AF: Numbers and the number system |
1c | I can say and use number names in order. |
1c | I know that numbers mean how many things there are in a group. |
1c | I 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/1b | I can use words such as 1st 2nd 3rd (ordinal numbers) in different situations. |
1b | I 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. |
1a | I can compare numbers up to 20 and say which number is bigger. |
1a | I 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. |
1a | I can work out the number that is one more or one less than numbers up to 20. |
1a/2c | I can count on and back in ones and tens. |
1a/2c | I 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/2c | I can count at least 20 objects and know that the last number I say is how many there are altogether. |
1a/2c | I can use counters or the number line/100-square to find the number that is one more or one less than a number. |
2c | I can find numbers on a number line/100-square. |
2c | I 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/2b | I can write numbers in order and position them on a number line. |
2b | I can read and write two-digit numbers. |
2a | (KO)I can explain what each digit in a two-digit number stands for. |
2b | I can say roughly how many there are in a group of objects. |
2b/2a | I can use the greater than and less than symbols to show that one number is larger or smaller than another. |
2b/2a | I can partition numbers. |
2b/2a | I can use partitioning to help me to carry out calculations. |
2b/2a | (KO)I can partition numbers in different ways. |
2a | I can read and write numbers up to 100 in figures and in words. |
2a | I know which numbers are odd and which are even. |
2a | I know that multiples of 2 are even numbers. |
2a | I can recognise some of the 2 5 and 10 times-tables and can explain the patterns I see. |
2a | I can count in steps of 2 5 or 10. |
2a | I know that multiples of 5 end in 5 or 0. |
2a | I can use these patterns to see if other numbers belong to the sequence. |
2a | I can round numbers to the nearest 10. |
2a | I 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. |
3c | I can read and write numbers to 1000 and put them in order. |
3c | I can explain how to put three-digit numbers in order. |
3c | I can split a number into hundreds tens and ones. |
3c | I can round numbers to the nearest 10 or 100 and estimate a sum or difference. |
3c | I can describe the pattern when I count in fives. |
3c | (KO)I can partition numbers in different ways. |
3b | I can read write and put in order positive and negative numbers. |
3b | I can use the < and > signs with positive and negative numbers. (e.g. –3 < 1). |
3b | I can round numbers in a calculation to help me approximate the answer to the calculation. |
3b/3a | I can count in 6s from zero to 60. |
3b/3a | I can count on and back using negative numbers. |
3b/3a | I can count on and back in eights. |
3a | (KO)I can say what any digit in a decimal is worth. |
3a/4c | I can read write and put in order four-digit numbers. |
3a/4c | I can say the value of each digit in a number including decimals. |
3a/4c | I 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. |
4c | I can put three numbers written in decimal notation in the correct places on a number line. |
4c | I can say whether a number will occur in a sequence explaining my reasoning. |
4c | I can count in decimal steps to create a sequence. |
4c | I can multiply or divide numbers by 10 or 100 |
4c | (KO)I can partition a decimal in different ways. |
4c | I 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. |
4b | I can round decimals to the nearest whole number or the nearest tenth. |
4b | (KO)I can find the difference between positive and negative integers. |
4a | I can partition decimals with three places. |
4a | I can use decimals with up to three places and order them on a number line. |
4a/5c | I can compare and order integers and decimals in different contexts. |
4a/5c | I 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. |
5a | I can begin to add and subtract negative numbers out of context. |
AF: Fractions, decimals, percentages, ratio and proportion |
1a | I can find half of a piece of paper or string or half a shape. |
1a | I can find half of a small number of objects. |
1a | I can find half of the water in a jug by pouring it into two glasses so that each glass has the same amount. |
2c | I understand the connection between doubling and halving. |
2c | I can find half of a number of objects by sharing them into two equal groups. |
2c/2b | I can find a quarter of a number of objects by sharing them into four equal groups. |
2b | I can fold a piece of paper into halves and quarters. |
2b | I know doubles of numbers up to 20 and I can use what I know to work out halves. |
2b | I 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. |
2b | I can find a half or a quarter of a set of objects. |
2b | I can fold a piece of paper into halves or quarters. |
2b | I can find quarter of a number of objects by sharing them into four equal groups. |
2b/2a | I know that if I double a number then halve the answer I get back to the number I started with. |
2b/2a | I 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/3c | I can measure weight in kilograms and half-kilograms. |
3c | I can find ½ and 1/4 of different shapes. |
3c | I can recognise what fraction of a shape is shaded and say and write it. |
3c | I can find a fraction of a shape drawn on squared paper. |
3c | I can find a fraction of a number of cubes by sharing them in equal groups. |
3c/3b | I can say what fraction of a shape is shaded. |
3c/3b | I know that the number on the bottom of a fraction tells me how many pieces the whole is divided into. |
3b | I can find ½ or 1/4 of a measurement. |
3b | I know that doubling and halving are inverse operations. |
3b | I can use a fraction to describe a part of a whole. |
3b | I can find one fifth of a number by dividing it by 5. |
3a | I can find fractions of numbers by using division. |
3a | I can use division to find 1/2 1/3 ¼ 1/5 and 1/6 of a measurement. |
3a | I 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. |
3a | Using 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. |
3a | I 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/4c | I can explain how I know that two fractions such as 7/10 and 14/20 are equivalent. |
3b | I can use decimals when I work with money and measurement. |
3b | I know how to enter prices such a £1.29 and £2.20 into a calculator. |
3a | I 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/4c | I can count in decimal steps to create a sequence. |
3a/4c | I 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. |
4c | I can find fractions of numbers using division. For example to find 1/3 of a number I divide it by 3. |
4c | I can say what fraction a smaller number is of a larger one. |
4c | I can tell you what calculations I will do to find a fraction of a quantity. |
4c/4b | I can find fractions that are equivalent to each other. |
4b | I 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. |
4a | I can write a large whole number as a fraction of a smaller one simplify fractions and put them in order of size. |
4c | I 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. |
4c | I can use decimals to record measurements. |
4c | I can multiply and divide whole numbers and decimals by 10 100 and 1000. |
4c | I can partition a decimal in different ways. |
4b | I 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. |
4b | I can round decimals to the nearest whole number or the nearest tenth. |
4a | I can use decimals with up to three places and order them on a number line. |
4a | I 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/5c | I can compare and order integers and decimals in different contexts. |
4c | I know that ‘per cent’ means ‘parts in every 100’ so 1% = 1/100. |
4b | I can tell you what calculations I will do to find a percentage of a quantity. |
4b | I 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/4a | I can use the relationships between numbers to solve ratio and proportion questions. |
4a/5c | I can work out problems involving fractions decimals and percentages using a calculator. |
4b | I can give a simple fraction such as 1/10 as a percentage. |
4b | I can give the decimal equivalent of a simple fraction such as 3/10 and explain how I know. |
4a | I 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. |
4a | I can work out some calculations including decimals fractions and percentages in my head. |
5c | I can solve problems using ratio and proportion. |
5b | I 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. |
5a | I 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. |
5c | I can order a set of fractions by changing them into decimals. |
5a | I 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. |
1a | I 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. |
2b | I know doubles of numbers up to 10 and I can use what I know to work out halves. |
2b/2a | I can check the answer to an addition by doing a related subtraction. |
2b/2a | I know that if I double a number then halve the answer I get back to the number I started with. |
2b/2a | I can check the answer to an addition by doing a related subtraction. |
2a | I 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. |
2a | I can use these patterns to see if other numbers belong to the sequence. |
2a | When I think I have the answer I can put it in the number sentence and check whether it is correct. |
2a | I know which numbers are odd and which are even. |
2a | I know that multiples of 2 are even numbers. |
2a | I can recognise some of the 2 5 and 10 times-tables and can explain the patterns I see. |
2a | I can count in steps of 2 5 or 10. |
2a | I know that multiples of 5 end in 5 or 0. |
2a | I can use these patterns to see if other numbers belong to the sequence. |
2a | I can round numbers to the nearest 10. |
2a | I can explain the pattern for a sequence of numbers and work out the next few numbers in the list. |
2a | I know that doubling and halving are inverse operations. |
3c | I 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/3b | I can use multiplication facts to answer division questions. |
3b | I know the 2 3 4 5 6 and 10 times-tables and use them for division facts. |
3b | I can see number patterns in the answers to the 3 times-table and can explain how the pattern works. |
3b | I can give the multiplication fact that is linked to a division fact. |
3b | If I divide one number by another I can use multiplication to check whether my answer is correct. |
3b | Because I know that double 7 is 14 I know that double 70 is 140. |
3b | I 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/3a | Because I know sums like 3 + 7 = 10 I also know 30 + 70 = 100 300 + 700 = 1000 3000 + 7000 = 10 000. |
3b/3a | Because 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/3a | I can count in 6s from zero to 60. |
3b/3a | I can estimate and check my calculations. (Knowledge of number facts inverse & doubling & halving). |
3b/3a | I 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. |
3a | I 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. |
4c | I 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. |
4c | I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts. |
4c | Before 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. |
4b | I can use a calculator to find missing numbers in calculations. I use inverse operations and number facts to help me. |
4b | I 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. |
4a | I 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/5c | I can estimate and check the result of a calculation (tests of divisibility & inverse operations). |
5c | I can recognise the square roots of perfect squares to 12 x 12. |
5c | I can work out which numbers less than 100 are prime. |
4a/5c | I 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/5b | I can recognise and use multiples factors divisors common factors highest common factor and lowest common multiple in simple cases. |
5b | I 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 |
1c | I can understand that putting 2 groups of objects together is the same as adding and taking away. |
1c | I 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. |
1b | I can add two one digit numbers by counting on from the no of objects in the first set. |
1b | I am beginning to relate addition to combining two groups of objects and subtraction to 'taking away.' |
1b | I am beginning to use the right words for addition and subtraction. |
1b | I can choose two groups of objects that add up to a number. |
1a | I can use objects to take away a small number from any number up to 20. |
1a | I can record additions. |
1a | I can record subtractions. |
1a | I can ask and answer questions about adding and taking away. |
1a | I 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. |
2c | I know addition and subtraction facts to 20. |
2c | I can use mental recall of addition facts to 10 e.g. 3 + 7 = 10 so 30 + 70 = 100 |
2c | I 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). |
2b | I know that + is the opposite of - and that - is the opposite of +. |
2a | I can add and subtract some numbers in my head. |
2a | I can add and subtract multiples of 10 mentally. |
2a | I can add and subtract bigger numbers using practical equipment or by writing notes to help me. |
3c | I can explain how I add and subtract numbers in my head. |
3c | I can add and subtract one-digit and two-digit numbers in my head. |
3c | I can use partitioning when adding with 2 digit numbers and sometimes with 3 digits. |
3b | I can add and subtract multiples of 10 or 100 in my head. |
3b | I know the sum of number pairs that sum to 100. |
3b | I am beginning to add 3 digit numbers using written methods. |
3b | I 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. |
3b | I can use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers. |
3a | I can explain each step when I write addition and subtraction calculations in columns. |
3a | I can decide when it is sensible to use a written method for addition or subtraction. |
3a | I can explain why I choose to work mentally or use a written method or a calculator. |
3a | I am beginning to use written methods for addition and subtraction of numbers less than 1000. |
3a | I can add and subtract two digit numbers in my head. |
3a | I 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. |
4c | I use efficient written methods for addition and subtraction including simple columns. |
4c | I 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. |
4b | I can add decimals to 2 places sometimes using columns. |
4b | (KO)I can calculate mentally a difference such as 6070-4097. |
4a | I can demonstrate an understanding of a range of mental strategies used in solving number problems for addition and subtraction. |
4a | I can find all single digit decimals that add to 1. |
4a | I know addition and subtraction facts to 100 and multiples of 10 and 50 to 1000. |
5c | I 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. |
5b | I can add and subtract a positive number to or from a negative number. |
5b | I can find the difference between negative numbers in context. |
5a | I can begin to add and subtract negative numbers out of context. |
AF: Multiplication and division |
1c/1b | I can share objects into equal groups and count how many are in each group. |
1c/1b | I can count repeated groups of the same size. |
2c | I can find how many there are in several groups of 2 5 20. |
2c | I can recall or work out doubles of numbers to 10. |
2c | I can share objects into equal groups and work out how many in one group. |
2c | I know doubles of numbers up to 10 and I can use what I know to work out halves. |
2c | I understand the connection between doubling and halving. |
2b | I know my doubles up to 20 and I can work out the rest and some others too. |
2b | I can use sharing to work out divisions and can explain what I did. |
2a | I know some of my times-tables for 2 5 10. |
2a | I 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. |
2a | I can use these patterns to see if a number belongs to a sequence. |
2a | I know that multiples of 5 end in 5 or 0. |
2a | I can use arrays to help me work out multiplication. |
2a/3c | I can multiply a multiple of 10 by a one-digit number. |
3c | I can do multiplication and division in different ways and show how I did them. |
3c | I can work out divisions that go with tables. |
3c | I know my 2 5 10 times-tables. |
3c | I can read scales in 2s 5s and 10s. |
3c | I can use a number line to do multiplication and division and can work out remainders if there are any. |
3c | I know how to write number sentences for multiplication and division. |
3c | I can describe the pattern when I count in fives. |
3c | I can use multiplication facts to answer division questions. |
3c | I can multiply a ‘teen’ number by 2 3 4 5 or 6. |
3c | (KO)I can recognise multiples of 2 5 10 |
3b | I can divide a two-digit number by a one-digit number. |
3b | I can multiply a number by 10 or 100. |
3b | I can multiply a two-digit number by a one-digit number. |
3b | I 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. |
3b | I 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. |
3b | If 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 |
3a | I 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. |
3a | I 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 |
3a | I can use a written method to multiply a two-digit number by a one-digit number. |
3a | I 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. |
3a | I can find pairs of factors that multiply to make a given number. |
3a | I can use a written method to divide a three-digit number by a one digit number and explain each step. |
3a/4c | I can use multiplication and division facts to multiply and divide multiples of 10 and 100. |
3a | (KO)I know how to interpret a remainder |
4c | I can multiply and divide whole numbers by 10 100 and 1000. |
4c | (KO)I know what a factor of a number means. |
4c | I can use efficient methods to multiply UT by U and divide HTU by U. |
4c/4b | I can solve multiplication calculations using a written method. I can explain each step. |
4c/4b | I can use different strategies for multiplication and division depending on the numbers involved. I can explain why I chose a particular method. |
4b | I can multiply and divide whole numbers and decimals using efficient written methods. |
4b | I can multiply and divide whole numbers and decimals in my head. |
4b | I can find a common multiple of two numbers. |
4b | (KO)I can work out halves and doubles of decimals with two digits |
4b | I can use place value and my tables to work out multiplication and division facts. |
4b | I 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 |
4a | I can use standard column methods to multiply HTU by TU numbers. |
4a | I 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 |
4a | I can understand the relationship between operations including inverse operations. |
4a/5c | I can use brackets and know the order of the operations. |
5c | I can use the square root key on a calculator. |
5b | I can solve multiplication problems using HTU x TU and decimals up to 2 decimal places. |
5b | I can solve division problems including mixed numbers answers and using HTU ÷ TU with whole number answers. |
5b | I can divide decimal numbers by units. |
5a | I can use appropriate methods to solve problems involving multiplication and division of 3-digit numbers by 2-digit numbers. |
5a | I 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/1a | I 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]. |
1a | I can use what it says in a problem to work out whether to add or subtract. |
1a | I can use counting to solve problems involving measures. |
1a | I can add up and take away when I measure. |
2c | I can solve a problem or puzzle by using doubling and halving. |
2c | I can work out how many 10p badges I can buy for £1. |
2c | I can count up to find how much I have left from 50p when I buy an object. |
2c | I can buy two toys and work out how much they cost altogether. |
2c | I can work out how much I have left from 20p when I buy a toy. |
2c | I can work out which coins to use to pay the exact price for something. |
2c | I can work out what something costs when it is half price. |
2c | I can solve a problem involving money. |
2b | I can decide what information I need to answer a question. |
2b/2a | I 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. |
2a | I know what information I need to use to solve a problem and can describe what I did step-by-step. |
2a | When I think I have the answer I can put it in the number sentence and check whether it is correct. |
3c | I can draw a picture make jottings or write calculations to help me answer a problem. |
3c | I can round numbers to the nearest 10 or 100 and estimate a sum or difference. |
3c | I can decide which calculation is needed to solve a one-step word problem. |
3b | I can work out what calculations to do to solve a word problem that involves measurements and time. |
3b | I can recognise when a word problem involves multiplication or division. |
3b | I know that a division problem can involve sharing or grouping. |
3b | I can solve a problem by writing down what calculation I should do. |
3b | I can estimate and check the result of a calculation. |
3b | I can think about the numbers in a calculation and choose a good way to do the calculation. |
3b | I can round numbers in a calculation to help me estimate the answer to the calculation. |
3b/3a | If I divide one number by another I can use multiplication to check whether my answer is correct. |
3b/3a | If I add two numbers I can use subtraction to check whether my answer is correct. |
3b/3a | When I have solved a problem I re-read the question to make sure the answer makes sense. |
3b/3a | I can estimate and check my calculations. (Knowledge of number facts inverse & doubling & halving). |
3a | I can use inverse operations to help me check calculations. |
3a | I can use a calculator to help me solve one-step and two-step problems. |
3a | I can write an explanation of how I solved a problem. I can include number sentences using the + – × or ÷ signs where I need to. |
3a | I can write down number sentences or drawings to help me solve a problem. |
3a | I can make sensible decisions about when to use a calculator. |
3a | I 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/4c | I can check that my answer is sensible. |
3a/4c | I can work out how to solve problems with two steps. |
4c | I can split a word problem into steps and work out what calculation to do for each step. |
4c | I make sure that amounts are in the same unit when I use a calculator to solve money and measures problems. |
4c | I can use the most efficient method of solving a problem including using a calculator. |
4c | I can use rounding to estimate and check calculations. |
4c/4b | I can use rounding of whole numbers and decimals to estimate and check calculations. |
4c/4b | I can choose what calculation to do when I solve problems with decimals. |
4c/4b | I can use a calculator to solve problems that involve decimal measurements. |
4c/4b | I 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. |
4b | I 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. |
4b | I 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. |
4a | I can use a calculator to solve problems involving more than one step. |
4a | I know several ways of checking answers. |
4a/5c | I can work out problems involving fractions decimals and percentages using a calculator. |
4a/5c | I can estimate and check the result of a calculation (tests of divisibility & inverse operations). |
5c | I can scale up or down to solve ratio and proportion problems. |
5b | I can confidently choose the most efficient method to solve number problems. |
5b | I can find the difference between negative numbers in context. |
5a | I 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 |
1c | I can use objects to make shapes patterns and models. |
1b | I can describe where something is using words like ‘next to’ ‘in front of’ ‘underneath’ ‘on top of’. |
1b | I can tell my partner where to place their cubes to make the same shape as mine. |
1b | I 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/2c | I can choose reasons for sorting my objects into groups and use a diagram to record this. |
1a/2c | I 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. |
2b | I can describe the properties of 2d and 3 D shapes. |
2b | I 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. |
2b | I can recognise and explain that a shape stays the same even when it is held up in different orientations. |
2b/2a | I can use a construction kit to make a model of a 3-D solid that I know. |
2a | I can make a symmetrical pattern using coloured tiles. |
2a | I can draw a line of symmetry on a shape. |
2a | I can follow and give instructions to mark a position on a grid. |
3c | I can complete a symmetrical picture by drawing the ‘other half’. |
3c | I can recognise common 2D/3 D shapes from drawings and photographs including from different viewpoints. |
3c | I can sort shapes into sets saying what is the same about each of the shapes. |
3c | I can recognise whether a 2-D shape is symmetrical or not and describe how I know. |
3c | I can describe the properties of 2D/3D shapes. |
3c | I can sort shapes using different properties. |
3b | I 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. |
3b | I can use what I know about polygons to group them into regular and irregular polygons. |
3b | I can use what I know about triangles to group them into equilateral triangles isosceles triangles and other triangles. |
3b | I can recognise symmetrical polygons including those with more than one line of Symmetry. |
3b | I can draw lots of different polygons on squared paper and tell you their mathematical names. |
3b | I can draw all the shapes made from squares placed edge to edge and tell you what sort of polygon each one is. |
3b | I can describe the position of a square on a grid of squares. |
3a | I can make different nets for cubes and fold them to check they are correct. |
3a | I know when a line is horizontal or vertical. |
3a | (KO)I can read and plot coordinates to make shapes. |
3a/4c | When 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/4c | I am beginning to reflect shapes in a mirror line presented at 45°. |
4c | I can describe the important features of shapes such as rectangles. |
4c | I know the important features of a cube. I can use these to draw its net. |
4c | I can recognise an oblique line of symmetry in a shape. |
4c/4b | I can say whether a triangle is right-angled equilateral isosceles or scalene and explain how I know. |
4c/4b | I can complete a pattern with one or two lines of symmetry. |
4c/4b | I use the properties of 3-D shapes to draw their nets accurately. |
4c/4b | I 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. |
4b | I 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. |
4b | I understand properties of shapes e.g. why a square is a special rectangle. |
4b | I can make and draw shapes accurately. |
4b | I can use coordinates when the x-coordinate and the y-coordinate are both positive. |
4b | I can recognise and name most quadrilaterals. |
4b | I use a grid to plot the reflection in a mirror line presented at 45° where the shape touches the line or not. |
4a | I am beginning to use the distance of vertices from the mirror line to reflect shapes more accurately. |
4a | I can draw where a shape will be after it has been reflected or translated. |
4a | I can visualise 2-D and 3-D shapes and recognise them in different orientations. |
4a/5c | I can use the properties of parallel and perpendicular to describe and classify 2-D shapes and 3-D solids. |
5c | I use all four quadrants to find coordinates of points determined by geometric information. |
5c | Given the coordinates of three vertices of a parallelogram I can find the fourth. |
5c | I can reflect shapes not presented on grids by measuring perpendicular distances to/from the mirror. |
5b | I can find lines of reflection symmetry in shapes and diagrams. |
5c | I can transform images using ICT. |
5c | I can classify 2-D shapes with perpendicular or parallel sides. |
5c | I can classify quadrilaterals including trapezium and kite using their properties e.g. number of parallel sides. |
5c | I can visualise a 3-D shape from its net and match vertices that will be joined. |
5b | I 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. |
5b | I know properties of triangles and quadrilaterals and can use this information to visualise and solve problems and explain my reasoning with diagrams. |
5b | I can draw shapes with a fixed number of lines of symmetry. |
5b | I can describe and visualise properties of solid shapes such as parallel or perpendicular faces or edges. |
5b | I 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]. |
5b | I 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. |
5b | I can draw a parallelogram or trapezium of a given area on a square grid. |
5b | I can translate shapes along an oblique line. |
5b | I 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. |
5a | I 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]. |
5a | I 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 |
1c | I can use words to do with time. |
1c/1b | I can order everyday events and describe the sequence. |
1c/1b | I know the days of the week and can say them in order. |
1b | I can say the months of the year in order. |
1a | I know that it is 3 o’clock when the big hand points to the 12 and the small hand points to the 3. |
1a/2c | I know that the big hand points to the 6 when it is half past the hour. |
2c | I 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. |
2b | Describe 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. |
2b | I can estimate how long an activity might take then check using a timer. |
2a | I can use a clock face to help me to count in steps of 5 minutes. |
2a/3c | I know that a quarter past three is the same time as three fifteen. |
3b | I can tell the time to the nearest 5 minutes. |
3b | I 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. |
3b | I 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. |
3b | I can write down a time using am and pm. |
3b/3a | I can use a timetable. |
3a | I can tell the time to the minute on a clock with hands. |
3a | I can use a calendar to work out how many days and weeks it is to my birthday. |
4c | I can change am or pm times to 24-hour clock times and vice versa. |
4b | I can solve problems using a timetable written in 24-hour clock notation. |
5b | I can appreciate different times around the world. |
AF: Angles |
1b | I can tell you some objects that turn such as windmill sails or a water tap. |
1a | I know how to turn right and to turn left. |
2b | I know how to program the robot to move around the skittles. |
2b | I can make a floor robot follow a path marked out on the floor. |
2b | In PE I can turn on the spot through whole half or quarter turns either clockwise or anticlockwise. |
2a | I can make and use a right angled checker. |
2a/3c | I can point out right angles in the classroom. |
2a/3c | I know that a quarter turn make a right angle. |
3b | I know facts about regular polygons such as the number of sides and number of angles. |
3b | I can pick out irregular polygons that have at least one right angle. |
3b | I can pick out triangles that have a right angle from other triangles. |
3b | I can give directions follow directions and say how good someone else’s directions are. |
3a | I 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. |
3a | I 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. |
4c | I can estimate and measure angles less than 180°. |
4c | I use mathematical vocabulary to describe the features of a 2-D shape. I always say whether any angles in the shape are equal. |
4c | I can recognise acute obtuse and right angles. |
4c | I can draw angles less than 180° to within 5°. |
4b/4a | I can estimate angles and use a protractor to measure and draw them. |
4a | I 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/5c | I know that the angle sum of a triangle is 180° and the sum of angles around a point is 360°. |
5c | I can use correct mathematical vocabulary when talking about lines angles and shapes. |
5c | I can construct a triangle when given two sides and the included angle. |
5c | I can reflect rotate and translate shapes on grids. |
5c | I can rotate shapes through 90° or 180° when the centre of rotation is a vertex of the shape. |
5c | I can measure and draw reflex angles to the nearest degree when neither edge is horizontal/vertical. |
5b | I can use a protractor to draw acute and obtuse angles to the nearest degree. |
5a | I can calculate angles around a point. |
AF: Mass, capacity, length, perimeter and area |
1b | I 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. |
1c | I can use words such as: ‘longer’ ‘shorter’ ‘heavier’ ‘lighter’. |
1b | I 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. |
1a | I can find objects that are longer/shorter than a metre heavier/lighter than 500 grams hold more/less than 1 litre. |
2b | I can find out if something is longer or shorter than a metre. |
2b | I can estimate length in centimetres. |
2b | I can estimate length in metres. |
2a | I know that a metre is 100 centimetres long. |
2a | I can use a metre rule to mark out 1 metre. |
2a | I can decide whether it is better to use centimetres or metres for measuring different lengths. |
2a | I can use a balance to compare two things to see which is lighter. |
2a/3c | I can use a ruler or metre stick to measure how long something is. |
2a/3c | I can measure in centimetres/metres. |
2a | I 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. |
2a | I know that a kilogram is 1000 grams. |
2a | I can use a balance to find out if something is lighter or heavier than a kilogram or half-kilogram. |
2a | I can find out if something will hold a litre of water. |
2a | Can measure out a litre of water. |
2a | I can estimate whether a container holds more or less than a litre. |
2a | I know that a litre I is 1000 millilitres. |
2a | I can use a measuring jug to measure a litre of water and to find out how much water other containers hold. |
2a | I can read scales to the nearest labelled division. |
2a/3c | I can read numbers on a scale. |
3c | I can measure and draw lines to the nearest centimetre. |
3c | I can choose suitable units to estimate and measure length. |
3b | I 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. |
3a | I 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. |
3a | I 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. |
3a | I can write lengths like 5 metres and 62 centimetres using decimal points. |
3a | I can measure the sides of polygons and add them to find the perimeter. |
3a | I can find the area of shapes by counting squares. |
3b | I 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. |
3a | I can use kitchen scales or a bathroom scale to measure a weight. |
3a | I can read a weight in kilograms and grams from a scale marked in kg. |
3a | I can record a weight in kg using a decimal point. |
3b | I can read the scale on a measuring cylinder or measuring jug. |
3a | I 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. |
3c | I can read scales marked in 2s 5s and 10s. |
3c | I 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. |
4c | I can choose appropriate units to measure length and distance. |
4c | I 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. |
4a | I 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. |
4c | I can measure weight using appropriate measuring instruments. I can state measurements in kg and g. |
4c | I can choose and use a suitable metric unit to estimate and measure weight. |
4c | I can work out the reading between two unnumbered divisions on kitchen and bathroom scales. |
4c | I can use benchmarks to help me to estimate weight. |
4c | I can measure capacity in litres and millilitres using appropriate measuring instruments. |
4c | I can interpret a reading between two unnumbered divisions on a scale on measuring cylinders and jugs. |
4c | I can choose and use the correct metric unit to estimate and measure capacity. |
4c | I can use benchmark objects to help me to estimate capacity. |
4b | I can compare readings from different scales. |
4c | I can find the value of each interval on a scale and use this to give approximate values of readings between divisions. |
4c | I can use a calculator to solve a measurement problem and interpret the display correctly. |
4c/4b | I 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/5c | I can convert between related metric units using decimals to three places (e.g. convert 1375 mm to 1.375 m or vice versa). |
5c | I know that 1 mile is about 1.6 km and that 1 km is about 5/8 of a mile. |
5c | I can find the length of a rectangle given its perimeter and width. |
5c | I 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. |
5c | I know that 1 kg is about 2.2 lbs and that 1 lb is about 500g |
5c | I know that 1 pint is just over half a litres and that 1 litre is about 1 3/4 pints. |
5c | I 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. |
5c | I can solve problems by measuring estimating and calculating. |
5b | I can solve problems involving the conversion of units. |
AF: Handling data |
1c/1b | I can sort objects looking at how they are the same and different. |
1c/1b | I 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. |
1a | I 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. |
2c | I can sort objects in different ways. |
2c/2b | I know how to collect information. |
2c/2b | I can use lists and tables to show what I found out. |
2b/2a | I 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. |
2a | I can use ICT to show results. |
2a | (KO)I can sort objects in different ways and explain how I sorted them. |
2a/3c | I can show information in a pictogram where each picture represents 2 people. |
2a/3c | (KO)I can place objects on a Venn diagram. |
3c | I can explain what a frequency chart tells me. |
3c | I 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. |
3a | I 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. |
3a | I can compare graphs with different scales and decide which is the most useful. |
3a/4c | I 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. |
4c | I can decide what information needs to be collected to answer a question and how best to collect it. |
4c | I 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. |
4b | I know that the mode is the most common piece of information. |
4b | I 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. |
4a | I can describe how likely an event is to happen and justify my statement. |
4a | I can represent data in different ways and understand its meaning. |
4a/5c | I can justify the choice of what is presented. |
5c | I can find and justify probabilities based on equally likely outcomes in simple contexts. |
5c | I can understand and use the probability scale from 0 to 1. |
5c/5b | I can use data to work out problems about chance. |
5c/5b | I can work out different types of average. |
5c/5b | I can solve problems using mode range median and mean. |
5b | I can explore hypotheses by planning surveys or experiments to collect small sets of discrete or continuous data. |
5b | I can select process present and interpret data using ICT where appropriate. |
5b | I 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/5a | I can identify ways to extend a survey or experiment. |
5a | I 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. |