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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 of addition and simple hypothesis 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 conclusions to solve addition and 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 quadrant (Algebra) 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 sensible order negative ordering, adding, four quadrants associated with 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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posted: | 4/8/2009 |

language: | English |

pages: | 4 |

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