Tracking Record Sheets L1 to L6

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```					Mathematics Tracking Record                                School:                                                                               Name:                                         DRAFT
National                        MA 1                                              MA 2                                                              MA 3                                  MA 4
Curriculum                       UAM                                              Number                                                  Shape, space and measures                     Handling data
Framework               Using and applying           Counting and           Knowing and using            Calculating              Understanding shape        Measuring                  Handling data
Strand                    mathematics          understanding number          number facts
Level 2              select the                count sets of            use the                    use mental                   use mathematical        understand angle       sort objects and
Y1/Y2                   mathematics they         objects reliably          knowledge that            calculation                   names for                 as a measurement        classify them
use in some            begin to                   subtraction is the        strategies to solve           common 3-D and            of turn                 using more than
classroom                understand the            inverse of addition       number problems               2-D shapes               begin to use            one criterion
activities               place value of          understand                 involving money               describe their           everyday non-          understand
 discuss their work          each digit in a           halving as a way          and measures                  properties,               standard and            vocabulary
using                    number and use            of ‘undoing               choose the                   including numbers         standard units to       relating to
mathematical             this to order             doubling and vice         appropriate                   of sides and              measure length          handling data
language                 numbers up to 100         versa
operation when                corners                   and mass               collect and sort
 use mental recall                                                                                          data to test a
 begin to represent        recognise                                            solving addition              describe the            begin to use a
their work using         sequences of                                        and subtraction               position of objects       wider range of
subtraction facts                                                                                        record results in
symbols and              numbers,
to 10                     problems                      distinguish              measures
simple diagrams          including odd and                                                                                                                   simple lists, tables
    solve number                 between straight
and block
 explain why an              even numbers                                                                      and turning
problems                                                                        graphs…
answer is correct      begin to use                                                                       movements
involving money                                                                communicate their
 predict what                halves and                                                                        recognise right
quarters                                            and measures                                                                    findings, using the
comes next in a                                                                                            angles in turns
                                                                                   simple lists, tables
simple number,         relate the concept                                    record their work
in writing                                                                      and block graphs
shape or spatial         of half of a small
they have
pattern or               quantity to the
recorded
sequence and             concept of half of
give reasons for         a shape
their opinions
(Children may work
independently or with
support)
Level 1              use mathematics              count up to 10          begin to know            understand addition          use everyday            measure and            sort and classify
YR/Y1                    as an integral part        objects                  some addition            as finding the total of       language to               order objects           objects
of classroom              read and write           facts                    two or more sets of
describe                  using direct           represent their
(Level 1 currently draft)                                                                                     objects
activities                 numbers to 10                                                                   properties of 2-D         comparison              work
    understand
 represent their              order numbers to                                  subtraction as ‘taking
and 3-D shapes           order events           demonstrate the
work with objects          10                                                away’ objects from a          use everyday                                     criterion they have
or pictures               begin to use the                                  set and finding how           language to                                       used
 discuss their work            fraction, one half                                many are left                 describe positions
    add and subtract             of 2-D and 3-D
 draw simple                                                                     numbers of objects            shapes
 recognise and use                                                               subtraction problems
a simple pattern or                                                          involving up to 10
objects
relationship
    record their work
(Could be seen in the                                                             with objects, pictures
context of practical                                                              or diagrams
activities with support)
Mathematics Tracking Record                          School:                                                                                              Name:                                                   DRAFT

National              MA 1                                                            MA 2                                                                    MA 3                                             MA 4
Curriculum              UAM                                                          Number                                                         Shape, space and measures                                Handling data
Framework        Using and applying               Counting and                   Knowing and using                Calculating               Understanding shape        Measuring                             Handling data
Strand            mathematics               understanding number                 number facts
Level 4          develop own                    recognise and                  recall multiplication        use inverse operations        use the properties of         choose and use               collect discrete data
Y4/5/6           strategies for solving          describe number                 facts up to 10x10 and                                        2-D and 3-D shapes             appropriate units and
    understand the use of                                                                      group data, where
problems                        patterns                        quickly derive                brackets in simple             make 3-D models by            instruments.                  appropriate, in equal
      use their own                  recognise and                  corresponding division        calculations                   linking given faces or         interpret, with              class intervals
strategies within               describe number                 facts                                                        edges                          appropriate accuracy,
    use efficient written                                                                      record discrete data
mathematics and in              relationships including         use a range of mental        methods of addition            draw common 2-D               numbers on a range of         using a frequency
applying mathematics            multiple, factor and            methods of                    and subtraction and of         shapes in different            measuring instruments         table
to practical context            square                          computation with the          short multiplication and       orientations on grids          find perimeters of           represent collected
      present information            use place value to             four operations               division.                                                     simple shapes and find
    reflect simple shapes                                       data in frequency
and results in a clear          multiply and divide                                           add and subtract              in a mirror line.              areas by counting             diagrams
and organised way               whole numbers by 10                                           decimals to two                                               squares
    begin to rotate a                                           construct simple line
      search for a solution          or 100                                                        places.                                                       use units of time
simple shape or object                                       graphs
by trying out ideas of          recognise                                                    multiply a simple             about its centre or a                                        continue to use Venn
their own                       approximate                                                   decimal by a single            vertex                                                       and Carroll diagrams
proportions of a whole                                        digit                          translate shapes                                            to record their sorting
and use simple
    check the                     horizontally or                                              and classifying of
fractions and
reasonableness of              vertically                                                   information
percentages to
their results with                                                                          understand and use
describe these
reference to the                                                                            the mode and range to
     order decimals to                                            context or size of                                                                          describe sets of data
three decimal places                                          numbers
    interpret frequency
     begin to understand                                          begin to use simple                                                                        diagrams and simple
simple ratio                                                  formulae expressed in                                                                       line graphs.
words (Algebra)
    use and interpret
coordinates in the first
Level 3          select the                     understand place               add and subtract 2-          begin to understand          classify 3-D and 2-D          use non-standard and         gather information
Y2/3/4           mathematics they use            value in numbers to             digit numbers mentally        the role of ‘=’, the
in a wider range of             1000                                                          equals sign
shapes in various              standard metric units         construct bar charts
      use mental recall of                                        ways using                     of length, capacity and       and pictograms, where
classroom activities            use place value to             addition and                  solve whole number            mathematical                   mass in a range of            the symbol represents
      try different                  make approximations             subtraction facts to 20       problems involving             properties such as             contexts                      a group of units
reflective symmetry for
approaches and find             recognise negative             in solving problems           multiplication or
2-D shapes
    use standard units of        use Venn and Carroll
ways of overcoming              numbers in contexts             involving larger              division, including                                           time                          diagrams to record
difficulties that arise         such as temperature             numbers                       those that give rise to       begin to recognise
   use a wider range of          their sorting and
when they are solving                                           use mental recall of         remainders
     recognise a wider                                                                           nets of familiar 3-D
measures                      classifying of
problems                                                        the 2, 3, 4, 5 and 10         add and subtract 3-           shapes eg. Cube,
range of sequences                                                                                                                                        information
      begin to organise their                                        multiplication table          digit numbers using            cuboid, triangular
     use simple fractions
work and check                                                  derive associated            written methods                prism, square-based
results.
that are several parts
division facts from           multiply and divide 2-        pyramid                                                      extract and interpret
of a whole and                                                                                                                                            information presented
      discuss their                  recognise when two              known multiplication          digit numbers by 2, 3,        recognise shapes in
mathematical work                                               facts                         4 or 5 as well as 10                                                                        in simple tables, lists,
simple fractions are                                                                         different orientations                                       bar charts and
and begin to explain            equivalent                                                    with whole number
their thinking                                                                                answers and                   reflect shapes,                                              pictograms
     begin to use decimal                                                                        presented on a grid, in
      use and interpret                                                                            remainders
notation in contexts                                                                         a vertical or horizontal
mathematical symbols            such as money                                                                                mirror line
and diagrams
      understand a general                                                                                                       describe position and
statement by finding                                                                                                         movement
particular examples
that match it
      review their work and
reasoning
Mathematics Tracking Record                               School:                                                                                 Name:                                               DRAFT
National           MA 1                                                             MA 2                                                                       MA 3                                    MA 4
Curriculum          UAM                                                            Number                                                            Shape, space and measures                       Handling data
Framework    Using and applying             Counting and           Knowing and using          Calculating                 Algebra             Understanding shape       Measuring                    Handling data
Strand        mathematics                 understanding            number facts
number
Level 5        identify and obtain      use understanding         use known facts,       add and subtract                                  use a wider range         measure and            ask questions, plan
Y6/7          necessary                  of place value to          place value and        negative numbers          construct, express       of properties of 2-D       draw angles to          how to answer them
information to carry       multiply and divide        knowledge of           in context                in symbolic form,         and 3-D shapes             the nearest             and collect the data
through a task and         whole numbers              operations to          use all four             and use simple
   know the angle             degree, when            required
solve mathematical         and decimals by            calculate              operations with           formulae involving
sum of a triangle          constructing           in probability, select
problems                   10, 100 and 1000          apply inverse          decimals to two           one or two
and that of angles         models and              methods based on
    check results,           round decimals to          operations             places                    operations
at a point                 drawing or using        equally likely
considering                the nearest               use brackets           solve simple             use and interpret                                   shapes                  outcomes and
   identify all the                                   experimental
whether these are          decimal place              appropriately          problems involving        coordinates in all
symmetries of 2-D         use language
evidence, as
shapes (rotation                                   appropriate
    solve problems            numbers in context                                subtracting                                                                    angle
and investigations                                                          negative numbers
symmetry is                                       understand that
from a range of
recognise and use
in context
beyond the                 read and               different outcomes
number patterns                                                                                       programme of               interpret scales        may result from
contexts                   and relationships                                  use a calculator                                  study for KS 2)            on a range of           repeating an
    show                     use equivalence                                   where appropriate
understanding of           between fractions                                 to calculate                                       transform shapes           measuring               experiment
instruments,        
situations by             reduce a fraction                                 fractional or                                      reason about               explaining what
understand and use
describing them                                                              percentage parts of                                                                                    the mean of discrete
to its simplest form                                                                                  shapes, positions          each labelled
mathematically                                                               quantities and                                                                                         data
by cancelling                                                                                         and movements              division
using symbols,             common factors                                    measurements                                                                   represents              understand and use
words and
                                                     solve simple                                                                                          the probability scale
diagrams
order fractions and
problems involving
    solve problems         from 0 to 1 (beyond
decimals                                                                                                                         involving the
     draw simple                                                                ratio and direct                                                                                       the programme of
conversion of           study for KS2)
conclusions of their                                                         proportion
own and give an                                                              understand and
units                   use methods based
explanation of their                                                         use an appropriate                                                            make sensible           on equally likely
reasoning                                                                                                                                                   estimates of a          outcomes and
non-calculator
range of                experimental
method for solving                                                                                     evidence, as
problems that                                                                  measures in
appropriate, to find
involve multiplying                                                            relation to
and justify
and dividing any                                                               everyday
probabilities, and
three-digit number                                                             situations              approximations to
by any two-digit                                                              understand and          these (beyond the
number                                                                         use the formula         programme of study
    check solutions by                                                            for the area of a       for KS2)
applying inverse                                                               rectangle and           create and interpret
operations or                                                                  distinguish area        line graphs where the
estimating using                                                               from perimeter          intermediate values
approximations                                                                                         have a meaning
    compare two simple
distributions, using the
range and one of
mode, median or
mean (mean and
median are beyond
programme of study
for KS2)
   interpret graphs and
diagrams, including
pie charts, and draw
conclusions
Mathematics Tracking Record                                  School:                                                                                                  Name:                                                    DRAFT

National           MA 1                                                                    MA 2                                                                                    MA 3                                        MA 4
Curriculum          UAM                                                                   Number                                                                         Shape, space and measures                           Handling data
Framework    Using and applying                Counting and               Knowing and using              Calculating                     Algebra                  Understanding shape       Measuring                        Handling data
Strand        mathematics                    understanding                number facts
number
Level 6         carry through                 order and                 understand and              estimate using                                               recognise and use          understand and           design a survey or
Y7/8          substantial tasks          approximate decimals        use common                   known facts, e.g. use            find and describe          common 2-D                  use appropriate               experiment to capture
     solve quite                   round large           denominators to add          81  9 and 100  10        in words the rule for the       representations of 3-D      formulae for finding          necessary data from
(Level 6        complex problems           numbers to a given          and subtract fractions       to estimate √85              next term or nth term of        objects                     circumferences and            one or more sources
currently       by independently           power of 10 and to one          use prime factor            add and subtract        a sequence where the                 know and use the      areas of circles,              collect and record
draft)        breaking them down         significant figure          decomposition of             fractions by writing         rule is linear                  properties of               areas of plane
continuous data,
into smaller, more              understand and        positive integers            them with a common               formulate and              quadrilaterals to           rectilinear figures and
choosing appropriate
manageable tasks           use negative numbers                                     denominator                  solve linear equations          classify different types    volumes of cuboids
equal class intervals
     interpret, discuss       as translations on a                                         use trial and           with whole number               of quadrilateral            when solving
over a sensible range
and synthesise             number line                                              improvement methods          coefficients                         solve problems        problems
to create frequency
information                     use concepts and                                   when solving numerical           use trial and              using angle and                  calculate               tables
presented in a             vocabulary of highest                                    problems that involve        improvement methods             symmetry properties of      lengths, areas and
volumes in plane               construct frequency
variety of                 common factor (HCF)                                      ordering and                 and ICT tools when              polygons, and explain
shapes and right              diagrams using ICT
mathematical forms         and lowest common                                        approximating decimals       solving equations such          these properties
as x3 + x = 20                                                                            and on paper
     pupils’ writing          multiple (LCM)                                               know which                                                   solve problems        prisms
                                                                                                                                                                                   construct pie charts
explains and informs             evaluate one                                       number to consider as             represent                  using angle properties           use a straight
their use of               number as a fraction or                                  100 per cent, or a           mappings expressed                                          edge and compasses            using ICT and on
of intersecting and
diagrams                   percentage of another                                    whole, in problems           algebraically, and use                                      to carry out standard         paper
parallel lines, and
     begin to give                 understand and                                     involving comparisons        Cartesian coordinates           explain these               constructions                  when dealing with a
mathematical               use the equivalences                                         solve problems          for graphical                   properties                                                combination of two
justifications             between fractions,                                       that involve percentage      representation                       devise instructions                                 experiments, identify
decimals and                                             increase or decrease                                         for a computer to                                         all the outcomes,
percentages                                                  calculate using                                         generate and transform                                    using diagrammatic,
         divide a quantity                                  ratio in appropriate                                         shapes and paths                                          tabular or other forms
into two or more parts                                   situations                                                        enlarge 2-D                                         of communication
in a given ratio                                             calculate fractions                                     shapes by a positive                                       when solving
of quantities with                                           whole-number scale                                        problems, use
fractional answers                                           factor, when given a                                      knowledge that the
centre of enlargement                                     total probability of all
         begin to                                            the mutually exclusive
understand properties                                     outcomes of an
of translations,                                          experiment is 1
reflections and                                            communicate the
rotations                                                 outcomes of a
statistical survey
selecting appropriate
tables, graphs and
diagrams to support
     interpret frequency
diagrams
     draw conclusions
from scatter diagrams
     have a basic
understanding of
correlation

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 views: 37 posted: 4/8/2009 language: English pages: 4