Strand Learning Objectives Expected Using independently and confidently Place Value and Number Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit. Explain what each digit represents in whole numbers and decimals with up to two places and partition, round and order these numbers. Answer problems such as What is the value of the 7 in 3 274 105? Write in figures forty thousand and twenty. A number is partitioned like this: 4 000 000 + 200 000 + 60 000 + 300 + 50 + the number. Now read it to me. A car costs more than £8600 but less than £9100. Tick the prices that the car might cost. £8569 □ £9090 □ £9130 □ £8999 □ forwards or backwards in steps of powers of 10 for any given number up to 1 000 000. from any given number in powers of 10 and decimal steps extending beyond zero when counting backwards; relate the numbers to their position on a number line Answer problems such as: -Write the next number in this counting sequence: 110 000, 120 000, 130 000 … -Create a sequence that goes backwards and forwards in tens and includes the number 190. Describe your sequence. Here is part of a sequence: 30, 70, 110, □, 190, □. How can you find the missing numbers? Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero. Count from any given number in whole-number and decimal steps extending beyond zero when counting backwards; relate the numbers to their position on a number line. Round any number up to 1 000 000 to the nearest 10, 100, Explain what each digit represents in whole numbers and decimals with up to two places and partition round and order these numbers and answer questions such as: What is 4773 rounded to the nearest hundred?
Identify and obtain the necessary information to solve the problem and determine if there is any important information missing, e.g. calculating total cost of a holiday for a family, given prices for adults and children and surcharges for particular resorts. Emerging Expected Mastery Know, name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise. Following adults guidance, prompts, support, following instructions. Understand and apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. Application in context. Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove. Sustained development of an investigation, making connections/finding relationships and proving theories. Explaining and describing a process or procedure for their answers. Strand Learning Objectives Expected independently and confidently Multiplication and Division Identify multiples and factors, including finding all factor of a number, and common factors of 2 numbers. Know and use the vocabulary of prime numbers, prime factors and composite numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19. Use the vocabulary factor, multiple and product. They identify all the factors of a number; for example, the factors of 20 are 1, 2, 4, 5, 10 and 20. They answer questions such as: Find some numbers that have a factor of 4 and a factor of 5. What do you notice? My age is a multiple of 8. Next year my age will be a multiple of 7. How old am I? They recognise that numbers with only two factors are prime numbers and can apply their knowledge of multiples and tests of divisibility to identify the prime numbers less than 100. They explain that 73 children can only be organised as 1 group of 73 or 73 groups of 1, whereas 44 children could be organised as 1 group of 44, 2 groups of 22, 4 groups of 11, 11 groups of 4, 22 groups of 2 or 44 groups of 1. They explore the pattern of primes on a
Choose any four numbers from the grid and add them. Find as many ways as possible of making 1000. Place the digits 0 to 9 to make this calculation correct: ☐☐☐☐ – ☐☐☐ = ☐☐☐. Two numbers have a total of 1000 and a difference of 246. What are the two numbers? Emerging Expected Mastery Know, name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise. Following adults guidance, prompts, support, following instructions. Understand and apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. Application in context. Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove. Sustained development of an investigation, making connections/finding relationships and proving theories. Explaining and describing a process or procedure for their answers. Strand Learning Objectives Expected Using independently and confidently Fractions (including decimals and percentages) Compare and fractions whose denominators are all multiples of the same number. Children should be able to circle the two fractions that have the same value, or choose which one is the odd one out and justify their decision. 6⁄10, 3⁄5, 18⁄20,9⁄15
4lb Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. This shape is made from 4 shaded squares Calculate the perimeter of the Calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes. Calculate the area of a rectangle is eleven metres long by 5 metres wide. has the greatest area – a square with sides 6 cm long or a rectangle which is 7 cm long by 5 cm? How much greater is the area? Estimate volume [for example, using 1 cm³ blocks to build cuboids] and capacity [for example, using water]. estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] is an activity to fill cuboid shapes with multilink cubes. It ends with a ‘create’ challenge that will test children’s knowledge in this area
problems involving converting between units of time. solve problems involving converting between units of time is a problem that requires children to be able to convert between 12 and 24 hour clocks confidently. Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation including scaling. Is an engaging problem using imperial units that challenges children's understanding of the concept of area rather than simply requiring them to follow a rule for finding areas of rectangles. These calculations should also help learners to see the advantages of the metric system as well as understand it more fully! Emerging Expected Mastery Know, name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise. Following adults guidance, prompts, support, following instructions. Understand and apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. Application in context. non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove. Sustained development of an investigation, making connections/finding relationships and proving theories. Explaining and describing a process or procedure for their answers.
protractor (angle measurer). This diagram is not accurately. Calculate the size of angle m Identify: -angles at a point and one whole turn (total 360°) -angles at a point on a straight line and ½ a turn (total 180°) -Other multiples of 90° PQ is a straight line. Not drawn accurately. Calculate the size of angle x. Do not use a protractor (angle measurer). This is three-quarters of a circle. How many degrees is angle x? In the diagram below, if you were standing at X, facing A, what angle would you turn through if you turn and face C? Use the properties of rectangles to deduce related facts and find missing lengths and angles. This diagram is not drawn accurately. Calculate the size of angle measurer). Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Emerging Expected Mastery