Document Sample

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 34 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 34 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. 34 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 34 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. 68 and 34, or 70100 and 710); interpret mixed numbers and position them on a number line (e.g. 312) Find fractions of numbers, quantities or shapes (e.g. 15 of 30 plums, 38 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 58); find equivalent fractions (e.g. 710 = 1420, or 1910 = 1910); relate fractions to their decimal representations Find fractions using division (e.g. 1100 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 34 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 34 of 150 g); measurement interpret the display correctly in the context of measurement

DOCUMENT INFO

Shared By:

Categories:

Tags:

Stats:

views: | 3 |

posted: | 10/3/2012 |

language: | Unknown |

pages: | 5 |

OTHER DOCS BY Nck7ze1

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.