- Our Curriculum
- Yearly Curriculum Maps
- Half Term Curriculum Summaries
- Maths
- Pop Maths
- Information for parents.
- Maths Glossary of Terms
- English
- Learning to write
- Learning to read
- Information for parents- Reading
- Information for parents - Spoken Language
- Information for parents - Writing.
- English Glossary of Terms
- Homework
- PSHCE
- Drama
- RE
- Music
- Myth of Her Day
- Information for parents
- PE
- Information for parents
- Art
- Information for parents
- Geography
- Information for parents.
- History
- Information for parents.
- MFL
- Information for parents.
- Science
- Science Week
- Working with the University
- Information for parents
- Residentials
- Assembly Themes 2017-2018
- General Curriculum
- Outdoor Learning
- SRE

# Information for parents.

**Mathematics Targets –**

**A Year 1 Mathematician**

**Number**

I can count reliably to 100.

I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100.

I can write all numbers in words to 20.

I can say the number that is one more or one less than a number to 100.

I can recall all pairs of addition and subtraction number bonds to 20.

I can add and subtract 1-digit and 2-digit numbers to 20, including zero.

I know the signs + - =.

I can solve a missing number problem.

I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations.

**Measurement and geometry**

I recognise all coins.

I recognise and can name the 2D shapes: circle, triangle, square and rectangle.

I recognise and can name the 3D shapes: cuboid, pyramid, sphere.

I can name the days of the week and months of the year.

I can tell the time to o’clock and half past the hour.

**Exceeding Year 1 Expectations**

I can count reliably well beyond 100.

I can count on and back in 3s from any given number to beyond 100.

I can say the number that is 10 more or 10 less than a number - up to 100.

I know the signs (+); (-); (=); (<); (>).

I can apply my knowledge of number to solve a one-step problem involving an addition, a subtraction and simple multiplication and division.

I can add and subtract 1-digit and 2-digit numbers to 50, including zero.

I can recognise all coins and notes and know their value.

I can use coins to pay for items bought up to £1.

I can use my knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc.

I can recognise different 2D and 3D shapes in the environment.

**A Year 2 Mathematician**

**Number**

I can read and write all numbers to at least 100 in numerals and words.

I recognise odd and even numbers to 100.

I can count in steps of 2, 3 and 5 from 0.

I recognise and can define the place value of each digit in a 2 digit number.

I can compare and order numbers from 0 to 100 using the < > and = signs.

I can name the fractions 1/3, 1/4, 1/2 and 3/4 and can find fractional values of shapes, lengths and numbers.

I can recall and use multiplication and division facts for the 2, 5 and 10x tables.

I can add and subtract a 2-digit number and ones.

I can add and subtract a 2-digit number and tens.

I can add and subtract two 2-digit numbers.

I can add three 1-digit numbers.

I can solve problems involving addition and subtraction.

I understand and can use commutativity in relation to addition, subtraction, multiplication and division.

**Measurement and geometry**

I can choose and use appropriate standard units to estimate length, height, temperature and capacity.

I can tell and write the time to 5 minute intervals.

I recognise and can use the symbols £ and p when solving problems involving addition and subtraction of money.

I can describe the properties of 2D and 3D shapes to include edges, vertices and faces.

I can interpret and construct pictograms, tally charts, block diagram and simple tables.

**Exceeding Year 2 Expectations**

I can count reliably up to 1000 in 2s, 5s and 10s.

I can count on and back in multiples of 4, 8, 25, 50 and 100 from any given number to beyond 1000.

I can add and subtract fractions with a common denominator.

I can apply knowledge of number up to 100 to solve a one-step problem involving a addition, subtraction and simple multiplication and division.

I can apply knowledge of addition and subtraction to pay for items, up to £10, within a problem solving context.

I can add and subtract two 2-digit and numbers to 100.

I can use an appropriate strategy to add and subtract numbers that move between and through 100, for example, 97 + 7; 103 - 8.

I know about right angles and where they can be seen in the environment.

I can tell the time to 5 minute intervals with both analogue and digital clocks and relate one to the other.

I can measure, compare, add and subtract using common metric measures.

**A Year 3 Mathematician**

**Number**

I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words.

I can count from 0 in multiples of 4, 8, 50 and 100.

I can recognise the value of each digit in a 3-digit number.

I understand and can count in tenths, and find the fractional value of a given set.

I can add and subtract fractions with a common denominator.

I can derive and recall multiplication facts for 3, 4 and 8x tables.

I can add and subtract mentally combinations of 1-digit and 2-digit numbers.

I can add and subtract numbers with up to 3-digits using formal written methods.

I can write and calculate mathematical statements for multiplication and vision using the 2x, 3x, 4x, 5x, 8x and 10x tables.

I can calculate 2-digit x 1-digit.

I can solve number problems using one and two step problems.

**Measurement and geometry**

I can identify right angles and can compare other angles stating whether they are greater or smaller than a right angle.

I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

I can tell the time to the nearest minute and use specific vocabulary, including seconds, am & pm.

I can measure, compare, add and subtract using common metric measures.

I can solve one and two step problems using information presented in scaled bar charts, pictograms and tables.

**Exceeding Year 3 Expectations**

I can recognise the value of each digit in a 4-digit number and the value of a tenth.

I know all multiplication facts up to 10 x 10 and can instantaneously answer questions such as, how many 7s in 42?

I can add and subtract numbers with any number of digits using formal written methods.

I am beginning to have an understanding about negative numbers recognising they are smaller than zero.

I can multiply and divide any 2-digit number by a single digit number and have an understanding of ‘remainder’.

I can find fractional values (from ½ to 1/10 )of amounts up to 1000.

I can use my knowledge of number to solve problems related to money, time and measures.

I know that the total internal angles of a triangle measure 180° and can measure each angle

I can use my knowledge of time to help me solve problems related to timetables.

I can measure, compare, add and subtract when solving more complex problems using common metric measures set out in Kg,gms; Kl,litres; Km and metres, etc.

**A Year 4 Mathematician**

**Number**

I can recall all multiplication facts to 12 x 12.

I can round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number.

I can count backwards through zero to include negative numbers.

I can compare numbers with the same number of decimal places up to 2-decimal places.

I can recognise and write decimal equivalents of any number of tenths or hundredths.

I can add and subtract with up to 4-decimal places using formal written methods of columnar addition and subtraction.

I can divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths.

I can multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout.

I can solve two step addition and subtraction problems in context.

I can solve problems involving multiplication.

**Measurement and geometry**

I can compare and classify geometrical shapes, including quadrilaterals and triangles, based on their properties and sizes.

I know that angles are measured in degrees and can identify acute and obtuse angles.

I can compare and order angles up to two right angles by size.

I can measure and calculate the perimeter of a rectilinear figure in cm and m.

I can read, write and convert between analogue and digital 12 and 24 hour times.

I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

**Exceeding Year 4 Expectations**

I can use tenths, hundredths and thousandths when comparing values and solving addition and subtraction problems.

I can round any number to 100,000 to the nearest 10, 100, 1,000 or 10,000.

I can relate tenths and hundredths to fractional values.

I can rapidly find the answer when multiplying and dividing a whole or decimal number by 10.

I can solve multi-step problems involving more than one of the operations.

I can work out simple percentage values of whole numbers, for example, as met in on-going learning in science, history and geography

I can compare and add fractions whose denominators are all multiples of the same number.

I can use a 24-hour timetable to find out times for journeys between various places.

I can use my knowledge of perimeter to work out the perimeter of large areas around school, using metres and centimetres.

I can collect my own data on a given project and present information in graphical formats of my choosing.

**A Year 5 Mathematician**

**Number**

I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.

I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.

I recognise mixed numbers and improper fractions and can convert from one to the other.

I can read and write decimal numbers as fractions.

I recognise the % symbol and understand percent relates to a number of parts per hundred.

I can write percentages as a fraction with denominator hundred and as a decimal fraction.

I can compare and add fractions whose denominators are all multiples of the same number.

I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.

I can round decimals with 2dp to the nearest whole number and to 1dp.

I recognise and use square numbers and cube numbers; and can use the notation ^{2} and ^{3}.

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.

I can divide numbers up to 4-digits by a 1-digit number.

I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.

I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.

I can solve problems involving numbers up to 3dp.

**Measurement and geometry**

I know that angles are measured in degrees.

I can estimate and compare acute, obtuse and reflex angles.

I can draw given angles and measure them in degrees.

I can convert between different units of metric measures and estimate volume and capacity.

I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.

I can calculate and compare the areas of squares and rectangles including using standards units (cm^{2} and m^{2}).

I can solve comparison, sum and difference problems using information presented in a line graph**.**

**Exceeding Year 5 Expectations**

I have a concept of numbers well beyond 1,000,000 and their relative association to distances to planets; historical data and geographical aspects.

I can divide whole numbers (up to 4 digits) by 2-digit numbers, using my preferred method.

I can use rounding as a strategy for quickly assessing what approximate answers ought to be before calculating.

I can link working across zero for positive and negative numbers, for example, to work out time intervals between BC and AD in history

I can recognise the symbol for square root (√) and work out square roots for numbers up to 100.

I can calculate number problems algebraically, for example, 2x – 3 = 5

I can use my knowledge of measurement to create plans of areas around school, such as the classroom, field, outside play area, etc.

I can relate the imperial measures still used regularly in our society to their metric equivalents, for example, miles to Km and lbs to Kg.

I can use a range of timetables to work out journey times on a fictional journey around the world, for example, “How long would it take to reach the rainforests in the Amazon?”

I can collect my own data on a personal project and present information in formats of my choosing using charts, graphs and tables.

**A Year 6 Mathematician**

**Number**

I can use negative numbers in context, and calculate intervals across zero.

I can round any whole number to a required degree of accuracy and solve problems which require answers to be rounded to a specific degree of accuracy.

I can solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts.

I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

I can solve problems involving the calculation of percentages.

I can multiply 1-digit numbers with up to two decimal places by whole numbers.

I can perform mental calculations, including with mixed operations with large numbers.

I can divide numbers up to 4-digits by a 2-digit whole number using formal written methods of long division and interpret remainder in various ways.

I use my knowledge of order of operations to carry out calculations involving all four operations.

I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

I can multiply simple pairs of proper fractions, writing the answer in its simplest form.

I can divide proper fractions by whole numbers.

I can associate a fraction with division and calculate decimal fraction equivalents.

I can express missing number problems algebraically.

I can find pairs of numbers that satisfy number sentences involving two unknowns.

**Measurement and geometry**

I can recognise, describe and build simple 3D shapes, including making nets.

I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons.

I can illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter.

I can read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and visa versa, using decimal notation to up to 3 decimal places.

I can calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units.

I can interpret and construct pie charts and line graphs and use these to solve problems.

**Exceeding Year 6 Expectations**

I can compare, order and convert between fractions, decimals and percentages, for example, in contexts related to science, history or geography learning

I can move beyond squared and cubed numbers to calculate problems such as X x 10^{n }where n is positive.

I can use =, ≠, <, >, ≤, ≥ correctly.

I can multiply all integers, (using efficient written methods) including mixed numbers and negative numbers.

I can recognise an arithmetic progression and find the n*th* term .

I can use a formula for measuring the area of a shape, such as a rectangle and triangle to work out the area of an irregular shape in the school environment

I can use the four operations with mass, length, time, money and other measures, including the use of decimal quantities.

I can create a scaled model of an historical or geographical structure showing an acceptable degree of accuracy using known measurements.

I can calculate the costs and time involved of a visit to a destination in another part of the world relating to on-going learning in history or geography.

I can collect my own data on a personal project and present information in formats of my choosing, using charts, graphs and tables, and answer specific questions related to my research.