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AF: Numbers and the number system

1cI can say and use number names in order.
1cI know that numbers mean how many things there are in a group.
1cI can guess how many objects I can see and then check by counting.
1c(KO)I can recognise numerals 1 to 9.
1c(KO)I can count reliably up to 10 everyday objects.
1c/1bI can use words such as 1st 2nd 3rd (ordinal numbers) in different situations.
1bI know that the number of objects does not change even if I move the objects around.
1b(KO)I can use words such as 'more' or 'less' to compare two numbers.
1b(KO)I can find one more or one less than a number from 1 to 10.
1aI can compare numbers up to 20 and say which number is bigger.
1aI can estimate the number in a group of up to 20 objects. I can check the number by counting.
1a(KO)I can read write and order numbers up to 20.
1aI can work out the number that is one more or one less than numbers up to 20.
1a/2cI can count on and back in ones and tens.
1a/2cI am beginning to count in fives.
1a/2c(KO)I know how to write numbers up to 20. I can read numbers on a number track.
1a/2cI can count at least 20 objects and know that the last number I say is how many there are altogether.
1a/2cI can use counters or the number line/100-square to find the number that is one more or one less than a number.
2cI can find numbers on a number line/100-square.
2cI can say the number that is ten more or ten less than a multiple of ten.
2b/2a(KO)I can count objects by putting them into groups.
2c/2bI can write numbers in order and position them on a number line.
2bI can read and write two-digit numbers.
2a(KO)I can explain what each digit in a two-digit number stands for.
2bI can say roughly how many there are in a group of objects.
2b/2aI can use the greater than and less than symbols to show that one number is larger or smaller than another.
2b/2aI can partition numbers.
2b/2aI can use partitioning to help me to carry out calculations.
2b/2a(KO)I can partition numbers in different ways.
2aI can read and write numbers up to 100 in figures and in words.
2aI know which numbers are odd and which are even.
2aI know that multiples of 2 are even numbers.
2aI can recognise some of the 2 5 and 10 times-tables and can explain the patterns I see.
2aI can count in steps of 2 5 or 10.
2aI know that multiples of 5 end in 5 or 0.
2aI can use these patterns to see if other numbers belong to the sequence.
2aI can round numbers to the nearest 10.
2aI can explain the pattern for a sequence of numbers and work out the next few numbers in the list.
3c(KO)I can explain how the digits in a number change when I count in 10s or 100s.
3cI can read and write numbers to 1000 and put them in order.
3cI can explain how to put three-digit numbers in order.
3cI can split a number into hundreds tens and ones.
3cI can round numbers to the nearest 10 or 100 and estimate a sum or difference.
3cI can describe the pattern when I count in fives.
3c(KO)I can partition numbers in different ways.
3bI can read write and put in order positive and negative numbers.
3bI can use the < and > signs with positive and negative numbers. (e.g. –3 < 1).
3bI can round numbers in a calculation to help me approximate the answer to the calculation.
3b/3aI can count in 6s from zero to 60.
3b/3aI can count on and back using negative numbers.
3b/3aI can count on and back in eights.
3a(KO)I can say what any digit in a decimal is worth.
3a/4cI can read write and put in order four-digit numbers.
3a/4cI can say the value of each digit in a number including decimals. 
3a/4cI can find missing numbers in a sequence that includes negative numbers.
3a/4c(KO)I can say what any digit represents in a number with up to seven digits.
4cI can put three numbers written in decimal notation in the correct places on a number line.
4cI can say whether a number will occur in a sequence explaining my reasoning.
4cI can count in decimal steps to create a sequence.
4cI can multiply or divide numbers by 10 or 100
4c(KO)I can partition a decimal in different ways.
4cI can find missing numbers in a sequence that contains decimals.
4c/4b(KO)I can round large numbers to the nearest multiple of 10 100 or 1000.
4bI can round decimals to the nearest whole number or the nearest tenth.
4b(KO)I can find the difference between positive and negative integers.
4aI can partition decimals with three places.
4aI can use decimals with up to three places and order them on a number line.
4a/5cI can compare and order integers and decimals in different contexts.
4a/5cI can compare and order numbers and decimals in different situations.
5b(KO)I can multiply and divide (whole numbers) decimals by 10 100 and 1000.
5a(KO)I can multiply and divide whole numbers and decimals by any power of 10.
5aI can begin to add and subtract negative numbers out of context.

AF: Fractions, decimals, percentages, ratio and proportion

1aI can find half of a piece of paper or string or half a shape.
1aI can find half of a small number of objects.
1aI can find half of the water in a jug by pouring it into two glasses so that each glass has the same amount.
2cI understand the connection between doubling and halving.
2cI can find half of a number of objects by sharing them into two equal groups.
2c/2bI can find a quarter of a number of objects by sharing them into four equal groups.
2bI can fold a piece of paper into halves and quarters.
2bI know doubles of numbers up to 20 and I can use what I know to work out halves.
2bI can use my knowledge of halving numbers to help me to work out half and a quarter of a set of objects or a shape.
2bI can find a half or a quarter of a set of objects.
2bI can fold a piece of paper into halves or quarters.
2bI can find quarter of a number of objects by sharing them into four equal groups.
2b/2aI know that if I double a number then halve the answer I get back to the number I started with.
2b/2aI can double all numbers up to 20 and can find matching halves.
2a(KO)I can also work out three quarters of a set of objects or a shape.
2a/3cI can measure weight in kilograms and half-kilograms.
3cI can find ½ and 1/4 of different shapes.
3cI can recognise what fraction of a shape is shaded and say and write it.
3cI can find a fraction of a shape drawn on squared paper.
3cI can find a fraction of a number of cubes by sharing them in equal groups.
3c/3bI can say what fraction of a shape is shaded.
3c/3bI know that the number on the bottom of a fraction tells me how many pieces the whole is divided into.
3bI can find ½ or 1/4 of a measurement.
3bI know that doubling and halving are inverse operations.
3bI can use a fraction to describe a part of a whole.
3bI can find one fifth of a number by dividing it by 5.
3aI can find fractions of numbers by using division.
3aI can use division to find 1/2 1/3 ¼ 1/5 and 1/6 of a measurement.
3aI know that two quarters five tenths and fifty hundredths are the same as one half.
3a(KO)I can show you on a diagram of a rectangle made from eight squares that one half is the same as two quarters or four eighths.
3aUsing diagrams I can find pairs of fractions that make 1 whole.
3a(KO)I can find fractions that are equivalent to ¼.
3a(KO)I can place mixed numbers in the correct place on a number line.
3aI can find the fraction of an amount such as 2/5 of £10.
3a(KO)I can explain each step when I add or subtract decimals using a written method.
3a(KO)I can decide when it is sensible to use a written method for addition or subtraction.
3a/4c(KO)I can use a 2 by 5 rectangle to show you that one fifth is the same as two tenths.
3a/4cI can explain how I know that two fractions such as 7/10 and 14/20 are equivalent.
3bI can use decimals when I work with money and measurement.
3bI know how to enter prices such a £1.29 and £2.20 into a calculator.
3aI know that when I am working with money 5.4 on a calculator display means £5.40.
3a(KO)I can say what any digit in a decimal is worth.
3a/4c(KO)I can say the value of each digit in a number including decimals. 
3a/4cI can count in decimal steps to create a sequence.
3a/4cI know how to use decimal notation to write numbers such as one and one tenth two and three tenths three hundredths.
3a/4c(KO)(KO)I can use diagrams to check that two fractions are equivalent.
4cI can find fractions of numbers using division. For example to find 1/3 of a number I divide it by 3.
4cI can say what fraction a smaller number is of a larger one.
4cI can tell you what calculations I will do to find a fraction of a quantity.
4c/4bI can find fractions that are equivalent to each other.
4bI can explain how to turn a mixed number such as 23/4 into an improper fraction.  I can draw a diagram to support my explanation.
4aI can write a large whole number as a fraction of a smaller one simplify fractions and put them in order of size.
4cI can put three numbers written in decimal notation in the correct places on a number line.
4c(KO)I can work out sums and differences of decimals.
4cI can use decimals to record measurements.
4cI can multiply and divide whole numbers and decimals by 10 100 and 1000.
4cI can partition a decimal in different ways.
4bI can use efficient methods to multiply U.t by U
4b(KO)I can add/ subtract decimals in my head by using a related two-digit addition or subtraction.
4b(KO)I can find the double or half of a decimal by doubling or halving the related whole number.
4b(KO)I can add and subtract whole numbers and decimals with two places in columns.
4bI can round decimals to the nearest whole number or the nearest tenth.
4aI can use decimals with up to three places and order them on a number line.
4aI can partition decimals with three places.
4a(KO)I can add subtract multiply and divide whole numbers and decimals using efficient written methods.
4a(KO)I can calculate the answer to HTU ÷ U and U.t ÷ U to one or two decimal places.
4a(KO)I can convert measures between units including decimals.
4a/5cI can compare and order integers and decimals in different contexts.
4cI know that ‘per cent’ means ‘parts in every 100’ so 1% = 1/100.
4bI can tell you what calculations I will do to find a percentage of a quantity.
4bI can find a simple percentage (50% 25% 75% 10%) of a quantity.
4c/4b(KO)I can use rounding of whole numbers and decimals to estimate and check calculations.
4b/4aI can use the relationships between numbers to solve ratio and proportion questions.
4a/5cI can work out problems involving fractions decimals and percentages using a calculator.
4bI can give a simple fraction such as 1/10 as a percentage.
4bI can give the decimal equivalent of a simple fraction such as 3/10 and explain how I know.
4aI can use a calculator to find the decimal equivalent of a fraction.
4a(KO)I can work out a quantity as a percentage of another and find equivalent percentages decimals and fractions.
4aI can work out some calculations including decimals fractions and percentages in my head.
5cI can solve problems using ratio and proportion.
5bI can reduce a fraction to its simplest form by cancelling common factors.
5b(KO)I can calculate simple fractions or percentages of quantities and measurements using a calculator where appropriate.
5b(KO)I can multiply and divide whole numbers and decimals by 10 100 and 100.
5b(KO)I can solve multiplication problems using decimals up to 2 decimal places.
5b(KO)I can divide decimal numbers by units.
5aI can multiply and divide whole numbers and decimals by any power of 10.
5a(KO)I can solve division problems including those with mixed numbers and divide integers by decimals.
5b(KO)I can calculate simple percentages of quantities and measurements using a calculator where appropriate.
5b(KO)I can solve simple problems involving ratio and proportion using scaling methods.
5a(KO)I can solve simple problems involving ratio and proportion using unitary methods.
5cI can order a set of fractions by changing them into decimals.
5aI can extend mental methods to include decimals fractions and percentages.

AF: Number facts

1a(KO)I can recall number facts for each number up to 10.
1aI can recall or work out the doubles of numbers up to 5 + 5 or more.
2c(KO)I can remember or work out simple add and take away calculations with answers to 5.
2b I understand the connection between doubling and halving.
2bI know doubles of numbers up to 10 and I can use what I know to work out halves.
2b/2aI can check the answer to an addition by doing a related subtraction.
2b/2aI know that if I double a number then halve the answer I get back to the number I started with.
2b/2aI can check the answer to an addition by doing a related subtraction.
2aI know some of my doubles up to 20. I can work out the rest and some others too.
2a(KO)I know which pairs of numbers make 20.
2aI can use these patterns to see if other numbers belong to the sequence.
2aWhen I think I have the answer I can put it in the number sentence and check whether it is correct.
2aI know which numbers are odd and which are even.
2aI know that multiples of 2 are even numbers.
2aI can recognise some of the 2 5 and 10 times-tables and can explain the patterns I see.
2aI can count in steps of 2 5 or 10.
2aI know that multiples of 5 end in 5 or 0.
2aI can use these patterns to see if other numbers belong to the sequence.
2aI can round numbers to the nearest 10.
2aI can explain the pattern for a sequence of numbers and work out the next few numbers in the list.
2aI know that doubling and halving are inverse operations.
3cI can work out divisions that go with the tables.
3c(KO)I can add and subtract multiples of 10 in my head.
3c(KO)I know and use addition and subtraction facts for all numbers to 20.
3c/3bI can use multiplication facts to answer division questions.
3bI know the 2 3 4 5 6 and 10 times-tables and use them for division facts.
3bI can see number patterns in the answers to the 3 times-table and can explain how the pattern works.
3bI can give the multiplication fact that is linked to a division fact.
3bIf I divide one number by another I can use multiplication to check whether my answer is correct.
3bBecause I know that double 7 is 14 I know that double 70 is 140.
3bI can work out doubles of numbers with two digits.
3b/3a(KO)I can tell you answers to the 9 times-table even when the questions are not in order.
3b/3aBecause I know sums like 3 + 7 = 10 I also know 30 + 70 = 100 300 + 700 = 1000 3000 + 7000 = 10 000.
3b/3aBecause I know differences like 6 – 4 = 2 I also know 60 – 40 = 20 600 – 400 = 200 6000 -4000 = 2000.
3b/3a(KO)I can work out division facts for the 1 2 3 4 5 and 6 times-tables.
3b/3aI can count in 6s from zero to 60.
3b/3aI can estimate and check my calculations. (Knowledge of number facts inverse & doubling & halving).
3b/3aI can find differences between numbers such as 2993 and 3000 because I know facts such as 3 + 7 = 10.
3a(KO)If you give me a multiplication fact I can give you one or two division facts that go with it.
3a(KO)I can tell you answers to the 8 times-table even when the questions are not in order.
3aI can use inverse operations to help me check calculations.
3a(KO)I can tell you answers to the 7 times-tables even when they are not in the right order.
3a(KO)I know all multiplication facts up to 10 x 10 even when they are not in the right order.
4c(KO)I know what a factor of a number means.  I can find all the factors of 36.
4cI can find pairs of factors that multiply to make a given number.
4c(KO)If you give me a multiplication fact I can give you one or two division facts to go with it.
4cI can use tables facts to multiply multiples of 10 and 100 and to find linked division facts.
4cBefore I solve a word problem I work out an estimate for the answer (knowledge of rounding number fact place value & inverse).
4b(KO)I can add   / subtract decimals in my head by using a related two-digit addition or subtraction.
4b(KO)I can find the double or half of a decimal by doubling or halving the related whole number.
4bI can use a calculator to find missing numbers in calculations.  I use inverse operations and number facts to help me.
4bI can find a common multiple of two numbers.
4b(KO)I can use place value and my tables to work out multiplication and division facts for decimals.
4b(KO)I can double and halve two-digit numbers and explain how to use this to double and halve related decimals.
4aI can say the squares of numbers to 12 × 12 and work out the squares of multiples of 10.
4a(KO)I can use tables facts to work out related facts with decimals.
4a/5cI can estimate and check the result of a calculation (tests of divisibility & inverse operations).
5cI can recognise the square roots of perfect squares to 12 x 12.
5cI can work out which numbers less than 100 are prime.
4a/5cI can tell you all the prime numbers up to 100 and find the prime factors of other numbers.
5c(KO)I can make and justify estimates and approximations to calculations.
5c/5bI can recognise and use multiples factors divisors common factors highest common factor and lowest common multiple in simple cases.
5bI can use combinations of known facts and factors to work out a range of other table facts for example x32.
5a(KO)I can extend mental methods to include decimals fractions and percentages.

AF: Addition and subtraction

1cI can understand that putting 2 groups of objects together is the same as adding and taking away.
1cI can use some of the words to do with adding and taking away when doing practical activities.
1b(KO)I can use counters or blocks to add numbers with answers up to 5.
1b(KO)I can find one more or one less than a number from 1 to 10.
1bI can add two one digit numbers by counting on from the no of objects in the first set.
1bI am beginning to relate addition to combining two groups of objects and subtraction to 'taking away.'
1bI am beginning to use the right words for addition and subtraction.
1bI can choose two groups of objects that add up to a number.
1aI can use objects to take away a small number from any number up to 20.
1aI can record additions.
1aI can record subtractions.
1aI can ask and answer questions about adding and taking away.
1aI can use the + and = when I write addition and subtraction sentences.
1a(KO)I can say the number that is 1 or 10 more or less than any given number from 0 to 30.
1a(KO)I understand how to do addition and subtraction (as 'take away' 'difference') and use words that go with them.
1a(KO)I know by heart: all pairs of numbers with a total of 10.
2cI know addition and subtraction facts to 20.
2cI can use mental recall of addition facts to 10 e.g. 3 + 7 = 10 so 30 + 70 = 100
2cI can use mental recall of subtraction facts to 10. e.g. 6 - 2 = 4 so 60 – 20 = 40
2b(KO)I know that addition can be done in any order. ( 7+3 = 3+7).
2bI know that + is the opposite of - and that - is the opposite of +.
2aI can add and subtract some numbers in my head.
2aI can add and subtract multiples of 10 mentally.
2aI can add and subtract bigger numbers using practical equipment or by writing notes to help me.
3cI can explain how I add and subtract numbers in my head.
3cI can add and subtract one-digit and two-digit numbers in my head.
3cI can use partitioning when adding with 2 digit numbers and sometimes with 3 digits.
3bI can add and subtract multiples of 10 or 100 in my head.
3bI know the sum of number pairs that sum to 100.
3bI am beginning to add 3 digit numbers using written methods.
3bI can add and subtract pairs of two-digit numbers and find a difference by counting on.
3b(KO)I can add and subtract mentally a \'near multiple of 10\' to or from a two-digit number.
3bI can use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers.
3aI can explain each step when I write addition and subtraction calculations in columns.
3aI can decide when it is sensible to use a written method for addition or subtraction.
3aI can explain why I choose to work mentally or use a written method or a calculator.
3aI am beginning to use written methods for addition and subtraction of numbers less than 1000.
3aI can add and subtract two digit numbers in my head.
3aI can work out some calculations in my head or with jottings. I can explain how I found the answers. I can explain each step when I add or subtract decimals using a written method.
4cI use efficient written methods for addition and subtraction including simple columns.
4cI can add and subtract decimals to one decimal place.
4c(KO)I can use known number facts and place value to add or subtract mentally including any pair of two-digit numbers.
4c(KO)I am developing and refining written methods for column addition and subtraction of two whole numbers less than 1000 and addition of more than two such numbers.
4c(KO)I am beginning to extend written methods to: column addition/ subtraction of two integers less than 10 000.
4bI can add decimals to 2 places sometimes using columns.
4b(KO)I can calculate mentally a difference such as 6070-4097.
4aI can demonstrate an understanding of a range of mental strategies used in solving number problems for addition and subtraction.
4aI can find all single digit decimals that add to 1.
4aI know addition and subtraction facts to 100 and multiples of 10 and 50 to 1000.
5cI can use brackets and know the order of the operations.
5c(KO)I can make and justify estimates and approximations to calculations.
5b(KO)I can extend written methods to column addition and subtraction of numbers involving decimals.
5bI can add and subtract a positive number to or from a negative number.
5bI can find the difference between negative numbers in context.
5aI can begin to add and subtract negative numbers out of context.

AF: Multiplication and division

1c/1bI can share objects into equal groups and count how many are in each group.
1c/1bI can count repeated groups of the same size.
2cI can find how many there are in several groups of 2 5 20.
2cI can recall or work out doubles of numbers to 10.
2cI can share objects into equal groups and work out how many in one group.
2cI know doubles of numbers up to 10 and I can use what I know to work out halves.
2cI understand the connection between doubling and halving.
2bI know my doubles up to 20 and I can work out the rest and some others too.
2bI can use sharing to work out divisions and can explain what I did.
2aI know some of my times-tables for 2 5 10.
2aI can explain what my number sentence means.
2a(KO)I can recognise the 2 5 10 times tables and can explain the patterns that I see.
2aI can use these patterns to see if a number belongs to a sequence.
2aI know that multiples of 5 end in 5 or 0.
2aI can use arrays to help me work out multiplication.
2a/3cI can multiply a multiple of 10 by a one-digit number.
3cI can do multiplication and division in different ways and show how I did them.
3cI can work out divisions that go with tables.
3cI know my 2 5 10 times-tables.
3cI can read scales in 2s 5s and 10s.
3cI can use a number line to do multiplication and division and can work out remainders if there are any.
3cI know how to write number sentences for multiplication and division.
3cI can describe the pattern when I count in fives.
3cI can use multiplication facts to answer division questions.
3cI can multiply a ‘teen’ number by 2 3 4 5 or 6.
3c(KO)I can recognise multiples of 2 5 10 
3bI can divide a two-digit number by a one-digit number.
3bI can multiply a number by 10 or 100.
3bI can multiply a two-digit number by a one-digit number.
3bI can recognise when a word problem involves multiplication or division.
3b(KO)I know the 2 3 4 5 6 and 10 times-table.
3b(KO)I can give the multiplication fact that is linked to a division fact.
3bI can tell you the answers to the 2 3 4 5 6 and 10 times-tables even if they are not in the right order.
3bIf you give me a multiplication fact I can give you one or two division facts to go with it.
3b/3a(KO)I know my 8 and 9 times tables
3aI can check whether the answer to a calculation is correct (inverse).
3a(KO)I can record how to multiply and divide a two-digit number by a one-digit number.
3aI can answer questions that are in the 7 times-table even when they are not in the right order.
3a(KO)I know all the multiplication facts to 10 x 10 even when they are not in the right order.
3a(KO)I can use the multiplication facts I know to work out division facts
3aI can use a written method to multiply a two-digit number by a one-digit number.
3aI can use a written method to divide a two-digit number by a one-digit number and find the remainder.
3a(KO)If there is a remainder when I divide I can work out whether to round the answer up or down.
3aI can find pairs of factors that multiply to make a given number.
3aI can use a written method to divide a three-digit number by a one digit number and explain each step.
3a/4cI can use multiplication and division facts to multiply and divide multiples of 10 and 100.
3a(KO)I know how to interpret a remainder
4cI can multiply and divide whole numbers by 10 100 and 1000.
4c(KO)I know what a factor of a number means.
4cI can use efficient methods to multiply UT by U and divide HTU by U.
4c/4bI can solve multiplication calculations using a written method. I can explain each step.
4c/4bI can use different strategies for multiplication and division depending on the numbers involved. I can explain why I chose a particular method.
4bI can multiply and divide whole numbers and decimals using efficient written methods.
4bI can multiply and divide whole numbers and decimals in my head.
4bI can find a common multiple of two numbers.
4b(KO)I can work out halves and doubles of decimals with two digits
4bI can use place value and my tables to work out multiplication and division facts.
4bI can use place value and my tables to work out multiplication and division facts for decimals.
4b(KO)I can use tables facts to work out other facts with decimals
4b(KO)I can use my tables to work out decimal facts like 0.4 x 8 and 5.6 ÷ 7
4aI can use standard column methods to multiply HTU by TU numbers.
4aI can use efficient written methods to multiply and divide whole numbers and decimals.
4a(KO)I can calculate the answer to HTU ÷ U and U.t ÷  to one or two decimal places
4aI can understand the relationship between operations including inverse operations.
4a/5cI can use brackets and know the order of the operations.
5cI can use the square root key on a calculator.
5bI can solve multiplication problems using HTU x TU and decimals up to 2 decimal places.
5bI can solve division problems including mixed numbers answers and using HTU ÷ TU with whole number answers.
5bI can divide decimal numbers by units.
5aI can use appropriate methods to solve problems involving multiplication and division of 3-digit numbers by 2-digit numbers.
5aI can solve division problems including those with mixed numbers and divide integers by decimals.

AF: Solving number problems

1c/1b(KO)I can use some ideas and different ways to solve practical problems.
1b/1aI can solve a problem or puzzle using adding/subtracting.
1b/1a(KO)I can describe an addition or subtraction using mathematical words [in a practical context].
1aI can use what it says in a problem to work out whether to add or subtract.
1aI can use counting to solve problems involving measures.
1aI can add up and take away when I measure.
2cI can solve a problem or puzzle by using doubling and halving.
2cI can work out how many 10p badges I can buy for £1.
2cI can count up to find how much I have left from 50p when I buy an object.
2cI can buy two toys and work out how much they cost altogether.
2cI can work out how much I have left from 20p when I buy a toy.
2cI can work out which coins to use to pay the exact price for something.
2cI can work out what something costs when it is half price.
2cI can solve a problem involving money.
2bI can decide what information I need to answer a question.
2b/2aI can decide which calculations to do to solve a problem.
2b/2a(KO)I can record it in a number sentence and check if my answer makes sense.
2aI know what information I need to use to solve a problem and can describe what I   did step-by-step.
2aWhen I think I have the answer I can put it in the number sentence and check whether it is correct.
3cI can draw a picture make jottings or write calculations to help me answer a problem.
3cI can round numbers to the nearest 10 or 100 and estimate a sum or difference.
3cI can decide which calculation is needed to solve a one-step word problem.
3bI can work out what calculations to do to solve a word problem that involves measurements and time.
3bI can recognise when a word problem involves multiplication or division.
3bI know that a division problem can involve sharing or grouping.
3bI can solve a problem by writing down what calculation I should do.
3bI can estimate and check the result of a calculation.
3bI can think about the numbers in a calculation and choose a good way to do the calculation.
3bI can round numbers in a calculation to help me estimate the answer to the calculation.
3b/3aIf I divide one number by another I can use multiplication to check whether my answer is correct.
3b/3aIf I add two numbers I can use subtraction to check whether my answer is correct.
3b/3aWhen I have solved a problem I re-read the question to make sure the answer makes sense.
3b/3aI can estimate and check my calculations. (Knowledge of number facts inverse & doubling & halving).
3aI can use inverse operations to help me check calculations.
3aI can use a calculator to help me solve one-step and two-step problems.
3aI can write an explanation of how I solved a problem.  I can include number sentences using the + –  × or ÷ signs where I need to.
3aI can write down number sentences or drawings to help me solve a problem.
3aI can make sensible decisions about when to use a calculator.
3aI can decide whether to do a calculation using mental methods written methods or a calculator.
3a(KO)If there is a remainder when I divide I can work out whether to round the answer up or down.
3a(KO)I can use mental addition and subtraction to help me solve problems.
3a/4cI can check that my answer is sensible.
3a/4cI can work out how to solve problems with two steps.
4cI can split a word problem into steps and work out what calculation to do for each step.
4cI make sure that amounts are in the same unit when I use a calculator to solve money and measures problems.
4cI can use the most efficient method of solving a problem including using a calculator.
4cI can use rounding to estimate and check calculations.
4c/4bI can use rounding of whole numbers and decimals to estimate and check calculations.
4c/4bI can choose what calculation to do when I solve problems with decimals.
4c/4bI can use a calculator to solve problems that involve decimal measurements.
4c/4bI can record my method for solving a problem so that I show each step. I record only what I need to using symbols where I can.
4bI can decide and justify what calculations to do to solve a problem and whether I will do these mentally using a written method or with a calculator.
4bI can work out problems involving fractions decimals and percentages using a range of methods.
4b(KO)I can find the difference between positive and negative integers.
4aI can use a calculator to solve problems involving more than one step.
4aI know several ways of checking answers.
4a/5cI can work out problems involving fractions decimals and percentages using a calculator.
4a/5cI can estimate and check the result of a calculation (tests of divisibility & inverse operations).
5cI can scale up or down to solve ratio and proportion problems.
5bI can confidently choose the most efficient method to solve number problems.
5bI can find the difference between negative numbers in context.
5aI can begin to add and subtract negative numbers out of context.
5a(KO)I can solve simple problems involving ratio and proportion using unitary methods.

AF: Shape

1cI can use objects to make shapes patterns and models.
1bI can describe where something is using words like ‘next to’ ‘in front of’ ‘underneath’ ‘on top of’.
1bI can tell my partner where to place their cubes to make the same shape as mine.
1bI can follow instructions to make the same shape as my partner.
1a(KO)I can use words such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
1a(KO)I can use 2-D and 3-D shapes to make patterns pictures and models.
1a(KO)I can name most of the 2-D and   3-D shapes I use in my work as well as those I see in my classroom and playground.
1a(KO)I am beginning to picture a shape in my head.
1a(KO)I can use 2-D and 3-D shapes to make patterns pictures and models.
1a(KO)I can name most of the 2-D and   3-D shapes I use in my work as well as those I see in my classroom and playground.
1a(KO)I can describe and match a shape using mathematical features such as sides corners faces.
1a/2cI can choose reasons for sorting my objects into groups and use a diagram to record this.
1a/2cI can use the same objects but group them using different reasons.
2c(KO)I know the names of familiar 2-D and 3-D shapes and I can picture these shapes in my head.
2bI can describe the properties of 2d and 3 D shapes.
2bI can sort a set of 3-D shapes.
2b(KO)I can look at pictures of 2-D shapes and name them.
2b(KO)I can match familiar solids to their pictures.
2bI can recognise and explain that a shape stays the same even when it is held up in different orientations.
2b/2aI can use a construction kit to make a model of a 3-D solid that I know.
2aI can make a symmetrical pattern using coloured tiles.
2aI can draw a line of symmetry on a shape.
2aI can follow and give instructions to mark a position on a grid.
3cI can complete a symmetrical picture by drawing the ‘other half’.
3cI can recognise common 2D/3 D shapes from drawings and photographs including from different viewpoints.
3cI can sort shapes into sets saying what is the same about each of the shapes.
3cI can recognise whether a 2-D shape is symmetrical or not and describe how I know.
3cI can describe the properties of 2D/3D shapes.
3cI can sort shapes using different properties.
3bI can sort objects and shapes using more than one criterion.
3b(KO)I can draw a symmetrical shape.
3b(KO)I can reflect a shape when the mirror line is one of its sides.
3bI can use what I know about polygons to group them into regular and irregular polygons.
3bI can use what I know about triangles to group them into equilateral triangles isosceles triangles and other triangles.
3bI can recognise symmetrical polygons including those with more than one line of Symmetry.
3bI can draw lots of different polygons on squared paper and tell you their mathematical names.
3bI can draw all the shapes made from squares placed edge to edge and tell you what sort of polygon each one is.
3bI can describe the position of a square on a grid of squares.
3aI can make different nets for cubes and fold them to check they are correct.
3aI know when a line is horizontal or vertical.
3a(KO)I can read and plot coordinates to make shapes.
3a/4cWhen I look at a drawing of a 3-D shape I can work out what shapes I need to make its net such as four triangles and a square to make a square-based pyramid.
3a/4cI am beginning to reflect shapes in a mirror line presented at 45°.
4cI can describe the important features of shapes such as rectangles.
4cI know the important features of a cube. I can use these to draw its net.
4cI can recognise an oblique line of symmetry in a shape.
4c/4bI can say whether a triangle is right-angled equilateral isosceles or scalene and explain how I know.
4c/4bI can complete a pattern with one or two lines of symmetry.
4c/4bI use the properties of 3-D shapes to draw their nets accurately.
4c/4bI can explain whether a shape has line symmetry and whether it has any parallel or perpendicular sides.
4b(KO)I can recognise parallel and perpendicular lines in shapes and in the environment.
4bI can use mathematical terms such as horizontal vertical congruent.
4b(KO)I can use a set-square and ruler to draw shapes with parallel and perpendicular sides.
4bI understand properties of shapes e.g. why a square is a special rectangle.
4bI can make and draw shapes accurately.
4bI can use coordinates when the x-coordinate and the y-coordinate are both positive.
4bI can recognise and name most quadrilaterals.
4bI use a grid to plot the reflection in a mirror line presented at 45° where the shape touches the line or not.
4aI am beginning to use the distance of vertices from the mirror line to reflect shapes more accurately.
4aI can draw where a shape will be after it has been reflected or translated.
4aI can visualise 2-D and 3-D shapes and recognise them in different orientations.
4a/5cI can use the properties of parallel and perpendicular to describe and classify 2-D shapes and 3-D solids.
5cI use all four quadrants to find coordinates of points determined by geometric information.
5cGiven the coordinates of three vertices of a parallelogram   I can find the fourth.
5cI can reflect shapes not presented on grids by measuring perpendicular distances to/from the mirror.
5bI can find lines of reflection symmetry in shapes and diagrams.
5cI can transform images using ICT.
5cI can classify 2-D shapes with perpendicular or parallel sides.
5cI can classify quadrilaterals including trapezium and kite using their properties e.g. number of parallel sides.
5cI can visualise a 3-D shape from its net and match vertices that will be joined.
5bI can visualise where patterns drawn on a 3-D shape will occur on its net. e.g. when shown a cube with patterns drawn on two or three faces create the net to make the cube.
5bI know properties of triangles and quadrilaterals and can use this information to visualise and solve problems  and explain my reasoning with diagrams.
5bI can draw shapes with a fixed number of lines of symmetry.
5bI can describe and visualise properties of solid shapes such as parallel or perpendicular faces or edges.
5bI can recognise where a shape will be after reflection in 2 mirror lines at right angle [when the sides of the shape are parallel or perpendicular to the mirror line].
5bI can recognise where a shape will be after two translations.
5b(KO)(KO) I can use straight edges and compasses to construct shapes.
5b(KO)(KO) If I am given the co-ordinates of A and B I can find the midpoint.
5b(KO)(KO) I can calculate perimeters and area of plane rectangular shapes.
5bI can draw a parallelogram or trapezium of a given area on a square grid.
5bI can translate shapes along an oblique line.
5bI can reflect shapes in oblique (45°) mirror lines where the shape either does not touch the mirror line or where the shape crosses the mirror line.
5aI can recognise where a shape will be after reflection in 2 mirror lines at right angle [when the sides of the shape are not parallel or perpendicular to the mirror line].
5aI can recognise the order of rotational symmetry in simple contexts.
5a(KO)I can use formulae to find the area of a triangle a parallelogram and a  trapezium.

AF: Time

1cI can use words to do with time.
1c/1bI can order everyday events and describe the sequence.
1c/1bI know the days of the week and can say them in order.
1bI can say the months of the year in order.
1aI know that it is 3 o’clock when the big hand points to the 12 and the small hand points to the 3.
1a/2cI know that the big hand points to the 6 when it is half past the hour.
2cI can use a timeline to order events.
2c(KO)I can tell the time when it is something o’clock or half past the hour.
2bDescribe the order of some regular events.
2b(KO)I know that one hour is the same as 60 minutes.
2b(KO)I can tell the time when it is quarter past half past or quarter to the hour.
2bI can estimate how long an activity might take then check using a timer.
2aI can use a clock face to help me to count in steps of 5 minutes.
2a/3cI know that a quarter past three is the same time as three fifteen.
3bI can tell the time to the nearest 5 minutes.
3bI can find how long an activity takes if I know when it starts and when it ends/ I can work out how long it takes to do something if I know the start and end times.
3bI can work out the start and end time for an activity/ I can solve time problems where I have to work out start and finish times.
3bI can write down a time using am and pm.
3b/3aI can use a timetable.
3aI can tell the time to the minute on a clock with hands.
3aI can use a calendar to work out how many days and weeks it is to my birthday.
4cI can change am or pm times to 24-hour clock times and vice versa.
4bI can solve problems using a timetable written in 24-hour clock notation.
5bI can appreciate different times around the world.

AF: Angles

1bI can tell you some objects that turn such as windmill sails or a water tap.
1aI know how to turn right and to turn left.
2bI know how to program the robot to move around the skittles.
2bI can make a floor robot follow a path marked out on the floor.
2bIn PE I can turn on the spot through whole half or quarter turns either clockwise or anticlockwise.
2aI can make and use a right angled checker.
2a/3cI can point out right angles in the classroom.
2a/3cI know that a quarter turn make a right angle.
3bI know facts about regular polygons such as the number of sides and number of angles.
3bI can pick out irregular polygons that have at least one right angle.
3bI can pick out triangles that have a right angle from other triangles.
3bI can give directions follow directions and say how good someone else’s directions are.
3aI can say whether the angles of a 2-D shape are right angles or whether they are smaller or bigger.
3a(KO)I know that angles are measured in degrees.
3a(KO)I know that a whole turn is 360 degrees or four right angles.
3aI can use the eight compass points.
3a(KO)I know if an angle is smaller than 180°.
3a(KO)I can put a set of angles in order from smallest to largest.
3a(KO)I can estimate in degrees the size of an angle less than a right angle.
4cI can estimate and measure angles less than 180°.
4cI use mathematical vocabulary to describe the features of a 2-D shape. I always say whether any angles in the shape are equal.
4cI can recognise acute obtuse and right angles.
4cI can draw angles less than 180° to within 5°.
4b/4aI can estimate angles and use a protractor to measure and draw them.
4aI can calculate angles on a straight line.
4a(KO)I know the sum of angles on a straight line in a triangle and at a point and recognise vertically opposite angles.
4a/5cI know that the angle sum of a triangle is 180° and the sum of angles around a point is 360°.
5cI can use correct mathematical vocabulary when talking about lines angles and shapes.
5cI can construct a triangle when given two sides and the included angle.
5cI can reflect rotate and translate shapes on grids.
5cI can rotate shapes through 90° or 180° when the centre of rotation is a vertex of the shape.
5cI can measure and draw reflex angles to the nearest degree when neither edge is horizontal/vertical.
5bI can use a protractor to draw acute and obtuse angles to the nearest degree.
5aI can calculate angles around a point.

AF: Mass, capacity, length, perimeter and area

1bI can find out how long a room is by counting the paces I take to cross it.
1a(KO)I can estimate how many straws I need to measure this table.
1a(KO)I can use a metre stick to measure how far it is across the hall.
1a(KO)I know how to measure objects giving the measurements correctly.
1a(KO)I can guess how many cubes will balance a parcel.
1a(KO)I can find out how many kilogram weights I need to balance the big bag of potatoes.
1a(KO)I can guess how many jugs of water I will put into the bowl to fill it.
1cI can use words such as: ‘longer’ ‘shorter’ ‘heavier’ ‘lighter’.
1bI can respond to and use the language of comparison: longer longest shorter shortest more less heavier lighter.
1a(KO)I can compare the lengths/ weights /capacities of more than two objects and put them in order.
1a(KO)I can use equipment to measure objects.
1a(KO)I can estimate by looking and feeling.
1a(KO)I can compare the lengths/ weights /capacities of more than two objects and put them in order.
1aI can find objects that are longer/shorter than a metre heavier/lighter than 500 grams hold more/less than 1 litre.
2bI can find out if something is longer or shorter than a metre.
2bI can estimate length in centimetres.
2bI can estimate length in metres.
2aI know that a metre is 100 centimetres long.
2aI can use a metre rule to mark out 1 metre.
2aI can decide whether it is better to use centimetres or metres for measuring different lengths.
2aI can use a balance to compare two things to see which is lighter.
2a/3cI can use a ruler or metre stick to measure how long something is.
2a/3cI can measure in centimetres/metres.
2aI can estimate whether an object is heavier or lighter than a half- kilogram by putting a half-kilogram in one hand and the object in the other.
2aI know that a kilogram is 1000 grams.
2aI can use a balance to find out if something is lighter or heavier than a kilogram or half-kilogram.
2aI can find out if something will hold a litre of water.
2aCan measure out a litre of water.
2aI can estimate whether a container holds more or less than a litre.
2aI know that a litre I is 1000 millilitres.
2aI can use a measuring jug to measure a litre of water and to find out how much water other containers hold.
2aI can read scales to the nearest labelled division.
2a/3cI can read numbers on a scale.
3cI can measure and draw lines to the nearest centimetre.
3cI can choose suitable units to estimate and measure length.
3bI can use a measuring tape metre stick or ruler to measure a length accurately.
3a(KO)I can use a ruler or a tape measure to measure a length to the nearest  1/2 cm.
3aI know how many cm make 1 metre and how many metres make 1 km.
3a(KO)I can estimate and measure a length using metres centimetres or millimetres.
3a(KO)I can draw and measure lines to the nearest millimetre.
3aI can read metre sticks tape measures and rulers marked in cm and mm accurately.
3a(KO)I know the relationships between metres centimetres and millimetres.
3aI can write lengths like 5 metres and 62 centimetres using decimal points.
3aI can measure the sides of polygons and add them to find the perimeter.
3aI can find the area of shapes by counting squares.
3bI can estimate whether an object is lighter than a 100 g weight.
3a(KO)I can estimate and measure a weight.
3a(KO)I know how many grams there are in a kilogram.
3aI can use kitchen scales or a bathroom scale to measure a weight.
3aI can read a weight in kilograms and grams from a scale marked in kg.
3aI can record a weight in kg using a decimal point.
3bI can read the scale on a measuring cylinder or measuring jug.
3aI can read accurately the number of millilitres in a litre jug.
3a(KO)I can estimate and measure a capacity.
3a(KO)I know the relationship between litres and millilitres.
3a(KO)I can write a capacity in litres using a decimal point.
3cI can read scales marked in 2s 5s and 10s.
3cI know that temperature can be measured in degrees Celsius.
3c(KO)I can read the temperature on a thermometer to the nearest degree.
3b(KO)I can read a scale to the nearest division or half-division.
3a(KO)I can measure lengths weights and times to help me find out more about a question I am exploring.
4cI can choose appropriate units to measure length and distance.
4cI can interpret a reading between two unnumbered divisions on a ruler tape measure or metre stick.
4a(KO)I can explain the difference between perimeter and area.
4aI know that area is measured in cm2.
4a(KO)I can solve problems involving calculating a perimeter or area.
4a/5c(KO)I can find the area of a rectangle using the formula length × width.
4c(KO)I can write a mass in kilograms using a decimal point.
4cI can measure weight using appropriate measuring instruments.  I can state measurements in kg and g.
4cI can choose and use a suitable metric unit to estimate and measure weight.
4cI can work out the reading between two unnumbered divisions on kitchen and bathroom scales.
4cI can use benchmarks to help me to estimate weight.
4cI can measure capacity in litres and millilitres using appropriate measuring instruments.
4cI can interpret a reading between two unnumbered divisions on a scale on measuring cylinders and jugs.
4cI can choose and use the correct metric unit to estimate and measure capacity.
4cI can use benchmark objects to help me to estimate capacity.
4bI can compare readings from different scales.
4cI can find the value of each interval on a scale and use this to give approximate values of readings between divisions.
4cI can use a calculator to solve a measurement problem and interpret the display correctly.
4c/4bI find the value of each interval on a scale so that I can read measurements accurately.
4a(KO)I can convert from one unit of measure to another including decimals.
4a/5cI can convert between related metric units using decimals to three places (e.g. convert 1375 mm to 1.375 m or vice versa).
5cI know that 1 mile is about 1.6 km and that 1 km is about 5/8 of a mile.
5cI can find the length of a rectangle given its perimeter and width.
5cI can calculate the area of right-angled triangles given the lengths of the two perpendicular sides and the volume and surface area of cubes and cuboids.
5b(KO)I can calculate perimeters and area of plane rectangular shapes e.g. L shapes.
5a(KO)I can use formulae to find the area of a triangle a parallelogram and a trapezium.
5cI know that 1 kg is about 2.2 lbs and that 1 lb is about 500g
5cI know that 1 pint is just over half a litres and that 1 litre is about 1 3/4 pints.
5cI can read and answer questions about scales and write down my answer as accurately as the question requires.
5c(KO)I can measure and calculate using imperial units still in everyday use and know their approximate metric values.
5cI can solve problems by measuring estimating and calculating.
5bI can solve problems involving the conversion of units.

AF: Handling data

1c/1bI can sort objects looking at how they are the same and different.
1c/1bI can count how many objects are the same in one way and can show my results in drawings or numbers.
1a(KO)I can help to answer a question and to show what we found out.
1aI can sort objects by placing them onto a big diagram.
1a(KO)I can draw pictures/diagrams to show what I have found out.
1a(KO)I can show what I found out by using a block graph.
2cI can sort objects in different ways.
2c/2bI know how to collect information.
2c/2bI can use lists and tables to show what I found out.
2b/2aI can make block graphs and get information from other peoples graphs.
2a(KO)I can sort objects and use diagrams to show how I sorted them.
2aI can use ICT to show results.
2a(KO)I can sort objects in different ways and explain how I sorted them.
2a/3cI can show information in a pictogram where each picture represents 2 people.
2a/3c(KO)I can place objects on a Venn diagram.
3cI can explain what a frequency chart tells me.
3cI can show information in a tally chart or bar chart.
3a(KO)I can collect data and put it in a table to help me explore an idea and find out more about it.
3aI can tell people what I have found out and show some graphs to back up my conclusions.
3a(KO)I can choose from tables diagrams tally charts pictograms and bar charts to show data so that it is easy to understand.
3aI can compare graphs with different scales and decide which is the most useful.
3a/4cI can use graphs to show findings about a subject or to help explain my answer to a question.
3a/4c(KO)I can collect data in different ways and decide whether to put it in a table diagram tally chart pictogram or bar chart so that it is easy to understand.
4cI can decide what information needs to be collected to answer a question and how best to collect it.
4cI can explain what a table or graph or chart tells us and consider questions that it raises.
4c(KO)I can explain why I chose to represent data using a particular table graph or chart.
4bI know that the mode is the most common piece of information.
4bI can find the mode of a set of data that I have collected.
4b(KO)I can answer questions about the data I have represented.
4aI can describe how likely an event is to happen and justify my statement.
4aI can represent data in different ways and understand its meaning.
4a/5cI can justify the choice of what is presented.
5cI can find and justify probabilities based on equally likely outcomes in simple contexts.
5cI can understand and use the probability scale from 0 to 1.
5c/5bI can use data to work out problems about chance.
5c/5bI can work out different types of average.
5c/5bI can solve problems using mode range median and mean.
5bI can explore hypotheses by planning surveys or experiments to collect small sets of discrete or continuous data.
5bI can select process present and interpret data using ICT where appropriate.
5bI can construct interpret and compare graphs and diagrams that represent data for example compare proportions in two pie charts that represent different totals.
5b(KO)I can compare 2 pie charts and show awareness that the total that is represented effects outcomes.
5b(KO)I can understand and find the mean of a set of data.
5b(KO)I can compare 2 simple distributions when prompted using the range and either the mode median or mean.
5b(KO)I can independently carry out a probability experiment based on equally likely outcomes.
5b(KO)I understand the liklihood of events such as throwing dice spinning spinners and drawing beads from a bag.
5b/5aI can identify ways to extend a survey or experiment.
5aI can write a short report of a statistical enquiry and illustrate with appropriate diagrams graphs and charts using ICT as appropriate.
5a(KO)I can compare 2 or more pie charts that represent different totals.
5a(KO)I can compare 2 simple distributions independently using the range and either the mode median or mean.
5a(KO)I can discuss a probability experiment using mathematical language and know the effect of increasing the number of trails.