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YEAR 2 YEAR 3 YEAR 4 1 Using and applying mathematics Solve problems involving addition, Solve one-step and two-step problems Solve one-step and two-step problems involving subtraction, multiplication or division in involving numbers, money or measures, numbers, money or measures, including time; contexts of numbers, measures or pounds and including time, choosing and carrying out choose and carry out appropriate calculations, pence appropriate calculations using calculator methods where appropriate Identify and record the information or Represent the information in a puzzle or Represent a puzzle or problem using number calculation needed to solve a puzzle or problem using numbers, images or diagrams; sentences, statements or diagrams; use these problem; carry out the steps or calculations use these to find a solution and present it in to solve the problem; present and interpret and check the solution in the context of the context, where appropriate using £.p the solution in the context of the problem problem notation or units of measure Follow a line of enquiry; answer questions by Follow a line of enquiry by deciding what choosing and using suitable equipment and Suggest a line of enquiry and the strategy information is important; make and use lists, selecting, organising and presenting needed to follow it; collect, organise and tables and graphs to organise and interpret information in lists, tables and simple interpret selected information to find answers the information diagrams Identify and use patterns, relationships and Describe patterns and relationships involving Identify patterns and relationships involving properties of numbers or shapes; investigate a numbers or shapes, make predictions and test numbers or shapes, and use these to solve statement involving numbers and test it with these with examples problems examples Present solutions to puzzles and problems in an organised way; explain decisions, methods Describe and explain methods, choices and Report solutions to puzzles and problems, and results in pictorial, spoken or written solutions to puzzles and problems, orally and giving explanations and reasoning orally and in form, using mathematical language and in writing, using pictures and diagrams writing, using diagrams and symbols number sentences 2 Counting and understanding number Read and write two-digit and three-digit Read, write and order whole numbers to at Recognise and continue number sequences numbers in figures and words; describe and least 1000 and position them on a number formed by counting on or back in steps of extend number sequences and recognise odd line; count on from and back to zero in constant size and even numbers single-digit steps or multiples of 10 Count up to 100 objects by grouping them and Partition three-digit numbers into multiples Partition, round and order four-digit whole counting in tens, fives or twos; explain what of 100, 10 and 1 in different ways numbers; use positive and negative numbers in each digit in a two-digit number represents, context and position them on a number line; including numbers where 0 is a place holder; state inequalities using the symbols < and > (e.g. partition two-digit numbers in different -3 > -5, -1 < plus1) ways, including into multiples of 10 and 1 Use decimal notation for tenths and Order two-digit numbers and position them Round two-digit or three-digit numbers to hundredths and partition decimals; relate the on a number line; use the greater than (>) and the nearest 10 or 100 and give estimates for notation to money and measurement; position less than (<) signs their sums and differences one-place and two-place decimals on a number line Read and write proper fractions (e.g. , ), interpreting the denominator as the parts Recognise the equivalence between decimal and Estimate a number of objects; round two- of a whole and the numerator as the number fraction forms of one half, quarters, tenths digit numbers to the nearest 10 of parts; identify and estimate fractions of and hundredths shapes; use diagrams to compare fractions and establish equivalents Use diagrams to identify equivalent fractions Find one half, one quarter and three quarters (e.g. and , or and ); interpret mixed of shapes and sets of objects numbers and position them on a number line (e.g. 3 ) (EOY) Use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. 'There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red'); estimate a proportion (e.g. 'About one quarter of the apples in the box are green') 3 Knowing and using number facts Derive and recall all addition and subtraction Derive and recall all addition and subtraction Use knowledge of addition and subtraction facts for each number to at least 10, all pairs facts for each number to 20, sums and facts and place value to derive sums and with totals to 20 and all pairs of multiples of differences of multiples of 10 and number differences of pairs of multiples of 10, 100 or 10 with totals up to 100 pairs that total 100 1000 Understand that halving is the inverse of Derive and recall multiplication facts for Identify the doubles of two-digit numbers; use doubling and derive and recall doubles of all the 2, 3, 4, 5, 6 and 10 times-tables and the these to calculate doubles of multiples of 10 numbers to 20, and the corresponding halves corresponding division facts; recognise and 100 and derive the corresponding halves multiples of 2, 5 or 10 up to 1000 Derive and recall multiplication facts for the Use knowledge of number operations and Derive and recall multiplication facts up to 10 × 2, 5 and 10 times-tables and the related corresponding inverses, including doubling 10, the corresponding division facts and division facts; recognise multiples of 2, 5 and and halving, to estimate and check multiples of numbers to 10 up to the tenth 10 calculations multiple Use knowledge of number facts and Use knowledge of rounding, number operations operations to estimate and check answers to and inverses to estimate and check calculations calculations Identify pairs of fractions that total 1 4 Calculating Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit Add or subtract mentally combinations of Add or subtract mentally pairs of two-digit number; use practical and informal written one-digit and two-digit numbers whole numbers (e.g. 47 + 58, 91 - 35) methods to add and subtract two-digit numbers Understand that subtraction is the inverse of Develop and use written methods to record, Refine and use efficient written methods to addition and vice versa; use this to derive and support or explain addition and subtraction add and subtract two-digit and three-digit record related addition and subtraction of two-digit and three-digit numbers whole numbers and £.p number sentences Represent repeated addition and arrays as multiplication, and sharing and repeated Multiply and divide numbers to 1000 by 10 and subtraction (grouping) as division; use Multiply one-digit and two-digit numbers by then 100 (whole-number answers), practical and informal written methods and 10 or 100, and describe the effect understanding the effect; relate to scaling up related vocabulary to support multiplication or down and division, including calculations with remainders Use the symbols +, -, ×, ÷ and = to record and Develop and use written methods to record, Use practical and informal written methods interpret number sentences involving all four support and explain multiplication and division to multiply and divide two-digit numbers operations; calculate the value of an unknown of two-digit numbers by a one-digit number, (e.g. 13 3, 50 4); round remainders up or in a number sentence (e.g. ☐ ÷ 2 = 6, 30 - ☐ = including division with remainders (e.g. 15 × 9, down, depending on the context 24) 98 ÷ 6) Understand that division is the inverse of multiplication and vice versa; use this to Find fractions of numbers, quantities or shapes derive and record related multiplication and (e.g. of 30 plums, of a 6 by 4 rectangle) division number sentences Use a calculator to carry out one-step and two- step calculations involving all four operations; Find unit fractions of numbers and recognise negative numbers in the display, quantities (e.g. , , and of 12 litres) correct mistaken entries and interpret the display correctly in the context of money 5 Understanding shape Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in Relate 2-D shapes and 3-D solids to Draw polygons and classify them by identifying different positions and orientations; sort, drawings of them; describe, visualise, their properties, including their line symmetry make and describe shapes, referring to their classify, draw and make the shapes properties Identify reflective symmetry in patterns and Draw and complete shapes with reflective Visualise 3-D objects from 2-D drawings; make 2-D shapes and draw lines of symmetry in symmetry; draw the reflection of a shape in nets of common solids shapes a mirror line along one side Read and record the vocabulary of position, Recognise horizontal and vertical lines; use the Follow and give instructions involving position, direction and movement, using the four eight compass points to describe direction; direction and movement compass directions to describe movement describe and identify the position of a square about a grid on a grid of squares Use a set-square to draw right angles and to Recognise and use whole, half and quarter Know that angles are measured in degrees and identify right angles in 2-D shapes; compare turns, both clockwise and anticlockwise; know that one whole turn is 360°; compare and order angles with a right angle; recognise that a that a right angle represents a quarter turn angles less than 180° straight line is equivalent to two right angles 6 Measuring Know the relationships between kilometres Choose and use standard metric units and their Estimate, compare and measure lengths, and metres, metres and centimetres, abbreviations when estimating, measuring and weights and capacities, choosing and using kilograms and grams, litres and millilitres; recording length, weight and capacity; know standard units (m, cm, kg, litre) and suitable choose and use appropriate units to the meaning of 'kilo', 'centi' and 'milli' and, measuring instruments estimate, measure and record measurements where appropriate, use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg) Read the numbered divisions on a scale, and Read, to the nearest division and half- interpret the divisions between them (e.g. on Interpret intervals and divisions on partially division, scales that are numbered or a scale from 0 to 25 with intervals of 1 shown numbered scales and record readings partially numbered; use the information to but only the divisions 0, 5, 10, 15 and 20 accurately, where appropriate to the nearest measure and draw to a suitable degree of numbered); use a ruler to draw and measure tenth of a unit accuracy lines to the nearest centimetre Use units of time (seconds, minutes, hours, Read the time on a 12-hour digital clock and Draw rectangles and measure and calculate days) and know the relationships between to the nearest 5 minutes on an analogue their perimeters; find the area of rectilinear them; read the time to the quarter hour; clock; calculate time intervals and find start shapes drawn on a square grid by counting identify time intervals, including those that or end times for a given time interval squares cross the hour Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables 7 Handling data Answer a question by collecting, organising Answer a question by identifying what data to Answer a question by collecting and recording and interpreting data; use tally charts, collect; organise, present, analyse and data in lists and tables; represent the data as frequency tables, pictograms and bar charts interpret the data in tables, diagrams, tally block graphs or pictograms to show results; to represent results and illustrate charts, pictograms and bar charts, using ICT use ICT to organise and present data observations; use ICT to create a simple bar where appropriate chart Use lists, tables and diagrams to sort Use Venn diagrams or Carroll diagrams to Compare the impact of representations where objects; explain choices using appropriate sort data and objects using more than one scales have intervals of differing step size language, including 'not' criterion

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posted: | 9/30/2012 |

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