Term 1 � Unit 1

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```					                                                                           Term 1 – Unit 1                                                           Term 2 – Unit 2                                                           Term 3 – Unit 3
 Recognise and continue number sequences formed by counting on or back in steps of constant size
Year 4    Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 – 35)
 Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
 Use knowledge of rounding, number operations and inverses to estimate and check calculations

 Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols
 Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line
Year 5

 Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
 Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
A: Counting, partitioning and calculating

Year 4                                Year 5                              Year 4                               Year 5                                 Year 4                                Year 5
 Report solutions to puzzles and      Use efficient written methods       Report solutions to puzzles and    Solve one-step & two-step           Solve one-step and two-step               Solve one-step and two-
problems, giving explanations        to add and subtract whole             problems, giving explanations       problems involving whole             problems involving numbers, money          step problems involving
and reasoning orally and in          numbers and decimals with up          and reasoning orally and in         numbers & decimals; all four         or measures, inc time; choose and          whole numbers and
writing, using diagrams and          to two places                         writing, using diagrams and         operations, choosing & using         carry out appropriate calculations,        decimals and all four
symbols                              Identify pairs of factors of         symbols                             appropriate calculation              using calculator methods where             operations, choosing and
 Partition, round and order four-      two-digit whole numbers and         Use decimal notation for            strategies, including calculator     appropriate                                using appropriate
digit whole numbers; use              find common multiples (e.g. for      tenths and hundredths and           use                                 Partition, round and order four-digit      calculation strategies,
positive and negative numbers         6 and 9)                             partition decimals; relate the     Use efficient written methods        whole numbers; use positive and            including calculator use
in context and position them on      Use understanding of place           notation to money and              to add/subtract whole                 negative numbers in context and           Refine and use efficient
a number line; state inequalities     value to multiply and divide         measurement; position one-         numbers/decimals up to two            position them on a number line; state      written methods to
using the symbols < and > (e.g. –     whole numbers and decimals by        place and two-place decimals on    places                                inequalities using the symbols < and >     multiply and divide
3 > –5, –1 < +1)                      10, 100 or 1000                      a number line                      Identify pairs of factors of         (e.g. –3 > –5, –1 < +1)                    HTU × U, TU × TU, U.t × U
 Use knowledge of addition and        Extend mental methods for           Refine and use efficient            two-digit whole numbers and         Use decimal notation for                   and HTU ÷ U
subtraction facts and place           whole-number calculations, for       written methods to add and          find common multiples (e.g. for      tenths/hundredths & partition             Use a calculator to solve
value to derive sums and              example to multiply a two-digit      subtract two-digit and three-       6 and 9)                             decimals; relate notation to money &       problems, including those
differences of pairs of               by a one-digit number (e.g.          digit whole numbers and £.p        Use understanding of place           measurement; position one-place &          involving decimals or
multiples of 10, 100 or 1000          12 × 9), to multiply by 25 (e.g.    Multiply and divide numbers to      value to multiply and divide         two-place decimals on number line          fractions (e.g. to find 34
 Multiply and divide numbers to        16 × 25), to subtract one near       1000 by 10 and then 100             whole numbers and decimals by       Refine and use efficient written           of 150 g); interpret the
1000 by 10 and then 100               multiple of 1000 from another        (whole-number answers),             10, 100 or 1000                      methods to add and subtract two-           display correctly in the
(whole-number answers),               (e.g. 6070 – 4097)                   understanding the effect;          Extend mental methods for            digit and three-digit whole numbers        context of measurement
understanding the effect;                                                  relate to scaling up or down        whole-number calculations, for       and £.p
relate to scaling up or down                                              Develop and use written             example to multiply a two-digit     Develop & use written methods to
 Identify the doubles of two-                                              methods to record, support           by a one-digit number (e.g.         record, support & explain
digit numbers; use these to                                               and explain multiplication and       12 × 9), to multiply by 25 (e.g.    multiplication & division of two-
calculate doubles of multiples                                            division of two-digit numbers        16 × 25), to subtract one near      digit numbers by a one-digit
of 10 and 100 and derive the                                              by a one-digit number,               multiple of 1000 from another       number, inc. division with
corresponding halves                                                      including division with              (e.g. 6070 – 4097)                  remainders (e.g. 15 × 9, 98 ÷ 6)
 Use a calculator to carry out                                             remainders (e.g. 15 × 9,            Use a calculator to solve           Use a calculator to carry out one-
one-step and two-step                                                     98 ÷ 6)                              problems, including those            step and two-step calculations
calculations involving all four                                                                                involving decimals or fractions      involving all four operations;
operations; recognise negative                                                                                 (e.g. to find 34 of 150 g);         recognise negative numbers in the
numbers in the display, correct                                                                                interpret the display correctly      display, correct mistaken entries
mistaken entries and interpret                                                                                 in the context of measurement        and interpret the display correctly
the display correctly in the                                                                                                                        in the context of money
context of money
Term 1 – Unit 1                                                     Term 2 – Unit 2                                                        Term 3 – Unit 3
 Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
 Use knowledge of rounding, number operations and inverses to estimate and check calculations
Year 4
 Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
 Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
 Draw polygons and classify them by identifying their properties, including their line symmetry
 Visualise 3-D objects from 2-D drawings; make nets of common solids
B: Securing number facts, understanding shape

 Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
Year 5

 Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
 Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes

Year 4                             Year 5                            Year 4                             Year 5                              Year 4                              Year 5
 Solve one-step and two-step      Identify pairs of factors of     Identify the doubles of two-      Represent a puzzle or              Solve one-step & two-step         Represent a puzzle or
problems involving numbers,       two-digit whole numbers and       digit numbers; use these to        problem by identifying and          problems involving numbers,        problem by identifying and
money or measures, including      find common multiples (e.g.       calculate doubles of multiples     recording the information or        money or measures, inc. time;      recording the information or
time; choose and carry out        for 6 and 9)                      of 10 and 100 and derive the       calculations needed to solve        choose and carry out               calculations needed to solve
appropriate calculations,        Use efficient written             corresponding halves               it; find possible solutions and     appropriate calculations,          it; find possible solutions and
using calculator methods          methods to add and                                                   confirm them in the context         using calculator methods           confirm them in the context
where appropriate                 subtract whole numbers and                                           of the problem                      where appropriate                  of the problem
 Use knowledge of addition         decimals with up to two                                             Use knowledge of place             Use knowledge of addition         Use knowledge of place
and subtraction facts and         places                                                              value and addition and               and subtraction facts and          value and addition and
place value to derive sums                                                                            subtraction of two-digit             place value to derive sums         subtraction of two-digit
and differences of pairs of                                                                           numbers to derive sums and           and differences of pairs of        numbers to derive sums and
multiples of 10, 100 or 1000                                                                          differences and doubles and          multiples of 10, 100 or 1000       differences and doubles and
halves of decimals (e.g.            Identify the doubles of two-       halves of decimals (e.g.
6.5 ± 2.7, half of 5.6,              digit numbers; use these to        6.5 ± 2.7, half of 5.6,
double 0.34)                         calculate doubles of multiples     double 0.34)
 Complete patterns with up to        of 10 and 100 and derive the      Use written methods to
two lines of symmetry; draw         corresponding halves               add/ subtract whole
the position of a shape after                                          numbers/decimals up to two
a reflection or translation                                            places
 Use a calculator to solve
problems, including those
involving decimals or
fractions (e.g. 34 of 150 g);
interpret the display
correctly in the context of
measurement
Term 1 – Unit 1                                                       Term 2 – Unit 2                                                        Term 3 – Unit 3
 Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers
 Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate
Year 4    Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
 Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where
appropriate, use decimal notation to record measurements (e.g., 1.3m or 0.6kg)
 Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit
C: Handling data and measures

 Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry
 Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols
 Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask
Year 5

 Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time
 Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using
decimals to one place (e.g. change 2.6 kg to 2600 g)
 Interpret a reading that lies between two unnumbered divisions on a scale

Year 4                             Year 5                              Year 4                             Year 5                              Year 4                             Year 5
 Find and interpret the mode       Compare the impact of              Describe the occurrence of        Compare the impact of              Find and interpret the mode
of a set of data                   representations where scales        familiar events using the          representations where scales        of a set of data
have intervals of differing         language of chance or              have intervals of differing        Describe occurrence of
step size                           likelihood                         step size                           familiar events using the
language of chance or
likelihood
Term 1 – Unit 1                                                       Term 2 – Unit 2                                                        Term 3 – Unit 3
 Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
Year 4    Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where
appropriate, use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg)
 Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit

 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use
 Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find 34 of 150 g); interpret the display correctly in the context of measurement
D: Calculating, measuring and understanding shape

 Read and plot coordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides
Year 5

 Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using
decimals to one place (e.g. change 2.6 kg to 2600 g)
 Interpret a reading that lies between two unnumbered divisions on a scale
 Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the
rectangle’s area
Year 4                        Year 5                                Year 4                                   Year 5                             Year 4                             Year 5
 Add or subtract               Use understanding of        Refine and use efficient written methods       Use knowledge of rounding,      Refine and use efficient           Use knowledge of rounding,
mentally pairs of two-          place value to multiply      to add and subtract two-digit and three-        place value, number facts        written methods to add and          place value, number facts and
digit whole numbers             and divide whole             digit whole numbers and £.p                     and inverse operations to        subtract two-digit and three-       inverse operations to
(e.g. 47 + 58,                  numbers and decimals        Derive and recall multiplication facts          estimate and check               digit whole numbers and £.p         estimate and check
91 – 35)                        by 10, 100 or 1000           up to 10 × 10, the corresponding                calculations                    Use decimal notation for            calculations
 Read time to the nearest      Read timetables and          division facts and multiples of numbers        Use efficient written            tenths and hundredths and          Use written methods to add
minute; use am, pm and         time using 24-hour           to 10 up to the tenth multiple                 methods to add and                partition decimals; relate the     subtract whole
12-hour clock notation;        clock notation; use a       Develop and use written methods to             subtract whole numbers            notation to money and              numbers/decimals with two
choose units of time to        calendar to calculate        record, support and explain                    and decimals with up to           measurement; position one-         places
measure time intervals;        time intervals               multiplication & division of two-digit         two places                        place and two-place decimals       Refine and use efficient
calculate time intervals                                    numbers by a one-digit number, inc             Use understanding of place       on a number line                    written methods to multiply
from clocks and                                             division with remainders (e.g. 15 × 9,          value to multiply and divide    Read time to the nearest            and divide HTU × U, TU × TU,
timetables                                                  98 ÷ 6)                                         whole numbers and decimals       minute; use am, pm and 12-          U.t × U and HTU ÷ U
 Recognise horizontal and                                   Use decimal notation for                        by 10, 100 or 1000               hour clock notation; choose        Complete patterns with up to
vertical lines; use the                                     tenths/hundredths & partition decimals;        Refine and use efficient         units of time to measure time       two lines of symmetry; draw
eight compass points to                                     relate to money & measurement; position         written methods to multiply      intervals; calculate time           the position of a shape after
describe direction;                                         one-place and two-place decimals on             and divide HTU × U,              intervals from clocks and           a reflection or translation
describe and identify the                                   number line                                     TU × TU, U.t × U and             timetables                         Estimate, draw and measure
position of a square on a                                  Draw rectangles and measure and                 HTU ÷ U                         Draw rectangles and measure         acute and obtuse angles using
grid of squares                                             calculate their perimeters; find the area      Estimate, draw and measure       and calculate their                 an angle measurer or
of rectilinear shapes drawn on a square         acute and obtuse angles          perimeters; find the area of        protractor to a suitable
grid by counting squares                        using an angle measurer or       rectilinear shapes drawn on a       degree of accuracy; calculate
 Know that angles are measured in                protractor to a suitable         square grid by counting             angles in a straight line
degrees and that one whole turn is              degree of accuracy;              squares                            Read timetables and time
360°; compare and order angles less             calculate angles in a           Know that angles are                using 24-hour clock notation;
than 180°                                       straight line                    measured in degrees and             use a calendar to calculate
 Recognise horizontal and vertical lines;                                         that one whole turn is              time intervals
use the eight compass points to describe                                         360°; compare and order
direction; describe and identify the                                             angles less than 180°
position of a square on a grid of squares
Term 1 – Unit 1                                                              Term 2 – Unit 2                                                              Term 3 – Unit 3
 Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve the problem; present and interpret the solution in the context of the problem

Year 4
 Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
 Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths
 Use diagrams to identify equivalent fractions (e.g. 68 and 34, or 70100 and 710); interpret mixed numbers and position them on a number line (e.g. 312)
 Find fractions of numbers, quantities or shapes (e.g. 15 of 30 plums, 38 of a 6 by 4 rectangle)
E: Securing number facts, calculations and relationships.

 Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
Year 5

 Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 58); find equivalent fractions (e.g. 710 = 1420, or 1910 = 1910); relate fractions to their decimal representations
 Find fractions using division (e.g. 1100 of 5 kg), and percentages of numbers and quantities (e.g. 10%, 5% and 15% of £80)

Year 4                                  Year 5                                     Year 4                                Year 5                                Year 4                                Year 5
 Identify pairs of               Solve one-step & two-step problems           Identify pairs of fractions          Explain reasoning using               Develop and use written              Solve one-step and two-step
fractions that total 1           involving whole numbers/decimals and          that total 1                          diagrams, graphs and text;            methods to record, support             problems involving whole
all four operations, choosing and using                                             refine ways of recording              & explain multiplication and           numbers and decimals and all
appropriate calculation strategies, inc                                             using images and symbols              division of two-digit                  four operations, choosing and
calculator use                                                                     Understand percentage as              numbers by a one-digit                 using appropriate calculation
 Explain reasoning using diagrams,                                                   the number of parts in every          number, inc division with              strategies, including
graphs and text; refine ways of                                                     100 and express tenths and            remainders (e.g., 15 x 9,              calculator use
recording using images and symbols                                                  hundredths as percentages             98 ÷ 6)                               Understand percentage as
 Recall quickly multiplication facts up                                             Use sequences to scale                Use the vocabulary of ratio           the number of parts in every
to 10 × 10 and use them to multiply                                                 numbers up or down; solve              and proportion to describe            100 and express tenths and
pairs of multiples of 10 and 100;                                                   problems involving                     the relationship between two          hundredths as percentages
derive quickly corresponding division                                               proportions of quantities (e.g.        quantities (e.g. ‘There are 2        Use sequences to scale
facts                                                                               decrease quantities in a               red beads to every 3 blue             numbers up or down; solve
 Identify pairs of factors of two-digit                                              recipe designed to feed six            beads, or 2 beads in every 5          problems involving
whole numbers and find common                                                       people)                                beads are red’); estimate a           proportions of quantities (e.g.
multiples (e.g. for 6 and 9)                                                       Use knowledge of place                 proportion (e.g. ‘About one           decrease quantities in a
 Extend mental methods for whole-                                                    value and addition and                 quarter of the apples in the          recipe designed to feed six
number calculations, for example to                                                 subtraction of two-digit               box are green’)                       people)
multiply a two-digit number by a one-                                               numbers to derive sums and                                                  Refine and use efficient
digit number (e.g. 12 × 9), to multiply                                             differences and doubles and                                                  written methods to multiply
by 25 (e.g. 16 × 25), to subtract one                                               halves of decimals (e.g. 6.5                                                 and divide HTU × U, TU × TU,
near-multiple of 1000 from another                                                  ± 2.7, half of 5.6, double                                                   U.t × U and HTU ÷ U
(e.g. 6070 – 4097)                                                                  0.34)
 Refine and use efficient written                                                   Use a calculator to solve
methods to multiply and divide                                                      problems, including those
HTU × U, TU × TU, U.t × U and                                                       involving decimals or
HTU ÷ U                                                                             fractions (e.g. find 34 of
 Use a calculator to solve problems,                                                 150 g); interpret the display
inc those involving decimals or                                                     correctly in the context of
fractions (e.g. find 34 of 150 g);                                                 measurement
interpret the display correctly in the
context of measurement

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