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
                                                                                    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