techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Communicating about mathematical thinking and solving problems is a core aspect of mathematics.
Welsh: Mae cyfathrebu am feddwl yn fathemategol a datrys problemau yn agwedd greiddiol ar fathemateg.
English: Mathematical communication is precise and logical and transfers to other areas of life.
Welsh: Mae cyfathrebu mathemategol yn broses fanwl gywir a rhesymegol a gellir ei throsglwyddo i feysydd bywyd eraill.
English: Careers and work‑related experiences
Welsh: Gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith
English: Mathematics and numeracy are an essential part of every aspect of our lives, whether at work or undertaking practical everyday activities.
Welsh: Mae mathemateg a rhifedd yn rhan hanfodol o bob agwedd ar ein bywydau, boed yn y gwaith neu wrth ymgymryd â gweithgareddau pob-dydd ymarferol.
English: We use mathematics when we go shopping, plan holidays, decide on mortgages or evaluate and plan career pathways.
Welsh: Rydym yn defnyddio mathemateg wrth siopa, cynllunio gwyliau, penderfynu ar forgeisi neu werthuso a chynllunio llwybrau gyrfa.
English: Decisions in life are so often based on numerical information that, to make the best choices, we need to be numerate.
Welsh: Mae penderfyniadau mewn bywyd yn aml iawn yn seiliedig ar wybodaeth rifyddol ac, er mwyn gwneud y dewisiadau gorau, mae angen i ni fod yn rhifog.
English: Mathematics helps to develop skills such as problem-solving, interpreting data and information, attention to detail, and accurate measuring and reasoning - all of which are highly desirable to employers.
Welsh: Mae mathemateg yn helpu i feithrin sgiliau megis datrys problemau, dehongli data a gwybodaeth,
English: The ability and knowledge developed through mathematics and numeracy are a fundamental part of most professions.
Welsh: Mae'r gallu
English: As competency increases, a wider range of opportunities can be accessed.
Welsh: Wrth i gymhwysedd gynyddu, gellir manteisio ar amrywiaeth ehangach o gyﬂeoedd.
English: There is substantial evidence that a lack of numeracy skills leads to poorer outcomes.
Welsh: Ceir tystiolaeth sylweddol fod diffyg sgiliau rhifedd yn arwain at ddeilliannau gwaeth.
English: Organisation for Economic Co-operation and Development (OECD) data indicates that those with poor numeracy skills are more than twice as likely to be unemployed.
Welsh: Dengys data'r Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (yr OECD) fod y rheini â sgiliau rhifedd gwael ddwywaith mor debygol o fod yn ddi-waith.
English: It also indicates a direct relationship between wage distribution and numeracy skills
Welsh: Noda hefyd fod cydberthynas uniongyrchol rhwng
English: Linking the area of learning and experience to careers and work‑related experiences
Welsh: Cysylltu'r maes dysgu a phroﬁad â gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith
English: It is essential for learners to be aware of the wide range of careers available to them, and to be shown how the experiences, knowledge and skills made available in mathematics and numeracy can be applied in the world of work, whether in employment or as an entrepreneur, where these skills are increasingly crucial.
Welsh: Mae'n hanfodol i
English: Incorporating careers and work-related experiences into mathematics can help contextualise learning and increase engagement.
Welsh: Gall cynnwys gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith fel rhan o fathemateg helpu i roi'r
English: For instance, statistical analysis and probability can be used in the evaluation of labour market intelligence and information.
Welsh: Er enghraifft, gellir defnyddio gwaith dadansoddi ystadegol a thebygolrwydd i werthuso deallusrwydd a gwybodaeth am y farchnad lafur.
English: Learners will therefore be able to
Welsh: Gall dysgwyr, felly, adnabod yn effeithiol ble mae swyddi ar gael, y cymwysterau a'r sgiliau sydd eu hangen a ph'un a yw swyddi yn y maes hwn yn cynyddu neu'n lleihau gan gymhwyso mathemateg mewn ffordd ymarferol ac adeiladol.
English: Careers and work-related experiences can help to raise aspirations and support ﬁnancial planning
Welsh: Gall gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith helpu i godi dyheadau ac ategu gwaith
English: Learners can be encouraged to plan for the future and to consider
Welsh: Gellir annog dysgwyr i gynllunio ar gyfer y dyfodol ac i ystyried goblygiadau cyllid ar benderfyniadau a wneir fel rhan o'r llwybr gyrfa,
English: This engages and motivates learners and can be further enhanced by the incorporation of valuable lifestyle budgeting exercises and money management for independent living.
Welsh: Mae hyn yn ennyn diddordeb dysgwyr
English: • identifying interests, strengths and skills to make informed post-16 choices
Welsh: • adnabod diddordebau, cryfderau a sgiliau er mwyn gwneud dewisiadau gwybodus ôl-16
English: Work‑related experiences
Welsh: Proﬁadau sy'n gysylltiedig â gwaith
English: Learners develop interests, strengths, skills and aspirations through experiences as part of the curriculum and in life beyond school.
Welsh: Mae dysgwyr yn datblygu diddordebau, cryfderau, sgiliau a dyheadau drwy broﬁadau, fel rhano'r cwricwlwm ac mewn bywyd y tu hwnt i'r ysgol.
English: Employer engagement, whether by employer talks, visits to workplaces, events or practical activities are essential in adding realism to the world of work and underlining the importance of mathematics and numeracy.
Welsh: Mae ymgysylltu â chyﬂogwyr, boed drwy sgyrsiau gan gyﬂogwyr, ymweliadau â gweithleoedd, digwyddiadau neu weithgareddau ymarferol
English: It can further support learner progression to enable an understanding of the labour market and trends locally, pan Wales, nationally and globally.
Welsh: Gall ategu cynnydd dysgwyr ymhellach er mwyn galluogi dealltwriaeth o'r farchnad lafur
English: Employers raise awareness of roles within the workplace to challenge stereotypes and preconceptions and to raise awareness of all learning and training routes available.
Welsh: Mae cyﬂogwyr yn codi
English: Incorporating careers and work-related experiences within Mathematics and Numeracy allows learners to understand, evaluate and engage with the world of work and enables greater engagement, raised aspirations, and informed, effective decision-making.
Welsh: Mae cynnwys gyrfaoedd a phroﬁadau sy'n gysylltiedig â gwaith o fewn Mathemateg a Rhifedd
English: In addition, it creates an environment where stereotypes can be challenged and the merits of diversity expressed.
Welsh: Yn ogystal,mae'n creu amgylchedd lle y gellir herio stereoteipiau a mynegi manteision amrywiaeth.
English: Effective careers guidance is essential in securing the most appropriate route for learners' aspirations, informing them of the diversity of entry points and pathways into the world of work.
Welsh: Mae arweiniad gyrfaoedd effeithiol yn hanfodol er mwyn sicrhau'r llwybr mwyaf priodol ar gyfer dyheadau dysgwyr, gan eu hysbysu am y pwyntiau mynediad a'r llwybrau amrywiol i mewn i'r byd
English: Schools should offer opportunities to foster entrepreneurial skills and learners should be aware of
Welsh: Dylai ysgolion gynnig cyﬂeoedd i feithrin sgiliau entrepreneuraidd a dylai dysgwyr fod yn
English: Understanding post‑16 and higher‑education opportunities
Welsh: Deall cyﬂeoedd ôl-16 ac addysg uwch
English: When preparing mathematics sessions we must be aware that reinforcing any stereotype around gender is potentially restricting.
Welsh: Wrth baratoi sesiynau mathemateg, rhaid i ni fod yn ymwybodol y gall atgyfnerthu unrhyw stereoteip o ran rhywedd fod yn gyfyngol.
English: Effective mathematics instruction must be conducted in an environment that encourages equal achievement in mathematics for boys and girls.
Welsh: Rhaid ymgymryd â chyfarwyddyd mathemateg effeithiol mewn amgylchedd sy'n annog cyﬂawniad cyfartal i fechgyn a merched mewn mathemateg.
English: Teachers must ensure that there are equal opportunities for participation and that the classroom setting is a positive factor in achievement.
Welsh: Rhaid i athrawon sicrhau bod cyﬂeoedd cyfartal i gymryd rhan a bod yr ystafell ddosbarth yn ffactor cadarnhaol o ran sicrhau cyﬂawniad.
English: When introducing famous mathematicians, care should be taken to ensure that both female and male mathematicians are presented to learners, in order to promote equality and gender positivity.
Welsh: Wrth gyﬂwyno mathemategwyr enwog, dylid sicrhau y caiff mathemategwyr benywaidd a gwrywaidd eu cyﬂwyno i ddysgwyr, er mwyn hyrwyddo cydraddoldeb ac agweddau cadarnhaol
English: Teachers should choose activities connecting mathematics activities to careers in ways that do not reinforce existing gender stereotypes and select activities that spark initial curiosity about mathematics.
Welsh: Dylai athrawon ddewis gweithgareddau sy'n cysylltu gweithgareddau mathemateg â gyrfaoedd mewn ffyrdd nad ydynt yn atgyfnerthu stereoteipiau rhywedd sy'n bodoli eisoes a dylent ddewis gweithgareddau sy'n tanio chwilfrydedd cychwynnol tuag at fathemateg.
English: Teachers of all age-groups should be encouraging gender equality within mathematics and promoting career choices which show no bias.
Welsh: Dylai athrawon pob grŵp oedran annog cydraddoldeb rhwng y rhywiau mewn mathemateg
English: Throughout the Mathematics and Numeracy Area of Learning and Experience there is an emphasis on actively engaging learners in their mathematical learning by reference to, for example, exploring, investigating, playing and deducing.
Welsh: Ym mhob rhan o'r Maes Dysgu a Phroﬁad Mathemateg a Rhifedd ceir pwyslais ar sicrhau bod
English: The approach suggested through the experiences outlined in the descriptions of learning is to engage learners in meaningful problem-solving in all areas of mathematics, set in the contexts of real-world local and global situations.
Welsh: Drwy'r proﬁadau a amlinellir yn y disgriﬁad o'r dysgu, awgrymir
English: This will promote thelearners' own desire for learning, by making its value clearer and more relevant.
Welsh: Bydd hyn yn hyrwyddo awydd y dysgwyr eu hunain i ddysgu, drwy sicrhau bod gwerth y dysgu
English: The achievement outcomes refer in multiple places to the resources that could and should be used to enhance understanding and enrich the mathematical experiences of learners.
Welsh: Mae'r deilliannau cyﬂawniad yn cyfeirio mewn sawl man at yr adnoddau y gellid ac y dylid eu defnyddio er mwyn gwella dealltwriaeth a chyfoethogi proﬁadau mathemategol dysgwyr.
English: The appropriate use of a range of digital technologies, manipulables, everyday objects, and concrete and abstract representations of mathematical objects helps the learners to engage with mathematical concepts from more than one perspective.
Welsh: Mae defnydd priodol o amrywiaeth o dechnolegau digidol, eitemau hydrin, gwrthrychau pob-dydd, a chynrychioliadau diriaethol a haniaethol o wrthrychau mathemategol yn helpu'r dysgwyr i ymgysylltu â chysyniadau mathemategol o fwy nag un persbectif.
English: In mathematics, learners sometimes collaborate to solve problems together in groups.
Welsh: Mewn mathemateg, mae dysgwyr weithiau'n cydweithio er mwyn datrys problemau gyda'i gilydd mewn grwpiau.
English: For example, some mathematics depends on generating several sources of data, forms of representation, and separate steps of multi-step tasks which can be shared within a group.
Welsh: Er enghraifft, mae rhai agweddau ar fathemateg yn dibynnu ar greu sawl ffynhonnell ddata, mathau o gynrychioli, a chamau unigol ar gyfer tasgau aml-gam y gellir eu dosrannu o fewn
English: All can, therefore, contribute to completion of something beyond that which any individual might have done alone.
Welsh: Felly, gall pob un gyfrannu at gwblhau rhywbeth y tu hwnt i'r hyn y gallai unrhyw unigolyn fod wedi'i gyﬂawni ar ei ben ei hun.
English: As they work together, they engage actively in mathematical thinking and working, communicating about mathematics.
Welsh: Wrth iddynt gydweithio, maent yn ymwneud yn weithredol â
English: This can aid the development of their own understanding, and enhance their own experience of mathematics.
Welsh: Gall hyn helpu i feithrin
English: However, it is also important in mathematics to encourage independent and individual work, with learners taking responsibility for their own learning.
Welsh: Fodd bynnag, mae hefyd yn bwysig
English: They need time to think without being swamped by others' talk; time to internalise methods, facts, etc.
Welsh: Mae angen amser arnynt i feddwl, heb gael eu llethu gan syniadau eraill, i
English: A balanced diet of group and individual working will enrich the learners' experience.
Welsh: Bydd cydbwysedd addas o waith grŵp a gwaith unigol yn cyfoethogiproﬁad dysgwyr.
English: The learning of mathematics will be further enriched by the use of meaningful and substantial tasks,
Welsh: Caiff y broses o ddysgu mathemateg ei chyfoethogi ymhellach drwy ddefnyddio tasgau ystyrlon
English: The Mathematics and Numeracy curriculum will need to be used by schools to design school-level provision, with the four purposes of the curriculum central to the planning of experiences that learners will encounter.
Welsh: Bydd angen i ysgolion ddefnyddio'r cwricwlwm Mathemateg a Rhifedd i gynllunio darpariaeth
English: Important decisions will need to be taken about the structure and sequence of mathematics and numeracy topics, and these decisions should be informed by the hierarchic and connected nature of mathematics concepts, in order to ensure foundations are built upon and experiences are connected.
Welsh: Bydd angen gwneud penderfyniadau pwysig am strwythur
English: Deep understanding in mathematics and numeracy should develop through planning for all
Welsh: Dylai dealltwriaeth gadarn o fathemateg a rhifedd ddatblygu drwy gynllunio ar gyfer pob un o'r pum hyfedredd mathemategol, a thrwy'r cysylltiad rhyngddynt a'r ffordd y cânt eu defnyddio mewn amrywiaeth o gyd-destunau.
English: Schools will have the autonomy to determine the length of time spent on particular aspects of mathematics and numeracy, and formative assessment should drive decisions about planning in the short term.
Welsh: Gall ysgolion unigol benderfynu faint o amser
English: In planning over longer periods of time, schools will need to ensure that systems of mapping and tracking provision across year groups are robust.
Welsh: Wrth gynllunio dros gyfnodau hwy o amser, bydd angen i ysgolion sicrhau bod y systemau mapio a'r ddarpariaeth olrhain ar draws grwpiau blwyddyn yn rhai cadarn.
English: The Mathematics and Numeracy curriculum does not prescribe one particular pedagogy, rather it requires practitioners to collaborate and make informed decisions to ensure that progress is achieved.
Welsh: Nid yw'r cwricwlwm Mathemateg a Rhifedd yn rhagnodi un addysgeg benodol, ond mae'n ei gwneud yn ofynnol i ymarferwyr gydweithredu a gwneud penderfyniadau gwybodus er mwyn sicrhau cynnydd.
English: WHAT MATTERS IN MATHEMATICS AND NUMERACY
Welsh: YR HYN SY'N BWYSIG MEWN MATHEMATEG A RHIFEDD
English: This
Welsh: Dyma'r cysyniad haniaethol cyntaf y bydd dysgwyr yn dod ar ei draws ym mathemateg, ac mae'n fodd i sefydlu egwyddorion rhesymu rhesymegol.
English: In mathematics the number system provides a basis for algebraic, statistical, probabilistic and geometrical reasoning,
Welsh: Ym mathemateg, mae'r system rifo'n sail i resymu o ran algebra, ystadegau, tebygolrwydd a geometreg, yn ogystal ag o ran cyfrifo ariannol a gwneud penderfyniadau.
English: Knowledge of, and competence in, number and quantities are fundamental to
Welsh: Mae gwybodaeth a gallu ym maes rhifau a meintiau yn hanfodol ar gyfer cyfrannu
English: Computational ﬂuency is essential for problem-solving and
Welsh: Mae rhuglder o ran cyfriﬁannu yn allweddol i ddatrys problemau a gwneud cynnydd ym mhob maes dysgu a phroﬁad.
English: Fluency is developed through using the four basic arithmetic operations and acquiring an understanding of the relationship between them.
Welsh: Datblygir rhuglder drwy ddefnyddio'r pedwar gweithrediad
English: The following interdependent proﬁciencies
Welsh: Defnyddiwyd y hyfedreddau cyd-ddibynnol canlynol
English: Numeracy involves applying and connecting these proﬁciencies in a range of real-life contexts,across and beyond the curriculum.
Welsh: Mae rhifedd yn golygu cymhwyso a chysylltu'r hyfedreddau hyn mewn amrywiaeth o gyd-destunau go iawn, ym mhob rhan o'r cwricwlwm a'r tu hwnt iddo.
English: Mathematical concepts and ideas should be dwelt on, built on, and connected together as learners experience increasingly complex mathematical ideas.
Welsh: Dylid myfyrio ar syniadau a chysyniadau mathemategol, ynghyd â'u
English: Communication with symbols:
Welsh: Cyfathrebu â symbolau:
English: Learners should understand that the symbols they are using are
Welsh: Dylai dysgwyr ddeall bod y symbolau y maent yn eu defnyddio yn gynrychioliadau haniaethol a dylent ddatblygu mwy o hyblygrwydd wrth iddynt gymhwyso a defnyddio amrywiaeth gynyddol o symbolau, gan ddeall confensiynau'r symbolau y maent yn eu defnyddio.
English: Strategic competence:
Welsh: Cymhwysedd strategol:
English: (i.e. formulating problems mathematically in order to solve them)
Welsh: (h.y. gosod problemau allan mewn ffurf fathemategol er mwyn eu datrys)
English: As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts.
Welsh: Wrth i ddysgwyr broﬁ cysyniadau cynyddol gymhleth, dylent hefyd feithrin
English: They should apply logical reasoning about these relationships and be able to justify and prove them.
Welsh: Dylent gymhwyso
English: Justiﬁcations and proof should become increasingly abstract, moving from verbal, visual or
Welsh: Dylai'r cyﬁawnhad a'r dystiolaeth ddod yn gynyddol haniaethol, gan symud o esboniadau llafar,
English: As learners experience, understand and apply increasingly complex concepts and
Welsh: Wrth i ddysgwyr broﬁ, deall a chymhwyso cysyniadau a pherthnasau sy'n gynyddol fwy cymhleth, dylai eu rhuglder wrth goﬁo ffeithiau, perthnasau a thechnegau wella.
English: As a result, facts, relationships and techniques learned previously should become ﬁrmly established,
Welsh: O ganlyniad,
English: and adapted to the Welsh context by Anne Watson, Emeritus Professor of Mathematics Education, University of Oxford, 2018.
Welsh: ac wedi'u haddasu ar gyfer cyd-destun Cymru gan Anne Watson, Athro Emeritws mewn Mathemateg, Prifysgol Rhydychen, 2018.
English: I have experienced and explored numbers in a variety of contexts and can express whole numbers in words, signs and symbols to convey size and order.
Welsh: Rwyf wedi proﬁ ac archwilio rhifau mewn sawl cyd-destun, a gallaf fynegi rhifau cyfan mewn geiriau, arwyddion a symbolau er mwyn cyﬂeu maint a threfn.
English: I can notice and read numbers in number-rich indoor and outdoor environments, experiencing cardinal, ordinal and nominal numbers.
Welsh: Gallaf sylwi ar rifau, a'u darllen, mewn amgylcheddau sy'n frith o rifau, boed hynny dan do neu yn yr awyr agored, gan broﬁ rhifau prifol, trefnol ac enwol.
English: I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably.
Welsh: Gallaf ddefnyddio fy mhroﬁad o drefn cyfrif rhifau ac o gyfatebiaeth un i un er mwyn cyfrif
English: I can count objects that I can touch, and ones that I cannot.
Welsh: Gallaf gyfrif gwrthrychau y gallaf gyffwrdd â nhw a rhai na allaf gyffwrdd â nhw.
English: I can notice, read and write numbers in a range of media, through a multisensory approach, from zero to at least 20, ensuring they are correctly formed.
Welsh: Gallaf sylwi ar rifau, a'u darllen a'u hysgrifennu, mewn amrywiaeth o gyfryngau a thrwy ddull aml-synhwyrol, a hynny o sero i 20 o leiaf, gan sicrhau eu bod wedi'u ffurﬁo'n gywir.
English: I have experienced the counting sequence of numbers in different ways, counting forwards and backwards, and starting at different points.
Welsh: Rwyf wedi cael proﬁad o drefn cyfrif rhifau, a hynny mewn gwahanol ffyrdd, gan gyfrif ymlaen ac yn ôl, a chan ddechrau ar wahanol rifau.
English: I have explored composing a quantity in different ways, using combinations of objects or quantities and using the corresponding mathematical language such as words like 'more','less', 'most' or 'least'.
Welsh: Rwyf wedi archwilio elfennu maint mewn gwahanol ffyrdd, gan ddefnyddio cyfuniadau o wrthrychau neu feintiau a chan ddefnyddio'r iaith fathemategol briodol, megis geiriau fel 'mwy','llai', 'mwyaf' neu 'leiaf'.
English: I can understand that a number can be partitioned in different ways.
Welsh: Gallaf ddeall y gellir ymrannu rhif mewn gwahanol ffyrdd.
English: I have experienced grouping and sharing with objects/quantities, and I can group or share small quantities into equal-sized groups.
Welsh: Rwyf wedi cael proﬁad o grwpio a rhannu gyda gwrthrychau/meintiau, a gallaf grwpio neu rannu meintiau bychain i grwpiau hafal eu maint.
English: I can use my visual sense of number to make estimates and comparisons.
Welsh: Gallaf ddefnyddio fy synnwyr gweledol o rif i wneud amcangyfrifon a chymariaethau.
English: I can check estimates using counting or measuring.
Welsh: Gallaf wirio amcangyfrifon drwy gyfrif neu fesur.
English: I have used money in play and real-life situations and understand that I need to exchange money for items.
Welsh: Rwyf wedi defnyddio arian mewn sefyllfaoedd chwarae a bywyd go iawn, a gallaf ddeall bod angen i mi gyfnewid arian am eitemau.
English: I can use the language of money.
Welsh: Gallaf ddefnyddio iaith arian.
English: I can read, write and interpret numbers using ﬁgures and words up to at least 1,000.
Welsh: Gallaf ddarllen, ysgrifennu a dehongli rhifau gan ddefnyddio fﬁgurau a geiriau hyd at 1,000, o leiaf.
English: I can order and sequence numbers, including odd and even numbers, in number-rich indoor and outdoor environments, and can count on and back in uniform steps of any size.
Welsh: Gallaf drefnu a dilyniannu rhifau, gan gynnwys odrifau ac eilrifau, mewn amgylchoedd sy'n frith o rifau, boed hynny o dan do neu yn yr awyr agored, a gallaf gyfrif ymlaen ac yn ôl mewn camau unffurf o unrhyw faint.
English: I have experienced numbers below zero in practical contexts, including temperature measurements.
Welsh: Rwyf wedi cael proﬁad o rifau is na sero mewn cyd-destunau ymarferol, gan gynnwys mesuriadau tymheredd.
English: I have explored composing numbers in a variety of ways and I can understand that number value can be determined by the position of the digits used.
Welsh: Rwyf wedi archwilio elfennu rhifau mewn amrywiol ffyrdd a gallaf ddeall sut y gall gwerth rhifau gael ei bennu gan saﬂe'r digidau a ddefnyddir.
English: I have explored additive relationships using a range of representations.
Welsh: Rwyf wedi archwilio perthnasau adiol gan ddefnyddio amrywiaeth o gynrychioliadau.
English: I can use my understanding of additive relationships to add and subtract whole numbers using a variety of written and mental methods.
Welsh: Gallaf ddefnyddio fy nealltwriaeth o berthnasau adiol i adio a thynnu rhifau cyfan gan ddefnyddio amrywiaeth o ddulliau ysgrifenedig a meddyliol.
English: I can estimate and check the accuracy of my answers using inverse operations when appropriate.
Welsh: Gallaf amcangyfrif a gwirio cywirdeb fy atebion gan ddefnyddio gweithredau gwrthdro pan fo hynny'n briodol.
English: I have demonstrated an understanding of, and can recall, multiplication tables including 2, 3, 4, 5 and 10, and use the term 'multiples'.
Welsh: Rwyf wedi arddangos dealltwriaeth o dablau lluosi, gan gynnwys 2, 3, 4, 5 a 10, a gallaf eu coﬁo. Hefyd gallaf ddefnyddio y term 'lluosrifau'.
English: I have explored multiplicative relationships, using a range of representations (including sharing/grouping and the array), and I can use my understanding of multiplicative relationships to multiply and divide whole numbers using a variety of written and mental methods.
Welsh: Rwyf wedi archwilio perthnasau lluosol gan ddefnyddio amrywiaeth o gynrychioliadau (gan gynnwys rhannu/grwpio a'r aráe), a gallaf ddefnyddio fy nealltwriaeth o berthnasau lluosol i luosi a rhannu rhifau cyfan a gwneud hynny mewn amrywiaeth o ddulliau ysgrifenedig a meddyliol.