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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 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.
Year 4 Using and applying mathematics objectives
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^ was able to solve one-step and two-step problems involving numbers, money or measures, including time.
^ can choose and carry out appropriate calculations, using calculator methods where appropriate
^ is able to represent a puzzle or problem using number sentences, statements or diagrams.
^ can use a wide range of informal skills to solve problems. When ^ was solved a problem, ^ can present and interpret the solution in the context of the problem.
^ has suggested a line of enquiry and the strategy needed to follow it. ^ was successful in collecting, organising and interpreting ~ selected information to ~ bid to find the answers.
^ can identify and use patterns, relationships and properties of numbers or shapes.
^ has investigated a statement involving numbers and tested it with examples.
^ is able to report solutions to puzzles and problems, giving ~ own explanations and reasoning orally and in writing, using both diagrams and symbols.
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Counting
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.
Year 4 Counting and understanding number objectives
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^ recognise and continues number sequences formed by counting on or back in steps of constant size.
^ can partition, round and order four-digit whole numbers.
^ has used positive and negative numbers in context and position them on a number line.
^ can state inequalities using the symbols < and > (e.g. -3 > -5, -1 < plus1).
^ can use decimal notation for tenths and hundredths and partition decimals.
^ has related the notation of decimals to money and measurement.
^ was successful in positioning one-place and two-place decimals on a number line.
^ can recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths.
^ is able to use diagrams to identify equivalent fractions (e.g. six eighths and three quarters, or seventy hundredths and seven tenths).
^ has interpreted mixed numbers and positioned them on a number line (e.g. 3 one half)
^ can use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. 'There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red').
^ has experienced estimating a proportion (e.g. 'About one quarter of the apples in the box are green').
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Number facts
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.
Year 4 Knowing and using number facts objectives
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^ can use ~ knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000.
^ has identified the doubles of two-digit numbers. ^ can use this knowledge to calculate doubles of multiples of 10 and 100 and derive their corresponding halves.
^ has derived and recalled multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple.
# can identify pairs of fractions that total 1.
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Calculating
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).
Year 4 Calculating objectives
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^ is able to add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 - 35).
^ has refined and used efficient written methods to add and subtract two-digit and three-digit whole numbers and with money.
^ can multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect.
^ can relate to scaling up or down a number.
^ has developed and used written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 × 9, 98 ÷ 6).
^ is able to find fractions of numbers, quantities or shapes (e.g. one fifth of 30 plums, three eighths of a 6 by 4 rectangle).
^ is able to use a calculator to carry out one-step and two-step calculations involving all four operations. In addition, ^ can recognise negative numbers in the display, correct ~ mistaken entries and interpret the display correctly in the context of money.
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Shapes
Year 2 Understanding shape objectives
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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 Understanding shape objectives
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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.
Year 4 Understanding shape objectives
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^ was able to draw polygons and classify them by identifying their properties, including their line symmetry.
^ can visualise 3-D objects from 2-D drawings.
^ has made nets of common solids.
^ recognise horizontal and vertical lines.
^ can use the eight compass points to describe direction.
^ is able to describe and identify the position of a square on a grid of squares.
^ know that angles are measured in degrees and that one whole turn is 360°.
^ has compared and ordered angles less than 180°
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Measuring
Year 2 Measuring objectives
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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 Measuring objectives
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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.
Year 4 Measuring objectives
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^ can choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity.
^ knows the meaning of 'kilo', 'centi' and 'milli' and, where appropriate, ^ has use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg).
^ is able to interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit.
^ has draw rectangles and measured and calculated their perimeters. During these activities, ^ also found the area of rectilinear shapes drawn on a square grid by counting the internal number of squares.
^ is able to read time to the nearest minute.
^ can use am, pm and 12-hour clock notation.
^ knows the appropriate units of time to measure time intervals.
^ has calculated time intervals from clocks and timetables.
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Handling Data
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.
Year 4 Handling data objectives
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# can answer a question by identifying what data ^ needs to collect.
^ has organised, presented, analysed and interpreted ~ data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.
^ is able to compare the impact of representations where the scales have intervals of differing step sizes.
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