MNU 1-02a I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 2-01a I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others MNU 2-03a Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 3-03a I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. MNU 3-03b I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 2-04a I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used. MNU 3-04a I can use my understanding of numbers less than zero to solve simple problems in context.

MTH 3-05a I have investigated strategies for identifying common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. MTH 3-05b I can apply my understanding of factors to investigate and identify when a number is prime. MTH 3-06a Having explored the notation and vocabulary associated with whole number powers and the advantages of writing numbers in this form, I can evaluate powers of whole numbers mentally or using technology. MTH 4-03b I have investigated how introducing brackets to an expression can change the emphasis and can demonstrate my understanding by using the correct order of operations when carrying out calculations.

MNU 1-07a Having explored fractions by taking part in practical activities, I can show my understanding of:· (a)how a single item can be shared equally·(b) the notation and vocabulary associated with fractions · (c) where simple fractions lie on the number line. MNU 1-07b Having explored fractions by taking part in practical activities, I can show my understanding of:· (a)how a single item can be shared equally·(b) the notation and vocabulary associated with fractions · (c) where simple fractions lie on the number line. MNU 2-07a I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MTH 2-07c I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. MTH 3-07b By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions.MTH 3-07b By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions. MTH 4-07b I can solve problems involving fractions and mixed numbers in context, using addition, subtraction or multiplication.

MNU 2-02a I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. MNU 2-03b I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods. MNU 3-01a I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.

MNU 2-07b I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. MTH 4-07b I can solve problems involving fractions and mixed numbers in context, using addition, subtraction or multiplication.

MNU 3-08a I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts. MNU 4-08a Using proportion, I can calculate the change in one quantity caused by a change in a related quantity and solve real-life problems.

MNU 3-01a I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 4-01a Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real-life calculations. MTH 4-06b Within real-life contexts, I can use scientific notation to express large or small numbers in a more efficient way and can understand and work with numbers written in this form.

MNU 2-09c I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. MNU 3-09bI can budget effectively, making use of technology and other methods, to manage money and plan for future expenses. MNU 4-09bI can source information on earnings and deductions and use it when making calculations to determine net income.

MNU 1-10a I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 2-10a I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. MNU 2-10c Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. MNU 3-10a Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. MNU 4-10b I can use the link between time, speed and distance to carry out related calculations. MNU 4-20aI can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others.

MNU 2-11a I can explore and discuss how and why different shapes fit together and create a tiling pattern with them. MNU 2-11b I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 3-11a I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required. MTH 3-11b Having investigated different routes to a solution, I can find the area of compound 2D shapes and the volume of compound 3D objects, applying my knowledge to solve practical problems. MTH 4-11b Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. MTH 4-11c I have explored with others the practicalities of the use of 3D objects in everyday life and can solve problems involving the volume of a prism, using a formula to make related calculations when required.

MTH 2-05a Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers. MTH 2-13a Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern. MTH 3-13a Having explored number sequences, I can establish the set of numbers generated by a given rule and determine a rule for a given sequence, expressing it using appropriate notation. MTH 3-15b When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. MTH 4-13a >Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems.

MTH 3-14a I can collect like algebraic terms, simplify expressions and evaluate using substitution. MTH 3-15a Having discussed ways to express problems or statements using mathematical language, I can construct, and use appropriate methods to solve, a range of simple equations. MTH 4-13a Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems. MTH 4-14a Having explored the distributive law in practical contexts, I can simplify, multiply and evaluate simple algebraic terms involving a bracket MTH 4-14b I can find the factors of algebraic terms, use my understanding to identify common factors and apply this to factorise expressions. MTH 4-15a Having discussed the benefits of using mathematics to model real-life situations, I can construct and solve inequalities and an extended range of equations.

MTH 4-13b I have discussed ways to describe the slope of a line, can interpret the definition of gradient and can use it to make relevant calculations, interpreting my answer for the context of the problem. MTH 4-13cHaving investigated the pattern of the coordinate points lying on a horizontal or vertical line, I can describe the pattern using a simple equation. MTH 4-13dI can use a given formula to generate points lying on a straight line, plot them to create a graphical representation then use this to answer related questions.

Use of Protractor

MTH 2-17a I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary. MTH 2-17b I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context. MTH 3-16a Having investigated a range of methods, I can accurately draw 2D shapes using appropriate mathematical instruments and methods. MTH 3-17a I can name angles and find their sizes using my knowledge of the properties of a range of 2D shapes and the angle properties associated with intersecting and parallel lines.

MTH 2-17c Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary.MTH 3-17b Having investigated navigation in the world, I can apply my understanding of bearings and scale to interpret maps and plans and create accurate plans, and scale drawings of routes and journeys.

MNU 2-11b I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MTH 2-17d Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 3-17c I can apply my understanding of scale when enlarging or reducing pictures and shapes, using different methods, including technology.

Transformations of shapes

MTH 3-18a I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid. MTH 4-18a I can plot and describe the position of a point on a 4-quadrant coordinate grid. MTH 4-18b I can apply my understanding of the 4-quadrant coordinate system to move, and describe the transformation of, a point or shape on a grid.

Line symmetry at Maths is Fun
Rotational symmetry

MTH 3-19a I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns. MTH 4-19a Having investigated patterns in the environment, I can use appropriate mathematical vocabulary to discuss the rotational properties of shapes, pictures and patterns and can apply my understanding when completing or creating designs.

Nets

MTH 1-16a I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary. MTH 2-16a Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment. MTH 2-16b Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. MTH 3-17a I can name angles and find their sizes using my knowledge of the properties of a range of 2D shapes and the angle properties associated with intersecting and parallel lines.

MTH 3-17c I can apply my understanding of scale when enlarging or reducing pictures and shapes, using different methods, including technology. MTH 4-17b I can apply my understanding of the properties of similar figures to solve problems involving length and area.

Angle in a
semi circle

MTH 4-11b Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. MTH 4-16b Having investigated the relationships between the radius, diameter, circumference and area of a circle, I can apply my knowledge to solve related problems. MTH 4-17a Having investigated the relationship between a radius and a tangent and explored the size of the angle in a semi-circle, I can use the facts I have established to solve related problems.

MTH 4-16a I have explored the relationships that exist between the sides, or sides and angles, in right-angled triangles and can select and use an appropriate strategy to solve related problems, interpreting my answer for the context. MTH 4-16b Having investigated the relationships between the radius, diameter, circumference and area of a circle, I can apply my knowledge to solve related problems.

MTH 4-16a I have explored the relationships that exist between the sides, or sides and angles, in right-angled triangles and can select and use an appropriate strategy to solve related problems, interpreting my answer for the context.

MNU 2-20a Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MTH 3-21a I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.. MNU 3-22a I can find the probability of a simple event happening and explain why the consequences of the event, as well as its probability, should be considered when making choices. MTH 4-20b In order to compare numerical information in real-life contexts, I can find the mean, median, mode and range of sets of numbers, decide which type of average is most appropriate to use and discuss how using an alternative type of average could be misleading. MTH 4-21a I can select appropriately from a wide range of tables, charts, diagrams and graphs when displaying discrete, continuous or grouped data, clearly communicating the significant features of the data. MNU 4-22a By applying my understanding of probability, I can determine how many times I expect an event to occur, and use this information to make predictions, risk assessment, informed choices and decisions.