Curriculum Organiser Numeracy: Estimation and Rounding EARLY LEVEL FIRST LEVEL SECOND LEVEL estimate, nearly, roughly, close to, about the same as, just over, just under, too many, too few, enough, not enough exact, exactly, round, nearest, round to nearest 10 approximate, approximately, round to the nearest hundred, round to the nearest thousand, round to the nearest tenth, one decimal place, round to the nearest hundredth, two decimal places THIRD LEVEL FOURTH round to the nearest thousandth, three decimal places tolerance, round to significant figures Curriculum Organiser Number, Money and Measure – Estimation and Rounding Milestone/s Awareness of Size and Amount EARLY LEVEL
Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a I know the forward number sequence to 100. I know the backward number sequence from 100 to 0. I can read and write numbers to 100 in numerals. I can consecutive numbers within 100. I can use < and > to compare two numbers within 100. I can find missing numbers on a number line or square up to 100. I know the forward number sequence to 1000. I know the backward number sequence from 1000 to 0. I can read and write numbers to 1000 in numerals. I can order non-consecutive numbers within 100 (smallest to biggest and biggest to smallest). I can order consecutive numbers within 1000 (smallest to biggest and biggest to smallest). I can use < and > to compare two numbers within 1000. I can find missing numbers in part of a number line or square up to 1000. I can order non-consecutive numbers within 1000 (smallest to biggest and biggest to smallest). Reads, writes, orders and recites whole numbers up to 1000, starting from any number in the sequence. I can say how many tens there are in a two digit number, for example six 10s in 67. I can say how many ones there are in a two digit number. I can partition a two number and say what each digit represents, for example 67 is 60 and 7. I can use value materials to show that I understand the value of the digits in two digit numbers, for example Dienes, Numicon, Tens Frames, Place Value Arrows. I understand zero as a placeholder in whole numbers to at least 100. I can use place value materials to show that I understand the value of the digits in three digit numbers, for example Dienes, Place Value Arrows. I understand zero as a placeholder in whole numbers to at least 1000. I can partition a three digit number into thousands, hundreds, tens and ones, identifying the value of each digit. Demonstrates understanding of zero as a placeholder in whole numbers to 1000. Identifies the value of each digit in a whole number with up to at least 3 digits, for example 867 = 800 + 60 + 7. Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a
Milestone/s Concept of a Whole and Parts; Concept of a Fraction EARLY LEVEL Experience and Outcome for Planning Teaching, Learning and Assessment I can out a group of items by making smaller groups and can split a whole object into smaller parts. MNU 0-07a Progression Through Early Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can share a collection of objects equally. I can understand that 2 halves make a whole. I can recognise halves and know that they are an object split into two equal parts. I can understand, identify the term . I can use my knowledge of doubles to identify half of even numbers to at least 10. I can recall even number to divide evenly. I know even numbers can be shared equally. Splits a into smaller parts and explains that equal parts are the same size. Uses appropriate vocabulary to describe halves. Shares out a group of items equally into smaller groups. Curriculum Organiser Number, Money and Measure - Fractions, Decimal Fractions and Percentages Milestone/s Fractional Notation and Vocabulary, Relationship Between Fractions, Multiplication and Division.
Milestone/s Understanding Money in a Digital World; Understanding Risks and Rewards; Anaylse the Impact of Financial Decisions LEVEL Experience and Outcome for Planning Teaching, Learning and Assessment When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me. MNU 3-09a I can budget effectively, making use of technology and methods, to manage money and plan for future expenses. MNU 3-09b Progression Through Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a I can use the internet and sources to find goods and services, compare them and discuss their advantages and disadvantages. I can calculate simple interest and percentage reductions. I can use technology and other methods to keep a budget for an event e.g. planning a holiday, designing a new bedroom. I know the meaning of financial terms, including, debit/credit, APR, p.a., direct debit/standing order and interest rate. I can give examples of currencies that are used in different countries. I can consider how to spend my money, I can source, compare, and contrast different contracts and services, discuss their advantages and disadvantages and explain which offer best value to me. I have investigated the effects of interest and percentage rates in the context of contracts and services. I can use technology and other methods to budget effectively showing development of increased financial capability. I can plan personal spending and budget in a responsible way including planning for future spending. I can convert between different currencies. understanding of best in relation to contracts and services when comparing products. the best for their personal situation and justifies choices. effectively, using digital technology where appropriate, showing development of financial capability. knowledge of financial terms, for example, debit/credit, APR, p.a., direct debit/standing order and interest rate. between different currencies. Curriculum Organiser Number, and Measure – Money Milestone/s Understanding Risks and Rewards; Analyse the impact of Financial Decisions
EARLY LEVEL FIRST LEVEL SECOND LEVEL time, days of the week, day, week, birthday, holiday, month, year, morning, afternoon, evening, night, bedtime, dinnertime, playtime, next, last, today, tomorrow, yesterday, before, after, now, soon, early, late, quick/er/est/ly, slow/er/est/ly old/er/est, new/er/est, longer, less, hour, o’clock, watch, hands, digital, seasons weekend, midnight, midday, noon, fast, faster, fastest, how long ago?... will it be to?... will it take to? often? always, never, often, sometimes, usually months of the year, fortnight, minute, second, earliest, latest, quarter to/past, five minute intervals, timer, digital/analogue clock, century, calendar, date, am/pm/, 24 hour clock leap year, millennium, date of timetable, arrive/depart, convert between 12 hour and 24 hour notation, speed/distance/time, Greenwich Mean Time, British Summer Time, International Date Line THIRD LEVEL FOURTH LEVEL Consolidation of previous terms at Third Level Consolidation of previous at Fourth Level Curriculum Organiser Number, Money and Measure - Time Milestone/s Concept of time; Recording and Displaying; Units of Time; Telling the Time
EARLY LEVEL FIRST LEVEL SECOND LEVEL measure, size, compare, estimate, enough, not enough, too much/little/many/few, nearly, close to, about the same as, over, under, almost, half, full/empty, holds, container, length, width, height, depth, long, short, tall, high, low, wide, narrow, deep, shallow, thick, thin long/er/est, short/er/est/, tall/er/est, high/er/est near, far roughly, about, approximately, scale, capacity, volume, measuring cylinder, contains, litre (l), half-litre, metre, ruler, metre stick, further, furthest, metre (m), centimetre (cm), millimetres (mm), kilometres (km), mile, distance apart, between, tape measure measurement, standard, metric, imperial unit, millilitre (ml), centilitre (cl), pint, gallon, breadth, edge, perimeter, metric unit, imperial unit, circumference, feet, foot, inches, inch LEVEL FOURTH LEVEL degree of accuracy, diameter, radius Consolidation of previous terms at Fourth Level Curriculum Organiser Number, Money and Measure – Measurement
Milestone/s Concept of Area; Concept of Volume; Standard Units; Convert Units; Calculations involving Measurement; Formula and Interrelationships SECOND LEVEL Experience and Outcome for Planning Teaching, Learning and Assessment I can explain how different methods can be used to find the perimeter and area of a simple 2D or volume of a simple 3D object. MNU 2-11c I can calculate perimeter of squares and rectangles by adding the sides. I can calculate the area of rectangles and squares by multiplying two adjacent sides. I can investigate and measure the volume of a range of containers using water. I can use a perimeter or area to draw shapes accurately. I can calculate the perimeter of 2D shapes using the correct units. I can investigate the perimeter of shapes with the same area. I can calculate the area of composite shapes made from squares and rectangles. I can use to measure containers. I can use formula to calculate perimeter of squares and rectangles. I can calculate the area of a right angled triangle using the knowledge. I can draw a triangle accurately given perimeter or area. I can calculate the area of composite shapes made from squares, rectangles and triangles. I can calculate the area of a parallelogram. I can calculate the volume of cubes and cuboids using the formula and the correct units. Draws squares and rectangles accurately with a given perimeter or area. Calculates the perimeter of simple 2D shapes in millimetres (mm), centimetres (cm) and metres (m) and explains the choice of method used. Calculates the area of squares, rectangles and right angled triangles in square millimetres (mm2) square centimetres (cm2) and square metres (m2) and explains the choice of method used. Calculates the volume of simple 3D objects in cubic centimetres (cm3) and cubic metres (m3) and explains the choice of method used. Curriculum Organiser Number, Money and Measure – Measurement Milestone/s Standard Units; Convert Units; Calculations Involving Measurement; Formula and Inter-relationships
Experience and Outcome for Planning Teaching, Learning and Assessment Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 20a I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2- 20b I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a / MTH 3-21a Progression Through Second Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can independently collect, organise, display and interpret information using bar graphs, tables and charts. I can use a simple data base to extract information. I can create a bar graph using digital technologies. I can independently collect, organise, display and interpret information using bar graphs, tables and charts and line graphs. I can create a simple data base. I can create a line graph and spread sheet using digital technologies. I can independently collect, organise, display and interpret information using a range of graphs, tables and pie charts (pre-sectioned). I can understand that data is presented in a variety of ways by the and it is not always reliable. Devises ways of collecting data in the most suitable way for the task. Collects, organises and displays data accurately in a variety of ways including through the use of digital technologies, for example, creating surveys, tables, bar graphs, line graphs, frequency tables, pie charts and spreadsheets. Analyses, interprets and conclusions from a variety of data. Draws conclusions about the reliability of data taking into account, for example, the author, the audience, the scale and sample size used. Displays data appropriately making effective use of technology and chooses a suitable when creating graphs. Curriculum Organiser Information Handling – Data and Analysis Milestone/s Collect and Organise, Display and Communicate, Interrogate and Draw Conclusions
Experience and Outcome for Planning Teaching, Learning and Assessment I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. MNU 2-22a Progression Through Second Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can use appropriate vocabulary such as highly likely/unlikely etc., to describe the probability of an I can assign a numerical value to the likelihood of the occurrence of simple events on a 5 - point scale. I understand that probability can be represented by a fraction. I understand the concept of equally likely events – ‘equal chance’. I can list all the possible outcomes of simple events using tree diagrams and organised lists. I can investigate probability, through experimenting with tossing a coin, rolling a die etc., the possible outcomes of simple, random events. I can identify 1 as certain and 0 as impossible on the number line. I can place events on a number line to demonstrate simple probabilities, for example the probability of tossing a coin and it landing heads up is 0∙5. I can arrange events in order to determine which is most or least likely to occur. I understand that probability can be represented by a ratio; one in two, one in three and use the notation 1: 6. I can use data to predict the outcome of a simple experiment and explain the reasoning behind the prediction. I understand that the more you carry out an experiment, the more confident you can become in predicting the result. I can use a number line from 0 to 1, where 0 is impossible and 1 is certain, to investigate and describe probability. I can place events on a number line to demonstrate the probability of any event. I can understand the terms favourable outcome and total outcomes. I am aware of how implications of chance are used in daily routines, decision making and the media. I can describe percentage chance, for example 100% chance, 0% chance, 50% chance. Uses the language of probability accurately to describe the likelihood of simple events occurring, for example, equal chance; fifty-fifty; one in two, two in three; percentage chance and 1 : 6. and carries out simple experiments involving chance with repeated trials, for example, what is the probability of throwing a double six if you throw two dice fifty times? Uses data to predict the outcome of a simple experiment. Curriculum Organiser Information Handling - of Chance and Uncertainty Milestone/s Probability; Applying Knowledge of Probability THIRD LEVEL
EARLY LEVEL FIRST LEVEL SECOND LEVEL There are no Experiences and Outcomes at this level. to, not equal to, less than, greater than, symbol, algebra, simple equations THIRD LEVEL FOURTH LEVEL like terms, variables, linear equations distributive law, linear inequalities, closed intervals, factorise, common factor Curriculum Organiser Number, and Measure - Expressions and Equations Milestone/s
EARLY LEVEL Experience and Outcome for Planning Teaching, Learning and Assessment I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns. MTH 0-13a Progression Through Early Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can explore, identify and discuss patterns in my I can copy patterns involving objects, shapes and numbers. I can complete patterns involving objects, shapes and numbers. I can create my own patterns involving objects, shapes and numbers. I can find missing numbers on a number line up to 10. I can copy a repeated pattern using shapes and numbers. I can continue a repeat pattern using shapes and numbers. I can create increasingly complex repeated patterns. I can use language associated with patterns, for example next, before, after. I can describe a simple repeating pattern. I can find missing numbers on a number within the range of 0 – 20. I can follow simple addition patterns. I can follow simple subtraction patterns. Copies, continues and creates simple patterns involving objects, shapes and numbers. Explores, recognises and continues simple number patterns and describes them using appropriate mathematical vocabulary. Finds missing numbers on a number line within the range 0 – 20.