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AT1

AT2

AT3

AT4

I can draw simple conclusions of my own and give an explanation of my reasoning.

I can solve a problem by extracting and interpreting information presented in tables, graphs and charts.

I can solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions.

I can use standard methods for multiplication and division of decimals.

I know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations.

I can construct, express in symbolic form, and use simple formulae involving one or two operations.

I can recognise the equivalence of percentages, fractions and decimals.

I know the rough metric equivalents of imperial units still in daily use and convert one metric unit to another.

I can calculate the perimeter and area of simple compound shapes that can be split into rectangles.

I can compare two simple distributions, using the range and one of the mode, median or mean.

I can find and justify probabilities, and approximation to these, by selecting and using methods based on equally likely outcomes and experimental evidence, as appropriate.

I show understanding of situations by describing them mathematically using symbols, words and diagrams.

I can use appropriate operations to solve multi-step word problems and explain methods and reasoning.

I can use understanding of place value to multiply and divide decimal numbers by 10, 100 and 1000.

I can carry out addition, subtraction, short multiplication and short division of numbers involving decimals to two places.

I understand and use an appropriate non calculator method for solving problems that involve multiplying and dividing any 3 digit by any 2 digit number.

I can check solutions by estimating using approximations.

I can order a given set of positive and negative integers.

I can use brackets appropriately.

I can reduce a fraction to its simplest form by cancelling common factors.

I can identify equivalent fractions.

I can measure and draw angles to the nearest degree when constructing models and when drawing or using shapes.

I can make sensible estimates of a range of measures in relation to everyday situations.

I can identify all the symmetries of 2D shapes.

I understand that different outcomes may result from repeating an experiment.

I can identify and obtain necessary information in order to carry through tasks and solve mathematical problems.

I can check results considering whether these are reasonable.

I can use understanding of place value to multiply and divide whole numbers by 10, 100 and 1000.

I can order negative numbers in context.

I can add and subtract negative numbers in context.

I can use and interpret co-ordinates in all 4 quadrants.

I can check solutions by applying inverse operations.

I can use letter symbols to represent unknown numbers or variables.

I can calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate.

I can solve simple problems involving ratio and direct proportion.

I can use language associated with angle

I know the angle sum of a triangle and that of angles at a point and on a straight line

I understand and use the formula for the area of a rectangle

I can identify parallel and perpendicular lines.

I can understand and use the mean of discrete data

I can interpret graphs and diagrams, including pie charts, and draw conclusions

I can understand and use the probability scale from 0 to 1.

I can develop strategies for solving problems and use these strategies both in working within mathematics and in applying mathematics to practical contexts.

I can choose and use appropriate operations to solve problems.

I can use all four operations to solve simple word problems explaining methods and reasoning.

I can derive quickly division facts corresponding to tables up to 10 x 10.

I can use efficient written methods of multiplication and division.

I can solve problems with or without a calculator, I can check the reasonableness of my results by reference to my knowledge of the context or to the size of the numbers.

I can order decimals to 3 places.

I can recognise approximate proportions of a whole and use simple fractions and percentages to describe these.

I can relate fractions to division and to their decimal representation.

I can extend mental methods of calculation to include fractions, decimals and percentages.

I can recognise and describe number patterns and relationships including multiple, factor and square.

I can begin to use simple formulae expressed in words.

I can draw common 2D shapes in different orientations on grids.

I can choose and use appropriate units and instruments, interpreting with appropriate accuracy, numbers on a range of instruments.

I can recognise parallel and perpendicular lines and properties of rectangles.

I understand area measured in square centimetres (cm² ); understand and use the formula in words ‘length x breadth’ for the area of a rectangle.

I can understand and use the mode and range to describe sets of data.

I can group data, where appropriate, in equal class intervals, represent collected data in frequency diagrams and interpret such diagrams.

I can present information and results in a clear and organised way.

I can use a range of mental methods of computation with the four operations to solve number problems.

I can recall multiplication facts up to 10 x 10.

I can use efficient written methods of addition and subtraction.

I can add and subtract decimals to 2 decimal places.

I can round a number with one or two decimal places to the nearest integer.

I can make 3D mathematical models by linking given faces or edges.

I know and use the relationships between familiar units of length, mass and capacity.

I can construct and interpret simple line graphs.

I can search for a solution or pattern by trying out ideas of my own.

I can use understanding of place value to multiply and divide whole numbers by 10 or 100.

I can use understanding of place value to divide whole numbers by 10 and 100.

I can use and interpret co-ordinates in first quadrant.

I can reflect simple shapes in a mirror line.

I can find perimeters of simple shapes.

I can find areas by counting squares.

I can collect discrete data and record them using a frequency table.

I can try different approaches and find ways of overcoming difficulties that arise when solving problems.

I show understanding of a general statement by finding particular examples that match it.

I can recognise negative numbers in contexts such as temperature.

I can recognise when two simple fractions are equivalent.

I can solve whole number problems involving x and ¸ including those that give rise to remainders.

I can add and subtract numbers with 2 digits mentally.

I can add and subtract numbers with 3 digits using written methods.

I can use symbols correctly including less than (<), greater than (>) and equals (=).

I can use decimal notation for tenths and hundredths.

I can classify 3D shapes in various ways using mathematical properties.

I can use non-standard and standard metric units of capacity in a range of contexts.

I can extract and interpret information presented in simple tables and lists.

I am beginning to organise work in lists, tables and graphs and check results.

I can use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers.

I show understanding of place value in numbers up to 1000 and use this to make approximations.

I am beginning to use decimal notation in the context of money.

I can use mental recall of 2,3,4,5 and 10 multiplication tables and derive the associated division facts.

I can classify 2D shapes in various ways using mathematical properties such as reflective symmetry.

I can use standard units of time in a range of contexts.

I can interpret information presented as bar charts and pictograms.

I can discuss my work and am beginning to explain my thinking.

I can use and interpret mathematical symbols and diagrams.

I can recall addition and subtraction facts to 20.

I can read, write and order numbers up to 1000.

I can count on or back in 10’s or 100’s from a two or three digit number.

I can recognise unit fractions such as ½, ¼………..

I can use simple fractions that are several parts of a whole.

I can use non-standard units and standard metric units of length in a range of contexts

I can use non-standard and standard metric units of mass in a range of contexts

I can use units of time and know the relationships between them (second, minute, hour, day, week, month, year)

I can construct bar charts and pictograms

I can explain why an answer is correct

I can choose and use appropriate operations to solve problems

I can count, read, write and order whole numbers to at least 100 and understand the place value of each digit

I can use mental recall of addition facts up to 10 to add and subtract whole numbers, including multiples of 10

I can understand the operation of multiplication as repeated addition or as describing a rectangular array, and of division as repeated subtraction or sharing

I can understand halving is the inverse of doubling

I can know by heart facts for the 2 and 10 multiplication tables

I can use the knowledge that addition can be done in any order

I can understand and use £, p notation for money

I can identify common shapes by their properties and describe them in terms of their properties

I can identify right angles in 2D and 3D shapes

I can sort one collection of 2D or 3D shapes in more than one way

I can identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry

I can begin to understand angle as a measure of turn

I can show an understanding of right angles through movement, including using clockwise and anticlockwise

I can tell the time using hours, half hour and quarter hour units and use the vocabulary related to time

I can begin to use standard units of length (cm, m) mass (g, kg) and capacity (l) to measure and compare quantities and objects

I can compare events and time scales using an appropriate standard unit of time (hour, minute, second)

I can sort objects and classify them using more than 1 criterion

I can gather and record information in block graphs in order to communicate findings

I can discuss and explain results

I can select the mathematics they use in some classroom activities

I can count, read, write and order whole numbers to at least 50

I can recognise 1p, 2p, 5p, 10p. 20p and 50p coins and choose coins to make amounts up to 50p

I can recognise sequences of numbers, including odd and even numbers to about 50

I know subtraction is the inverse of addition and use this to solve addition and subtraction problems

I can identify doubles and halves using numbers up to 20

I can begin to understand the concept of a quarter

I can use mental strategies to solve simple problems using counting, addition, subtraction doubling and halving

I can use correct terms for common shapes and recognise properties such as faces, edges, sides and corners

I can distinguish between straight and turning movements

I can describe positions using terms such as ‘at the corner of’ or ‘further away from’

I can recognise and draw a line of symmetry or construct patterns with a line of symmetry

I am familiar with using standard units of measurement

I am beginning to use standard units to measure length and mass

I can gather and record information in tables in order to communicate findings

I can discuss their work using familiar mathematical language.

I can begin to represent their work using symbols and simple diagrams

I can count sets of objects reliably up to 20

I can use mental recall of addition and subtraction facts to 10

I am beginning to understand place value

I can recognise odd and even numbers to 20 and other simple number sequences

I can use the correct terms for common shapes eg circle, triangle, cube, cylinder and describe their properties using everyday language

I am beginning to link everyday language with mathematical language eg angle, point

I can suggest suitable standard or uniform non-standard units and measuring equipment to estimate, measure a length, mass or capacity

I am beginning to use everyday non-standard units to measure length and mass

I can gather and record information in a simple lists in order to communicate findings

I can recognise and use a simple pattern or relationship

I can use developing mathematical ideas and methods to solve practical problems

I can use mental strategies to solve simple problems

I can count, read and order numbers from 0 to 20

I can record numbers from 0 to 10 and associate these with the number of objects they have counted

I can recognise 0 as none and 0 in stories and rhymes and when counting and ordering

I can understand operations of addition and subtraction and use related vocabulary

I can add and subtract numbers when solving problems involving up to 10 objects in a range of contexts

I can count on and back in 1’s and in 10’s from and back to 0

I can understand and use the vocabulary of comparing and ordering numbers to 20

I can add/subtract 1 and 10 to/from numbers up to 30

I can sort and describe 2D and 3D shapes in terms of their properties and positions

I can compare two lengths, masses or capacities by direct comparison

I can continue and create simple spatial patterns

I can recognise simple directional symbols such as arrows

I can represent work with objects or pictures and discuss it

I can count, read and order numbers (including ordinal numbers) up to 10 in a range of settings

I can write numerals up to 10 with increasing accuracy

I can use numbers up to 10 when solving problems involving addition or subtraction

I can compare two sets to find a numerical difference

I can work with, recognise and name common 3D shapes

I can describe the basic properties of 3D shapes and make simple comparisons between them using terms such as larger, smaller, curved and straight

I can recognise terms describing position such as behind, in front and on top

I can measure and order more than two objects by length, mass and capacity, using direct comparison

I can order everyday events logically and begin to use the vocabulary of time

I can sort and classify objects demonstrating the criterion they have used

I can use mathematics as an integral part of classroom activities

I can read most numbers up to 10 in familiar contexts

I can begin to record numbers up to 10

I can use the vocabulary involved in adding and subtracting in practical situations

I can demonstrate an understanding of addition and subtraction in practical situations

I can construct with 3D shapes and make arrangements and patterns of 2D shapes

I can recognise and name some familiar 2D shapes

I can match and sort familiar 2D shapes in activities

I can begin to use knowledge of shape to describe the properties of everyday objects and compare them by size

I can use everyday language to describe position and to compare two quantities

I can sort objects