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Introduction
# has studied counting, partitioning and calculating, securing number facts, understanding shape, handling data and measures, and number relationships.
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Applying
Year 1 Using and applying mathematics objectives
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^ was able to solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'.
^ can describe a puzzle or problem using numbers, practical materials and diagrams. ^ was able to use these skills to solve a problem and set the solution in the original context.
^ can answer a question by selecting and using suitable equipment. ^ can sort information, shapes or objects. ^ is able to display ~ results using tables and pictures.
^ has described simple patterns and relationships involving numbers or shapes. ^ was able to decide whether the examples provided by ~ teacher satisfied the given conditions.
^ was able to describe ~ own ways of solving puzzles and problems. ^ has been able to explain ~ choices and decisions orally or by using pictures.
Year 2 Using and applying mathematics objectives
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^ can solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
^ has identified and recorded the information or calculation needed to solve a puzzle or problem.
^ is able to carry out the steps or calculations and check the solution in the context of the problem.
^ has followed a line of enquiry.
^ has answered questions by choosing and using suitable equipment and selecting, organising and presenting ~ information in lists, tables and simple diagrams.
^ can describe patterns and relationships involving numbers or shapes.
^ has made predictions and tested these with ~ own examples.
^ can present solutions to puzzles and problems in an organised way.
^ is able to explain ~ decisions, methods and results in pictorial, spoken or written form, using the correct mathematical language and number sentences.
Year 3 Using and applying mathematics objectives
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^ can solve one-step and two-step problems involving numbers, money or measures, including time. In these activities, ^ has demonstrated ~ skills by choosing and carrying out the appropriate calculations.
^ can represent the information in a puzzle or problem using numbers, images or diagrams.
^ has used ~ own digrams to find a solution to a problem and present it in context, where appropriate using £.p notation, € and cent or units of measure.
^ has followed a line of enquiry by deciding what information is important.
^ has made use of ~ own lists, tables and graphs to organise and interpret the information.
^ is able to identify patterns and relationships involving numbers or shapes, and use these to solve ~ problems.
^ has describeed and explained ~ methods, ~ choices and ~ solutions to puzzles and problems, orally and in writing, using a range of pictures and diagrams.
"
Counting
Year 1 Counting and understanding number objectives
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^ was able to count reliably at least 20 objects, recognising that when rearranged the number of objects stayed the same. ^ knows that an estimate of a number of objects that can be checked by counting.
^ can compare and order numbers, using the related vocabulary. ^ also knows how to use the equals (=) sign.
^ is able to read and write numerals from 0 to 20, then beyond. ^ can use ~ knowledge of place value to position these numbers on a number track and number line .
^ was able to say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.
^ has used the vocabulary of halves and quarters in an appropriate context.
Year 2 Counting and understanding number objectives
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^ can read and write two-digit and three-digit numbers in figures and words. ^ can describe and extend number sequences and recognise odd and even numbers.
^ is able to count up to 100 objects by grouping them and counting in tens, fives or twos.
^ knows and can explain what each digit in a two-digit number represents, including numbers where 0 is a place holder.
^ has shown evidence ^ can partition two-digit numbers in different ways, including into multiples of 10 and 1.
^ can order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.
^ can estimate a number of objects and has rounded two-digit numbers to the nearest 10.
^ can find one half of shapes and sets of objects.
^ can find one half, one quarter of shapes and sets of objects.
^ can find one half, one quarter and three quarters of shapes and sets of objects.
Year 3 Counting and understanding number objectives
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^ can read, write and order whole numbers to at least 1000 and position them on a number line.
^ is able to count on from and back to zero in single-digit steps or multiples of 10.
^ is able to partition three-digit numbers into multiples of 100, 10 and 1 in different ways.
^ has experience of rounding two-digit or three-digit numbers to the nearest 10 or 100 and giving estimates for their sums and their differences.
^ can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts.
In addition, ^ is able to identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents.
"
Number facts
Year 1 Knowing and using number facts objectives
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^ can derive and recall all the pairs of numbers with a total of 10 and addition facts for totals to at least 5. ^ is able to also work out the corresponding subtraction facts.
^ is able to count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.
^ recalls the doubles of all numbers to at least 10.
Year 2 Knowing and using number facts objectives
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# derives and recalls all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
# understands that halving is the inverse of doubling and ^ can derive and recall doubles of all numbers to 20, and the corresponding halves.
# derives and recalls multiplication facts for the 2, 5 and 10 times-tables and the related division facts. ^ recognises multiples of 2, 5 and 10.
# uses ~ knowledge of number facts and operations to estimate and check ~ answers to ~ calculations.
Year 3 Knowing and using number facts objectives
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# derives and recalls all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100.
# derives and recalls multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000.
# uses ~ knowledge of number operations and their corresponding inverses, including doubling and halving, to estimate and check ~ calculations.
"
Calculating
Year 1 Calculating objectives
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^ can relate addition to counting on.
^ recognises that addition can be done in any order.
^ is able to use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
^ understands subtraction as 'take away' and find a 'difference' by counting up.
^ is able to use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
^ solves practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
^ has used the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
Year 2 Calculating objectives
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^ adds or subtracts mentally a one-digit number or a multiple of 10 to or from any two-digit number. # uses practical and informal written methods to add and subtract two-digit numbers.
^ understands that subtraction is the inverse of addition and vice versa. # uses this to derive and record the related addition and subtraction number sentences.
^ can represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.
# has used practical and informal written methods and the related vocabulary to support multiplication and division, including calculations with remainders.
^ uses the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all four operations.
# has calculated the value of an unknown in a number sentence (e.g. ? ÷ 2 = 6, 30 - ? = 24).
Year 3 Calculating objectives
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^ adds or subtracts mentally combinations of one-digit and two-digit numbers.
^ has developed and used written methods to record, support or explain ~ addition and ~ subtraction of two-digit and three-digit numbers.
^ can multiply one-digit and two-digit numbers by 10 or 100, and describe the effect.
^ uses practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 multiplied by 3, 50 divided by 4).
^ uses practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 multiplied by 3, 50 divided by 4).
In addition, # rounds remainders up or down, depending on the context of the question.
^ understands that division is the inverse of multiplication and vice versa. # has used this to derive and record ~ related multiplication and division number sentences.
^ can find unit fractions of numbers and quantities (e.g. one half, one third, one quarter and one sixth of 12 litres).
"
Shapes
Year 1 Understanding shape objectives
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^ has visualised and named common 2-D shapes and 3-D solids and described their features
^ can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
^ is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
^ has recognised and made whole, half and quarter turns.
^ has visualised and used everyday language to describe the position of objects and the direction and distance ^ has used when moving them.
Year 2
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# visualises common 2-D shapes and 3-D solids.
^ can identify shapes from pictures of them in different positions and orientations.
^ sorts, makes and describes shapes, referring to their properties.
# identifies reflective symmetry in patterns and 2-D shapes and ^ draws lines of symmetry in shapes.
# can follow and give instructions involving position, direction and movement.
# is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.
^ knows that a right angle represents a quarter turn.
Year 3
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# relates 2-D shapes and 3-D solids to drawings of them. ^ describes, visualises, classifies, draws and makes the shapes.
# can draw and complete shapes with reflective symmetry.
^ is able to draw the reflection of a shape in a mirror line along one side.
# has read and recorded the vocabulary of position, direction and movement, using the four compass directions to describe a movement across a grid.
# has used a set-square to draw right angles and to identify right angles in 2-D shapes.
^ can compare angles with a right angle. In addition, ^ recognises that a straight line is equivalent to two right angles.
"
Measuring
Year 1 Measuring Objectives
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^ can estimate, measure, weigh and compare objects.
^ is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
^ has used vocabulary related to time.
^ is able to order the days of the week and months.
^ can read the time to the hour and half hour.
Year 2
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^ can estimate, compare and measure lengths, weights and capacities.
^ can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
^ can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
In addition, # uses a ruler to draw and measure lines accurately to the nearest centimetre.
^ use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
# can read the time to the quarter hour and can identify time intervals, including those that cross the hour.
Year 3
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^ knows the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.
# can choose and use appropriate units to estimate, measure and record measurements.
^ reads, to the nearest division and half-division, scales that are numbered or partially numbered.
# can use the information to measure and draw to a suitable degree of accuracy.
^ reads the time on a 12-hour digital clock and can read to the nearest 5 minutes on an analogue clock.
# is able to calculate time intervals and find start or end times for a given time interval.
"
Handling Data
Year 1 Handling data objectives
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^ has answered a question by recording information in lists and tables.
^ is able to present ~ outcomes using a wide range of practical resources, pictures, block graphs or pictograms.
^ is able to use diagrams to sort objects into groups according to a given criterion.
^ has suggested a different criterion for grouping the same objects.
Year 2 Handling data objectives
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# has answered a question by collecting and recording ~ data in lists and tables.
^ can represent the data as block graphs or pictograms to show results.
^ has used ICT to organise and present ~ data.
# can use lists, tables and diagrams to sort objects.
In addition, ^ is able to explain ~ choices using the appropriate language, including 'not'.
Year 3 Handling data objectives
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# can answer a question by collecting, organising and interpreting ~ own data.
^ is able to use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate ~ observations.
^ has used ICT to create a simple bar chart.
# can use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion.
"