                In graphs and charts use         hundredths
write whole numbers in    When adding mentally, partition into          Can describe simple      axes labelled in 2s, 5s, 10s,    Identify two
words and figures         HTU and add most significant digit first       formulae of number        20s,or 100s                      simple fractions to
 Read and write           Find differences by counting up through       sequences in words         Find area and                  total one
whole numbers in          next multiple of 10 or 100 or 1000             (using mathematical        perimeter of a rectangle        Know
words and figures         Do column +/- of 2 integers less than         vocabulary).               by counting methods             decimal/fraction
 Understands the          10 000                                         Starts to check           Know 24 hour clock             equivalents for ½,
effect on a number        Begin to know multiplication facts for 6,     answers through context    Use timetables                 ¼ , 0.3 etc
when multiplying /        7, 8 and 9 time tables                         and size of numbers        Draw 2D shapes in              Starts to use
dividing by 10 or 100;    Has knowledge of how to access the            used;                      variety of orientations on      simple percentages
 Understands the          unknown facts or have mental recall of all     Starts to show            a grid                          as a proportion of a
effect on a number        times tables to 12;                            workings out.              Recognise properties           whole and relate
when dividing by 10 or    Can multiply two-digit numbers by two-        Use all four              of rectangles                   this to fractions.
100;                      digit numbers, using knowledge of factors      operations to solve        Recognise reflective
 Know what each           and understanding of multiplication;           simple word problems       symmetry in regular
digit represents          Use closely related facts and partitioning    involving numbers and      polygons
 Count in steps of        to x/                                         quantities, including      Recognise
constant size             Use informal and refined methods for          time, explaining           perpendicular and
 Extend number            TUxU, TUU                                     methods and reasoning.     parallel lines
sequences                 Begin to know when to use a calculator                                   Start to order a set of
 Recognise multiples      Estimate and check by approximating                                      angles less than 180
of 6,7,8,9                (round to nearest 10/100)                                                 Understand area
measured in square
centimetres (cm2);
understand and use the
formula in words 'length x
breadth' for the area of a
rectangle.
Mathematics Expectations:                        The main features of Level 4b (Year 5 K.O.)
Number                    Calculations                   Problem solving                 Shape, Space and Data              Fractions/decim
als/%

 Make and            Grows in confidence in using         Progress through                Can use and interpret co-                 Relate
justify              an increasing range of numbers;          Level 4 demonstrates     ordinates in the first quadrant;           fractions to
estimates of         Understands the effect of               increasing speed and          Notices the relationship between     division
large                multiplying and dividing by 10 or        confidence in using      co-ordinates of simple shapes.            Confident in
numbers/quant        100 on the relative place values of      effective strategies          Understand area measured in         relationship
ities                whole numbers;                           and manipulation of      square centimetres (cm2); understand      between simple
 X or any           When working with or without            numbers of all four      and use the formula in words 'length x    percentages and
positive integer     a calculator can check the               operations across a      breadth' for the area of a rectangle.     fractions;
by 10 or 100         reasonable ness of answers               range of numbers              Find perimeter of simple shapes           Can
and understand       through context or the size of           including decimals.     Understand and use mode and range          describe
the effect           numbers;                             Choose and use all 4 1.        Construct and interpret bar line        proportions of a
 Identify            Has the mental recall of            operations to solve single   graphs where intermediate points have      whole in terms
square               multiplication facts to 10x10;       or multistep word            no meaning                                 of percentages
numbers              Can use these timetable facts       problems involving          Choose and use a variety of units          and fractions.
 Find pairs of       for multiplication and division      numbers and quantities      and measuring instruments, reading
factors for any      work in mental or written work.      (including time)            and appropriately interpreting scales
number to 100        Use efficient written methods       Use appropriate ways       Classify triangles
 Order a set of      of +/–                               of calculating: mental,     Make 3D mathematical models
positive/negative    Add and subtract decimals to mental with jottings,              Complete symmetrical patterns with
integers
2 places                             written methods,            2 lines of symmetry at right angles
 Use efficient written methods       calculator                  Identify, estimate and order acute
of short x/ (HTUxU, HTUU           Explain methods and            and obtuse angles
with integer remainder)              reasoning
 When solving problems with
or without a calculator, check
reference to context or size of
numbers
Mathematics Expectations:                              The main features of Level 4a (Year 6 K.O.)
Number                      Calculations                  Problem Solving              Shape, Space and Data           Fractions/decimals/%

        Starts to order,          Can use                   Can interpret                  Group data in equal class       Uses understanding
add and subtract              multiplication and division    information in a variety of     intervals                        and knowledge of
negative numbers              to one decimal point;          ways, extract relevant          Represent collected data        percentage and fractions
using a number line or            Can check work            detail and begin to look for    in frequency diagrams and        to start to calculate more
when it is present in         using inverse operations.      the mathematics in the          interpret these                  complex operations;
context;                    Calculate mentally              question rather than rely       Construct and interpret         Multiply and divide
 Round any number          differences by counting up       on ‘common sense’               line graphs where                decimals mentally by 10
to nearest                 through next multiple of 10,     approach based on the           intermediate points have         or 100, and integers by
10,100,1000                100, 1000                        context.                        meaning                          1000, and explain the
 Round numbers             Understand and use              Choose and use all 4          Discuss the chance or             effect.
with 2 decimal places      relationships between 4          operations to solve simple     likelihood of particular          Order a mixed set of
to the nearest integer     operations                       word problems involving        events                            numbers with up to three
 Order decimals to         Use mental recall of            numbers and quantities          Use formula for area of a       decimal places.
3 places                   multiplication facts to 10 x     including simple                rectangle                        Reduce a fraction to
 Solve simple              10 and quick derivation of       conversion of currency          Classify quadrilaterals         its simplest form by
problems using ‘for        corresponding division facts     and finding simple              Recognise where a shape         cancelling common
every’, ‘in every’         Carry out long                  percentages                     will be after reflection in a    factors.
 Relate fractions to       multiplication of a three-       Compare methods of             mirror line touching the         Solve simple
decimal                    digit by a two-digit integer.    recording                       shape at a point                 problems involving ratio
representations            Use written methods for         Explain a generalised          Use a protractor to             and proportion.
 Understand                short x of numbers               relationship (formula) in       measure and draw acute and
percentages as             including decimals (U.txU)       words                           obtuse angles to the nearest
number of parts in                                          Solve a problem by             degree
every hundred                                               extracting and interpreting     Calculate the perimeter
2.    Calculate +/- numbers                                        information presented in        and area of simple
through zero in                                              tables, graphs and charts       compound shapes that can
context                                                                                      be split into rectangles.
ordinates in all four
Mathematics Expectations:                               The main features of Level 5 (Year 6 K.O.)
Calculations                      Solving Problems                   Space, Space and Data                           Fractions/                  Algebra
Decimals/ %

 Multiply and divide decimals mentally by       Identify and use all     Begin to find median and mean                    Can calculate percentages        Can use
10 or 100, and integers by 1000, and explain    4 operations to solve     Solve a problem by representing,                 and fractions of quantities       symbolic
the effect.                                     simple word problems      extracting and interpreting data in tables,       and measurements; Knows           notation
 Can use all four operations to two decimal     involving numbers and     graphs, charts and diagrams                       how to use a calculator to do     rather than
places;                                         quantities including      Use vocabulary for probability                   this.                             words to
 Can use and explain a standard method of       simple conversion of      Understand and use the mean of discrete          Order a set of mixed             explain
long multiplication and long division for       currency and simple       data                                              numbers                           process and
example HTU x TU or HTU - TU;                   percentage amounts        Interpret graphs/diagrams i.e pie charts and     Solve simple problems            formulae.
 Can estimate using approximations (based       Explain methods          draw conclusions                                  involving ratio or
on rounding up or down or splitting numbers     and reasoning orally     Understand and use probability scale from 0 – 1    proportion
into parts)                                     and in writing            Understand and use formula for area of a         Find simple percentage
 Use brackets                                   Express a general        rectangle                                         amounts of whole number
 Use written methods for long x of 3            statement in symbolic     Calculate perimeter and area of simple           quantities
digit by 2 digit numbers                        form and use simple       compound shapes that can be split into            Understand percentage as
 Use written methods for short  of             formulae involving        rectangles                                        the number of parts in every
numbers involving decimals                      one or two operations     Make sensible estimates of a range of            100, and find simple
 Use calculator effectively                     Identify and use         measures                                          percentages of small whole-
 Use all four operations with decimals to 2     appropriate operations    Know rough metric equivalents of imperial        number quantities.
places                                          (including                units still in daily use                          Use a fraction as an
 Understand and use an appropriate non-         combinations of           Convert one metric unit to another               operator to find fractions of
calculator method for solving problems that     operations) to solve      Make shapes with increasing accuracy             numbers or quantities (e.g.
involve multiplying and dividing any 3-digit    word problems             Calculate angles on a straight line              5/8 of 32, 7/10 of 40, 9/100
by any 2-digit number                           including conversion      Record and estimate angles                       of 400 centimetres).
 Check solutions by applying inverse            of currency and           Use language associated with angle               Calculate fractional or
operations or estimating using                  calculating               Read and plot co-ordinates in all four           percentage parts of quantities
approximations                                  percentage amounts        quadrants                                         and measurements, using a
 Derive quickly division facts                                            Construct models and drawings of shapes –        calculator where appropriate
corresponding to multiplication tables up to                              measuring and drawing angles to the nearest
10 x 10.                                                                  degree
 Identify all symmetries of a 2D shape
Know angle sum of a triangle and of angles at a
point
Overall:       Takes time to check answers, show workings out and can use mathematical terms to explain answers.

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