I can recognise all coins and notes up

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I can recognise all coins and notes up to £ 20 or more. I

I can recognise all coins and notes up to £ 20 or more. I can count amounts to £ 20 or more. I can use a decimal point when recording money amounts.

I can give change within £ 20. I can tell the time in 5

I can give change within £ 20. I can tell the time in 5 min intervals on analogue and digital displays. I can link times on the 12 and 24 hour clocks using am and pm. E. G. on a mobile phone or a computer. I can explain the seasons and the number of days in a week/ month and weeks in a year.

I can use a variety of calendars and 12 hour timetables to plan key

I can use a variety of calendars and 12 hour timetables to plan key events. I can measure durations by counting on including over an hour using the class clock. I can explain and record that ½m=50 cm, 1 m=100 cm, ¾m =75 cm and ¼m =25 cm and I can change lengths from cm to m. I can explain and record that ½kg=500 g, 1 kg=100 og, ¾kg=750 g and ¼kg=250 g and I can read scales.

I can estimate the area of a shape by counting squares and half squares

I can estimate the area of a shape by counting squares and half squares and then compare with my original estimate. I can explain and record that ½L=500 ml, 1 L=1000 ml, ¾L=750 ml and ¼ =250 ml. I can explain the terms decade and century. I can discuss the history of numbers and convert some of our numbers into Roman numerals.

I can identify and continue shape patterns, number patterns lined to x tables and

I can identify and continue shape patterns, number patterns lined to x tables and using different operations. I can create number patterns linked to x tables. I can use the symbols for greater than and less than. I can use (what sums? ) to show addition/ subtraction and multiplication/ division links.

I can use my knowledge of 2 D shapes to create tiling patterns and

I can use my knowledge of 2 D shapes to create tiling patterns and I can identify a hexagon, octagon and hemisphere. I can identify and describe 2 D and 3 D shapes and I can work with a net to create a cube. I can follow directions to turns of right angles, using language of ‘turns 90˚- 360. ˚’ I can identify where and why grid references are used.

I can use technology and other methods to describe, follow and record directions using

I can use technology and other methods to describe, follow and record directions using words associated with angles, directions and turns. I know that a right angle is 90 degrees. I understand use compass points, North, South, East and West. I can estimate, compare and describe the size of angles in relation to a right angle.

I can find right angles in the environment and in well known 2 D

I can find right angles in the environment and in well known 2 D shapes. I can describe, plot and use accurate two figure grid references, demonstrating knowledge of the horizontal and vertical location. I can identify symmetry in patterns, pictures, nature and 2 D shapes. I can create symmetrical pictures and designs with more than one line of symmetry.

I can name, identify and classify a range of simple 2 D and 3

I can name, identify and classify a range of simple 2 D and 3 D objects and recognise these shapes in different orientations and sizes. I can use mathematical language to describe the properties of a range of common shapes including side, face, edge, vertex, base and angle. I can identify 2 D shapes within 3 D objects and recognise 3 D objects in 2 D drawings. I can identify examples of tiling in the environment and apply this knowledge to create tiling patterns with two different shapes.

I can describe routes using the 4 points of a compass and linking to

I can describe routes using the 4 points of a compass and linking to 90˚turns. I can describe a direction using 4 points of a compass linked to ¼, ½ …turns. I can draw routes on squared paper and write directions. I can use mirrors to find lines of symmetry and complete the missing half of pictures or patterns on a grid.

I can include a suitable title, simple labelling on both axes and scale where

I can include a suitable title, simple labelling on both axes and scale where one unit represents more than one data value in graphs. I can use mathematical vocabulary appropriately to describe events. E. G. probable, likely/unlikely, certain/uncertain, possible/impossible, and fair/unfair. I can interpret data gathered through everyday experiences to make reasonable predictions of the likelihood of an event occurring. I can find and write grid references using (2, 1).

I can use appropriate mathematical vocabulary when talking about data handling. I can ask

I can use appropriate mathematical vocabulary when talking about data handling. I can ask and answer questions to extract key information from a variety of data including charts, diagrams, graphs and tables. I can gather data for a purpose. E. G. a survey, a questionnaire or group tallies. I can use a variety of methods including digital technologies to display data in graphs, tables, charts, Carroll diagrams and Venn diagrams.

I can ask and answer questions about graphs and diagrams. I can explore different

I can ask and answer questions about graphs and diagrams. I can explore different ways of making the same total of money. I can record amounts accurately in different ways using the correct notation. E. G. 149 p = £ 1. 49 and 7 p = £ 0. 07. I can apply my mental agility numeracy skills to calculate the total spent in a shopping situation and I am able to calculate the change.

I can tell the time using half past and quarter to and past the

I can tell the time using half past and quarter to and past the hour using analogue and digital 12 hour clocks. I can record the date in a variety of ways, using words and numbers. I know the number of seconds in a minute, minutes in an hour, hours in a day, days in each month, weeks and days in a year. I can order the months of the year and relate these to the appropriate seasons.

I am aware of how goods can be paid for using cards and digital

I am aware of how goods can be paid for using cards and digital technology. I can select and use appropriate timers for specific purposes. .

I can use rulers, metre sticks, digital scales and measuring jugs when measuring lengths,

I can use rulers, metre sticks, digital scales and measuring jugs when measuring lengths, heights, mass and capacities. I can use my knowledge of everyday objects To provide reasonable estimates of length, height, mass and capacity. I know the number of seconds in a minute, minutes in an hour, hours in a day, days in each month, weeks and days in a year. I can order the months of the year and relate these to the appropriate seasons.

I can make simple conversions in measurement. E. G. 1 m 58 cm =

I can make simple conversions in measurement. E. G. 1 m 58 cm = 158 cm. I can create shapes with a given area to the nearest half square using square tiles or grids. I recognise that different shapes can have the same area. I investigate and have an understanding of the importance of numbers in learning, life and work.

I can investigate and have an understanding of a variety of number systems used

I can investigate and have an understanding of a variety of number systems used throughout history. I can accurately use the terms ‘equal to’, ‘not equal to’, ‘less than’, ‘greater than’, and the related symbols when comparing quantities. I can solve algebraic problems where a picture or symbol is used to represent a number.