places. They solve simple problems involving ratio and direct proportion. 6 6 They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. 4, 5, 6 4, 5, 6 (no calculator) They construct, express in symbolic form and use simple formulae involving one or two operations. 6 6 They use brackets appropriately. 6 6 They use and interpret coordinates in all four quadrants. 6 6 Level 6 Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. 6 6 They evaluate one number as a fraction or percentage of another. 6 6 They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. 6 6 They add and subtract fractions by writing them with a common denominator. 5, 6 5, 6 They find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. 6 6 They formulate and solve linear equations with whole-number coefficients. 6 6 Ma 3 Shape, Space and Measures Year Abacus NC 2014 Level 1 When working with 2-D and 3-D shapes, pupils use everyday language to describe properties and positions 1, 2 1 They measure and order objects using direct comparison, and order events. 1 1 Level 2 Pupils use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of sides and corners 1, 2 1, 2 They distinguish between straight and turning movements 1, 2 1, 2 Understand angle as a measurement of turn, and recognise right angles in turns 2, 3 2, 3 They begin to use everyday non-standard and 1, 2 1, 2
standard units to measure length and mass. Level 3 Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes 1, 2, 3, 4 2, 3, 4 They use non-standard units, standard metric units of length, capacity and mass, and standard units of time, in a range of contexts. 1, 2, 3 1, 2, 3 Level 4 Pupils make 3D mathematical models by linking given faces or edges, and draw common 2D shapes in different orientations on grids 3, 5 3 They reflect simple shapes in a mirror line 5 5 They choose and use appropriate units and tools, interpreting, with appropriate accuracy, numbers on a range of measuring instruments 3, 4, 5 3, 4, 5 They find perimeters of simple shapes and find areas by counting squares. 3, 4, 5 3, 4 Level 5 When constructing models and drawing or using shapes, pupils measure and draw angles to the nearest degree and use language associated with angles 5, 6 5, 6 They know the angle sum of a triangle and that of angles at a point 5 5 They identify all the symmetries of 2D shapes 4, 5 4 They convert one metric unit to another 4, 5, 6 4, 5, 6 They make sensible estimates of a range of measures in relation to everyday situations 4, 5 4, 5, 6 They understand and use the formula for the area of a rectangle. 6 6 Level 6 Pupils recognise and use common 2D representations of 3D objects 5 5 They know and use the properties of quadrilaterals 5, 6 5, 6 They solve problems using angle and symmetry, properties of polygons , angle properties of intersecting and parallel lines, and explain these properties 6 6 They devise instructions for a computer to generate and transform shapes and paths N/A They understand and use appropriate formulae for finding: circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems. N/A 6 6 N/A 6 6 Ma4 Handling data Year