# Year 5 Maths Assessment Guidance - NUMBER Working towards expectations. Meeting expectations 1 Entering Year 5

Size: px
Start display at page:

Download "Year 5 Maths Assessment Guidance - NUMBER Working towards expectations. Meeting expectations 1 Entering Year 5"

Transcription

1 5.1.a.1 Count forwards and backwards with positive and negative whole numbers, including through zero (^) 5.1.a.2 Count forwards or backwards in steps of powers of 10 for any given number to a.3 Continue to count in any multiples of 2 to 10, 25 and 50 (+) 5.1.b.1 Read and write numbers to at least and determine the value of each digit (^) 5.1.b.2 Read Roman numerals to 1000 (M) and recognise years written in Roman numerals 5.1.b.3 Interpret negative numbers in context (^) 5.1.c.1 Order and compare numbers to at least (^) 5.1.d.1 Solve number problems and practical problems with number and place value from the Year 5 curriculum (*) 5.1.e.1 Round any number up to to the nearest 10, 100, 1000, and a.1 Continue to use the distributive law to partition numbers when multiplying them (+) Year 5 Maths Assessment Guidance - NUMBER The pupil can continue the sequence 1, 0, 1 The pupil can count backwards from 34,875 in steps of The pupil can count up in 6s and 9s using their knowledge of counting up in 3s, and in 8s using their knowledge of counting up in 2s and 4s. The pupil can read and write numbers to 1,000,000 that are multiples of 100. The pupil can interpret the numbers from 1 to 20 using Roman numerals, and interpret the year 1900 written using Roman numerals. The pupil can answer questions such as 'Which is colder 5⁰C or 10⁰C?' The pupil can choose the larger number out of 30,000 and 300,000. 'What is the term-to-term rule for the sequence 5, 9, 13 and write down the next two terms?' The pupil can round 7678 to the nearest 100. The pupil can use jottings to explain how they work out 11 x 3 by partitioning. The pupil can continue the sequence 3, 2, 1 The pupil can count backwards from 962,471 in steps of 100,000, 10,000, 1000, 100 and 10. The pupil can decide whether a number is a multiple of any number by counting up in multiples of that number. The pupil can form a number with up to six digit cards and write it in words. The pupil can interpret the date written using Roman numerals and identify the year a film was made. The pupil can answer questions such as 'Which is colder 2⁰C or 10⁰C?' The pupil can place the correct sign (=, < and >) in statements such as between 343,434 and 344,344. 'What is the term-to-term rule for the sequence 14.5, 13, 11.5 and write down the next two terms?' The pupil can round 306,812 to the nearest 10,000. The pupil can use jottings to explain how to multiply 214 by 9 using partitioning. 'Does the sequence 11, 6, 1 pass through 91?' The pupil can reduce any six-digit number to zero by subtracting the appropriate number of each of the appropriate powers of 10. The pupil can identify whether numbers are in more than one of the sequences with which they are familiar, developing strategies for deciding. The pupil can write the number of megabytes on a memory stick in words and numerals. The pupil can explain why calculation with large numbers is difficult with Roman numerals. identifying the biggest change in temperature between day and night on the planets in the solar system. The pupil can solve problems involving timelines from the origins of humankind. 'What sequence has the third term 0.3 and the seventh term 1.3?' The pupil can identify the largest multiple of 9 that rounds to 250,000 to the nearest 100. The pupil can explain how they can use partitioning to work out 452 x 12.

2 5.2.a.2 Develop their understanding of the meaning of the equals sign (*) 5.2.a.3 Establish whether a number up to 100 is prime (^) 5.2.a.4 Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers 5.2.b.1 Add and subtract numbers mentally with increasingly large numbers 5.2.b.2 Continue to develop knowledge of addition and subtraction facts and to derive related facts (+) 5.2.b.3 Multiply and divide numbers mentally drawing upon known facts 5.2.b.4 Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 Year 5 Maths Assessment Guidance - NUMBER The pupil can interpret instances of the equals sign such as = and 4 +? = 13. The pupil can test whether 19 is prime by trying to divide it by numbers less than 19. The pupil can explain that a number such as 11 only appears in the multiplication table square in the first column and first row because only 1 and itself 'go into it'. The pupil can work out mentally 15, = 15,200. The pupil can write several calculations derived from = 75. The pupil can see that there is more than one strategy to complete a mental calculation and can describe them. The pupil can work out 2.1 x 10 = 21 and = 5.6. The pupil can deal with a variety of instances of the equals sign including 3 +? = 12; =? 4 and? +? + 8 =? The pupil can test whether 43 is prime by checking its divisibility by numbers smaller than half 43. The pupil can explain that a prime number such as 11 has only two factors and that a composite number such as 12 has prime factors that are 2 and 3. The pupil can work out mentally 23, = 22,102. The pupil can write several calculations derived from = 75. The pupil can select from several strategies to calculate 25 x 80 x 2.5 (= 5000). The pupil can work out 2.3 x 1000 = 2300 and = The pupil can interpret the equals sign as indicating that the expressions on each side are equivalent, whether they involve numbers or are missing number problems. The pupil can test whether 67 is prime by testing its divisibility by the prime numbers smaller than the square root of 67. 'Which number up to 100 has the most factors?' The pupil can solve problems mentally such as 45,762 +? = 105,761. The pupil can write a variety of calculations derived from = 78 and generalise to describe further calculations. 'Use the numbers 6, 3, 7, 9, 25 and 50 once each, and use any of the four operations to make the target number of 573'. The pupil can calculate x 600 = 7.2.

3 5.2.c.1 Solve addition and subtraction multi-step problems in familiar contexts, deciding which operations and methods to use and why (*) 5.2.c.2 Solve problems involving addition, subtraction, multiplication and divison, and a combination of these (^) 5.2.c.3 Solve calculation problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes 5.2.c.4 Solve problems involving scaling by simple fractions and problems involving simple rates (^) 5.2.d.1 Identify multiples and factors, including all factor pairs of a number, and common factors of 2 numbers Year 5 Maths Assessment Guidance - NUMBER 'Dan has 5. He spends 1.80 on a magazine. He needs to keep 1.40 for the bus fare home. Can he afford a sandwich costing 1.90?' 'Sam buys two bottles of water at 1.20 each and pays with a 5 note. What change does he get?' 'I am thinking of a two-digit number. It is a square number. It is a multiple of 12. What number is it?' 'One ruler costs 30p. How much do four rulers cost?' The pupil can list the factors of numbers below 10 and arrange them in pairs that multiply to give 10. The pupil can also list multiples of numbers in the multiplication tables. 'It is 560 km from Penzance to Manchester and Ali has completed 218 km of the journey. How far must he now travel until he is 100 km from Manchester?', choosing appropriate methods for the calculations. 'Sam buys seven bottles of water and gets 20p change when he pays with a 10 note. How much was each bottle?' 'I am thinking of a two-digit number. The difference between its digits is a cube number and the tens digit is a square number. It is a multiple of 13. What is the number?' 'Two rulers cost 60p. How much do five rulers cost?' The pupil can identify multiples or factors of a number from a set of numbers below 50 and list the factors of 40 as 1, 40; 2, 20; 4, 10; 5, 8. The pupil recognises that 5 is a common factor of 40 and 35. The pupil can make up problems involving several steps and prompting different calculation strategies such as 'It is 560 km from Penzance to Manchester. Ali drives 315 km and notes that he is 112 km from Birmingham. How far is it from Birmingham to Manchester?'. The pupil can make up problems involving several steps and prompting different calculation strategies such as 'Use the numbers 5, 1, 6, 7, 25 and 75 once each and any combination of the four operations to make the number 612'. The pupil can make up problems such as 'I am thinking of a two-digit number. The difference between its digits is a cube number and the tens digit is a square number. It is a multiple of 13. What is the number?' with a unique answer. The pupil can make up problems such as 'Helen cycles 40 km in two hours. How far would she cycle in 20 minutes at the same speed?' The pupil can solve problems involving factors and multiples such as 'Numbers are co-prime if they have no factors in common. Find all of the numbers below 30 that are co-prime with 36. What do you notice? Can you explain this?'

4 5.2.d.2 Recall square numbers and cube numbers and the notation for them (*) 5.2.d.3 Recall prime numbers up to 19 (^) 5.2.e.1 Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) 5.2.e.2 Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers 5.2.e.3 Divide numbers up to 4 digits by a one-digit number using formal written method of short division and interpret remainders appropriately for the context Year 5 Maths Assessment Guidance - NUMBER The pupil can list the first eight square numbers and interpret 5² as 5 x 5 = 25. The pupil can identify the prime numbers below 10. The pupil can calculate and using formal columnar methods, with some prompting. The pupil can calculate 3964 x 7 and 3964 x 32 using a formal written method such as the grid method. The pupil can calculate using chunking and relating it to the formal written method of short division, with prompting and solve problems such as 'Lin wishes to buy 45 bottles of water. They are sold in packs of eight bottles. How many packs must she buy?' knowing that the answer is not exact and being unsure how to deal with the remainder. The pupil can identify whether a given number is a square number or cube number up to 100, interpret 6² as 6 x 6 = 36 and 2³ as 2 x 2 x 2 = 8. The pupil can correctly list the prime numbers up to 19. The pupil can calculate 87, ,465 and 87,234 32,465 using formal columnar methods. The pupil can calculate 3964 x 7 and 3964 x 32 using a formal written method such as the grid method or long multiplication. The pupil can calculate using the formal written method of short division and solve problems such as 'Lin wishes to buy 45 bottles of water. They are sold in packs of eight bottles. How many packs must she buy?' knowing to round up to obtain the correct answer for the context. The pupil can sort the numbers below 200 into a Venn diagram with two sets: square numbers and cube numbers. The pupil can also interpret 3⁴ as 3 x 3 x 3 x 3 = 81 and extend the idea to higher powers. The pupil can apply their knowledge of the prime numbers below 20 to quickly test numbers up to 200 to ascertain whether they are prime. The pupil can calculate 87, ,465 and 87,234 32,465 using formal columnar methods, describing why each step in the algorithm is used. The pupil can calculate 3964 x 7 and 3964 x 32 using a formal written method such as long multiplication and relate the steps to the grid method. The pupil can calculate using the formal written method of short division and extend it to dividing decimals involving four digits by onedigit numbers. The pupil can also solve problems that lead to the calculation 45 8 and write versions that require the remainder to be dealt with in different ways, e.g. '45 cm of ribbon is to be cut into eight equal pieces. How long is each piece?' The remainder should be expressed as a decimal.

6 5.3.a.3 Recognise and use thousandths and relate them to tenths and hundredths (^) 5.3.a.3 Divide one- or two-digit numbers by 1000, identifying the value of the digits in the answer as ones, tenths, hundredths and thousandths (+) 5.3.a.4 Recognise the per cent symbol and understand that per cent relates to 'number of parts per hundred' (^) 5.3.b.1 Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths 5.3.b.2 Recognise mixed numbers and improper fractions and convert from one form to the other (^) 5.3.b.3 Relate thousandths to decimal equivalents (*) (^) 5.3.b.4 Read and write decimal numbers as fractions Year 5 Maths Assessment Guidance - NUMBER The pupil can recognise that one out of 1000 is one-thousandth with the help of manipulatives. The pupil can calculate = 0.04 and, with prompting, identify the 4 in 0.04 as four-hundredths. The pupil can identify 6% as meaning six parts out of 100. The pupil can draw a fraction wall to show the relationship between halves, thirds, quarters and sixths, and use it to identify groups of equivalent fractions. They are able to explain, with prompting, why the fractions are equivalent. The pupil can write 1 and 1/4 as 5/4 and, with diagrams or manipulatives, explain why this works. The pupil can interpret 3/1000 as The pupil can write 1/1000 as and extend their understanding of the relationship between tenths and hundredths to thousandths. They state that ten-thousandths equal onehundredth and 100-thousandths equal one-tenth. The pupil can calculate = 0.023, identifying the 2 in as twohundredths and the 3 as threethousandths. The pupil can relate their knowledge of hundredths to percentages. They know that 1%, one-hundredth, 0.01 and 1/100 all represent the same amount. The pupil can draw a fraction wall to show the relationship between halves, thirds, quarters, sixths and twelfths, and use it to identify groups of equivalent fractions. They are able to explain why some have several equivalent fractions and others do not have any. The pupil can recognise that improper fractions have a numerator that is larger than the denominator and so can be written as a combination of whole numbers and proper fractions. The pupil can interpret 45/1000 as The pupil can interpret 0.6 as 6/10. The pupil can interpret 0.51 as 51/100. The pupil can relate thousandths to tenths and hundredths and extend this to ten thousandths and millionths. The pupil can explain why dividing ones by one thousand results in thousandths and how this might extend into ten thousandths. The pupil can readily recognise percentages as hundredths and apply this to solving problems. The pupil can draw a fraction wall to show the relationship between any groups of fractions, selecting an appropriate length for the 'wall'. They are able to explain why some have several equivalent fractions and others do not have any. The pupil can identify when it is better to work with mixed numbers rather than improper fractions or vice versa, explaining their reasons for doing so. The pupil can interpret 3087/1000 as and explain why the zero has to be in the tenths position. The pupil can interpret as 126/1000.

7 5.3.b.5 Write percentages as a fraction with denominator hundred, and as a decimal (^) 5.3.b.6 Know percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25 (^) 5.3.c.1 Compare and order fractions whose denominators are all multiples of the same number 5.3.c.2 Add and subtract fractions with the same denominator and denominators that are multiples of the same number, including calculations > 1 (*) 5.3.c.3 Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams 5.3.c.4 Round decimals with two decimal places to the nearest whole number and to one decimal place 5.3.c.5 Read, write, order and compare numbers with up to three decimal places 5.3.c.6 Add and subtract decimals including those with a different number of decimal places (+) Year 5 Maths Assessment Guidance - NUMBER The pupil can write 25% as 25/100 and as 0.25 with the support of appropriate images or manipulatives. The pupil can write 1/2 as 0.5 and 50%; 1/4 as 0.25 and 25%; 1/5 as 0.2 and 20%. The pupil can identify the smaller out of 3/8 and 1/4 with supporting diagrams. The pupil can calculate 3/4 + 1/2 with appropriate supporting materials. The pupil can work out 5 x 1/4 = 5/4 with supporting diagrams. The pupil can round 3.14 to the nearest whole number (3) and to one decimal place with the support of a decimal scale. The pupil can choose the larger out of 8.6 and 8.68 and write down a number between them with the support of a decimal scale. The pupil can calculate = 8.5. The pupil can write 45% as 45/100 and The pupil can write 1/2 as 0.5 and 50%; 1/4 as 0.25 and 25%; 1/5 as 0.2 and 20%; 3/10 as 0.3 and 30%; 4/25 as 0.16 and 16%. The pupil can identify the smaller out of 2/3 and 13/18. The pupil can calculate 3/4 + 5/12. The pupil can work out 5 x 3/8 = 15/8 or 1 7/8 and hence deduce that 5 x 2 3/8 = /8 = 11 7/8, using appropriate diagrams. The pupil can round 4.76 to the nearest whole number (5) and to one decimal place (4.8). The pupil can choose the larger out of and 2.86 and write down a number between them. The pupil can calculate = 1.97 and = The pupil can write 45% as 45/100 and 0.45 and simplify 45/100 to 9/20. The pupil can write 1/2 as 0.5 and 50%; 1/4 as 0.25 and 25%; 1/5 as 0.2 and 20%; 3/10 as 0.3 and 30%; 4/25 as 0.16 and 16% and deduce which other fractions can be written as whole number percentages. The pupil can identify the smaller out of 2/3 and 13/18 and write down a fraction that is between them. The pupil can make up addition and subtraction problems involving fractions with the same denominator and multiples of the same denominator and solve them. The pupil can work out 5 x 3/8 = 15/8 or 1 7/8 and hence deduce that 5 x 2 3/8 = /8 = 11 7/8. The pupil can identify a number that rounds to 6.6 to one decimal place and is the smallest number for which this is true. The pupil can choose the larger out of and 2.86 and write down the number that is halfway between them. The pupil can calculate = 1.97 and = 1.64 and devise more problems putting these calculations in a context such as measures.

8 5.3.d.1 Solve a variety of problems involving fractions (+) 5.3.d.2 Solve problems involving addition and subtraction involving numbers up to three decimal places (*) 5.3.d.3 Solve problems which require knowing key percentage and decimal equivalents Year 5 Maths Assessment Guidance - NUMBER 'What fraction of 1 is 20p?' 'I have 2 m of wood and cut off 0.6 m and then another 0.75 m. How much do I have left?', with supporting diagrams and prompts. 'Which is better: 25% commission or 0.15 of the sales?' 'What fraction of 3 is 20p?' 'I have 2 m of ribbon and use lengths of 12.7 cm, 87.5 cm, 23 cm and 47 cm. How much do I have left?' 'Which is more: 20% off or 0.75 of the full amount?' 'I spent 3/5 of my money and had 1.40 left to buy lunch. How much did I have originally?' 'I have 12 m of wood split into 1.5 m lengths. I need ten 80 cm lengths, fifteen 15 cm lengths and seven 16 cm lengths. Can I cut this from my wood?' The pupil can decide which decimal and percentage equivalents are key ones and which can easily be deduced.

9 5.1.1 Continue to develop understanding of how analogue and digital clocks tell the time (+) Continue to practise converting between units of time (+) Develop fluency in using money expressed in, converting to p when necessary (+) Convert between different units of metric measure Understand and use approximate equivalences between metric units and common imperial units Understand the difference between perimeter as a measure of length and area as a measure of twodimensional space (+) Continue to become fluent in telling the time (+) Continue to become fluent in writing the time (+) Continue to estimate and compare different measurements (+) Year 5 Maths Assessment Guidance - MEASUREMENT The pupil can work out time intervals by looking at an analogue clock. The pupil can convert 2 hours to 120 minutes. The pupil can record amounts of money in, using decimal notation when necessary. The pupil can apply their knowledge of multiplying by 10, 100 and 1000 and the relationship between metric units to convert 3 kg to 3000 g and, with prompting, convert 3000 g to 3 kg by dividing by The pupil can use the equivalences of 2.5 cm = 1 inch or 30 cm = 12 inches to convert between centimetres and inches. The pupil can assemble examples of perimeters in the classroom and outdoor environments. The pupil can tell when it is time to get up to go to school. The pupil can write down the time in a variety of ways, with prompting. The pupil can estimate the lengths of familiar objects in the classroom environment. The pupil can work out time intervals from both an analogue and digital clock. The pupil can convert 3 1/4 hours to 195 minutes. The pupil can discuss and record amounts of money expressed in, comparing prices. The pupil can apply their knowledge of multiplying and dividing by 10, 100 and 1000 and the relationship between metric units to convert 3.1 kg to 3100 g and 250 cm to 2.5 m. The pupil can use the equivalences of 2.5 cm = 1 inch, 2(.2) pounds = 1 kg and 1 pints = 1 litre to convert between metric and imperial units. The pupil can assemble examples of areas and perimeters in the classroom and outdoor environments. The pupil can use knowledge of time to plan their own time. The pupil can write down the time in a variety of ways. The pupil can estimate the lengths of familiar objects in the classroom and outdoor environments. The pupil can work out time intervals by selecting the most appropriate method from the alternatives available. The pupil can convert any number of hours to minutes. The pupil can explain why and p work in a similar way to metres and centimetres and grams and kilograms. The pupil can convert 2.5 m to any of the less common measures such as Pico metres or Mega metres. The pupil can use the common equivalences to deduce others for less widely used imperial units. The pupil can assemble examples of areas and perimeters in the classroom and outdoor environments and explain why they are different. The pupil can plan ahead and assess whether they have sufficient time to complete tasks. The pupil can write down the time in a wide variety of ways. The pupil can identify, in the classroom or outdoor environment, a distance equivalent to the height of a Tyrannosaurus Rex.

10 5.2.4 Measure the perimeter of composite rectilinear shapes (^) Estimate the area of irregular shapes and volume and capacity (^) Solve problems involving converting between units of time Become familiar with temperature measure using degrees Celsius, realising that the scale becomes negative below the freezing point of water (+) Solve problems involving money, using the four operations (+) Solve measurement problems using all four operations and decimal notation, including scaling and conversions Calculate the perimeter of composite rectilinear shapes Year 5 Maths Assessment Guidance - MEASUREMENT The pupil can measure the perimeter of an 'L shape' drawn on a piece of paper using a ruler, with prompting. The pupil can use a square grid to estimate an irregular area using an appropriate strategy to deal with parts of squares, with prompts. They can estimate whether there is enough water left in a jug to pour themselves a glass of water. 'What date is it when you reach the hundredth day of the year?' The pupil can read the temperature from a room thermometer. 'I buy three bananas at 59p each. How much change do I get from 5?' 'I need 0.6 m of ribbon and my friend needs twice as much. How much ribbon do we need altogether?' The pupil can calculate the perimeter of an 'L shape', given the appropriate dimensions, with support. The pupil can measure the perimeter of an 'L shape' drawn on a piece of paper. The pupil can use a square grid to estimate an irregular area using an appropriate strategy to deal with parts of squares. They can estimate whether they have enough water in a jug to pour drinks for the pupils around one table. 'What date is it when you reach the one thousandth hour of the year?' The pupil can read the temperature from a room thermometer and interpret it as being warmer or colder than usual. 'I buy three apples at 39p each and four drinks at 1.19 each. How much do I pay?' 'I need 0.6 m of ribbon and my friend needs six times as much. We buy 5 m between us. How much will be left?' The pupil can calculate the perimeter of an 'L shape', given the appropriate dimensions. The pupil can estimate the perimeter of an 'L shape', and check it by measuring. The pupil can estimate an irregular area by comparing it with a known regular shape. They can put enough water in a kettle to make three cups of tea. 'What date was it when you reached one million minutes old?' The pupil can read the temperature from weather maps and interpret it when it goes below zero. 'I buy 2 kg of carrots at 1.07 per kg and two grapefruit. I pay How much is each grapefruit?' 'I need 0.6 m of ribbon and my friend needs six times as much. We buy 5 m between us. How much will be left in inches?' The pupil can write instructions for calculating the perimeter of an 'L shape', given the appropriate dimensions.

11 5.3.6 Calculate and compare the area of rectangles Year 5 Maths Assessment Guidance - MEASUREMENT 'A rectangle has a perimeter of 20 cm. Its length and width are whole numbers. What is a possible area that it could have?' 'A rectangle has a perimeter of 20 cm. Its length and width are whole numbers. What possible areas could it have? Which is the largest area?' 'A rectangle has a perimeter of 20 cm. What is the largest possible area it could have?'

12 5.1.1 Draw given angles, and measure them in degrees (*) and draw shapes with sides measured to the nearest millimetre (+) Use conventional markings for parallel lines and right angles Identify 3-D shapes, including cubes and other cuboids, from 2-D representations Distinguish between regular and irregular polygons based on reasoning about equal sides and angles Use the term diagonal (+) Continue to make and classify 3-D shapes, including identifying all of the 2-D shapes that form their surface (+) Year 5 Maths Assessment Guidance - GEOMETRY The pupil can draw an angle of 60⁰ and draw a line measuring 7.4 cm. The pupil can add 'boxes' to their diagrams of rectangles to indicate the right angles. The pupil can identify cuboids and pyramids from perspective drawings. The pupil can decide whether a particular polygon is regular by considering the lengths of the sides and the size of the angles, with prompts. The pupil can draw in the diagonals for a rectangle and describe them as such, with prompting. The pupil can identify that six squares form the surface of a cube. The pupil can draw an angle of 48⁰ and draw a rectangle measuring 4.5 cm by 9.7 cm. The pupil can add arrows to their diagrams of parallelograms to show which lines are parallel, and 'boxes' to their diagrams of rectangles to indicate the right angles. The pupil can identify cuboids and pyramids from isometric drawings or perspective drawings. The pupil can sort a set of polygons into a Carroll diagram according to whether they have equal sides and whether they have equal angles. They realise that only the box where both are equal represents regular polygons. The pupil can draw in the diagonals for a quadrilateral and describe them as such. The pupil can identify that six rectangles form the surface of a cuboid and two triangles and three rectangles form the surface of a triangular prism. The pupil can construct a triangle with angles of 48⁰, 60⁰ and 72⁰ and draw any rectilinear shape, with given dimensions, to the nearest millimetre. The pupil can interpret diagrams with parallel lines and right angles, deducing additional information, to solve problems. The pupil can identify cuboids and pyramids from isometric drawings or perspective drawings or plans and elevations. The pupil can sort a set of polygons into a Carroll diagram according to whether they have equal sides and whether they have equal angles. They realise that only the box where both are equal represents regular polygons. They link symmetry with regular polygons and explain where regular polygons can be useful. The pupil can draw in the diagonals for any polygon and describe them as such. The pupil can list the shapes that form the surface of any 3-D shape they have met.

13 5.3.1 Identify angles at a point and one whole turn, angles at a point on a straight line and ½ a turn and other multiples of 90º (^) Estimate and compare acute, obtuse and reflex angles (^) Use the properties of rectangles to deduce related facts and find missing lengths and angles Continue to use coordinates in the first quadrant to become fluent in their use (+) Identify the points required to complete a polygon (+) Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Year 5 Maths Assessment Guidance - GEOMETRY The pupil can identify, in a geometric diagram, instances where angles meet at a point and sum to 360⁰, with support. The pupil can estimate the size of an angle to within 20⁰. The pupil can deduce that, if one side of a rectangle is 10 cm long, then the opposite side will also be 10 cm long. The pupil can solve simple problems involving reflection of shapes on the coordinate grid. The pupil can plot three vertices of a square and then locate the position for the fourth vertex. The pupil can recognise a reflection and identify a shape reflected in lines parallel to the axes, checking by noticing that the shape has not changed its 'shape' with prompting. The pupil can identify, in a geometric diagram and in a geometric design, instances where angles meet at a point and sum to 360⁰ and instances where angles lie on a straight line and so sum to 180⁰. The pupil can estimate the size of an angle to within 5⁰. 'The perimeter of a rectangle is 20 cm. One side is 4 cm long. How long is the other side?' The pupil can solve problems involving reflection of shapes on the coordinate grid. The pupil can plot some vertices of a polygon given to them and then plot the remainder to complete the polygon. The pupil can recognise a reflection and identify a shape reflected in lines parallel to the axes, checking by noticing that the shape has not changed its 'shape'. The pupil can identify, in a geometric diagram and in a geometric design, instances where angles meet at a point and sum to 360⁰ and instances where angles lie on a straight line and so sum to 180⁰. The pupil can also make some conjectures about the sizes of the angles. The pupil can estimate the size of an angle to within 2⁰. The pupil can deduce angles and side lengths in compound shapes made up of rectangles. The pupil can solve problems involving reflection of shapes on the coordinate grid, including oblique lines and those that dissect the shape. The pupil can plot some vertices of a polygon given to them and then plot the remainder to complete the polygon, including all of the possible solutions. The pupil can recognise a reflection and identify a shape reflected in lines parallel to the axes, checking by noticing that the shape has not changed its 'shape'.

16 5.1.1 Express missing measure questions algebraically (+) Distributivity can be expressed as a(b + c) = ab + ac (+) Find all factor pairs of a number LINK: Number 5.2.d Find all factor pairs of a number LINK: Number 5.2.d Recognise and describe linear number sequences and find the term to term rule Year 5 Maths Assessment Guidance - RATIO The pupil can express the problem of finding the side length of a square with perimeter 20 cm as 4 x s = 20. The pupil can recognise that a + b = b + a expresses the idea that addition can be done in any order (is commutative). The pupil can list some of the factor pairs of 24. The pupil can list some of the factor pairs of 24. The pupil can state that the sequence 2, 5, 8 goes up in 3s. The pupil can express the problem of finding the width of a rectangle with length 7 cm and perimeter 20 cm as 2w + 14 = 20. The pupil can recognise that a x b = b x a expresses the idea that multiplication can be done in any order (is commutative). The pupil can list the factor pairs of 24. The pupil can list the factor pairs of 24. The pupil can identify 2, 5, 8 as a linear sequence with a rule that says + 3'. The pupil can express the problem of finding the width of a rectangle with length 7 cm and perimeter 20 cm as 2w + 14 = 20 and explain how to work out w. The pupil can recognise that a(b + c) = a x b + a x c expresses the idea that multiplication out of brackets can be done and relates it to partitioning in order to multiply multi-digit numbers together. The pupil can list the factor pairs of 24, realising that they are solutions to a x b = 24. The pupil can list the factor pairs of 24, realising that they are solutions to a x b = 24. The pupil can describe the sequence 2, 5, 8 by the position to term rule that states 'x 3 then 1.'

### Year 6 Maths Assessment Guidance - NUMBER Meeting expectations 3 Working Within Year 6 4 Secure within Year 6

6.1.a.1 Calculate intervals across zero (^) 6.1.a.2 Consolidate counting forwards or backwards in steps of powers of 10 for any given number to 1 000 000 (+) 6.1.a.3 Consolidate counting in multiples of

### The Willows Primary School Mental Mathematics Policy

The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental

### Mathematics Expectations Page 1 Grade 04

Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to

### Mental Calculation Policy 2014

Mental Calculation Policy 2014 RECEPTION Children count reliably with numbers from one to 20 and place them in order. Children can say which number is one more or one less than a given number up to 20

### Block D: Calculating, measuring and understanding shape Unit 1 10 days

1 of 7 The National Strategies Primary Key - Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent mixed-age unit - Smaller

### GRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.

GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as

### Counting in multiples Page 8

Counting in multiples Page 8 1 a Add four Accept +4 b Add eight Accept +8 c Add fifty Accept +50 2 a Missing numbers are: 60, 80, 100 b Missing numbers are: 300, 400, 600 c Missing numbers are: 24, 48,

### GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers

CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole

### Elko County School District 5 th Grade Math Learning Targets

Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways

### S1/2 Checklist S1/2 Checklist. Whole Numbers. No. Skill Done CfE Code(s) 1 Know that a whole number is a normal counting

Whole Numbers 1 Know that a whole number is a normal counting MNU 0-0a number such as 0, 1,, 3, 4, Count past 10 MNU 0-03a 3 Know why place value is important MNU 1-0a 4 Know that approximating means to

### Focus on Mathematics

Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work

### MFL and Numeracy. Teachers of MFL in KS2 and KS3 reinforce:

MFL and Numeracy "When evaluating the achievement of pupils, inspectors consider...how well pupils develop a range of skills, including reading, writing, communication and mathematical skills, and how

### Math + 4 (Red) SEMESTER 1. { Pg. 1 } Unit 1: Whole Number Sense. Unit 2: Whole Number Operations. Unit 3: Applications of Operations

Math + 4 (Red) This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive

### BREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment

Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract within 1000 using

### Content Area: Mathematics- 3 rd Grade

Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings

### An ordered collection of counters in rows or columns, showing multiplication facts.

Addend A number which is added to another number. Addition When a set of numbers are added together. E.g. 5 + 3 or 6 + 2 + 4 The answer is called the sum or the total and is shown by the equals sign (=)

### Hyde Community College

Hyde Community College Numeracy Booklet 1 Introduction What is the purpose of this booklet? This booklet has been produced to give guidance to pupils and parents on how certain common Numeracy topics are

### Northern York County School District Curriculum

Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 4-5 Weeks PA Common Core Standard (Descriptor) (Grades

### Maths Makes Sense. 3 Medium-term plan

Maths Makes Sense 3 Medium-term plan 2 Maths Makes Sense 3 Block 1 End-of-block objectives Arithmetic 1 Respond to I will act the Real Story, you write the Maths Story (including the answer), for addition

### Summer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages

Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed

### 4 One ticket costs What will four tickets cost? 17.50

TOP TEN Set X TEST 1 1 Multiply 6.08 by one thousand. 2 Write one quarter as a decimal. 3 35% of a number is 42. What is 70% of the number? 4 One ticket costs 17.50. What will four tickets cost? 17.50

### Diocese of Erie Mathematics Curriculum Third Grade August 2012

Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups

### An Overview of Mathematics 4

An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, place-value charts, and symbols

### Sample Pages. out of 17. out of 15. a \$1.15 b \$0.85. a 4280 b 2893 c 724. a Which of these are odd? b Which of these are even?

1:1 out of 15 1:2 out of 17 7 + 8 13 4 12 9 3 3 4 2 9 plus 5. 8 + 6 4 groups of 5. 1 8 + 1 1 1 5 4 12 + 7 9 2 16 + 4 7 4 10 7 17 subtract 7. 11 6 20 minus 12. 6 7 + 2 2 7 9 4 3 Write these numbers on the

### Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages

4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures

### 4th Grade Mathematics Mathematics CC

Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multi-digit multiplication,

### 3.NBT NBT.2

Saxon Math 3 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Children to write number sentences Children to show jumps on laminated number line: Show the jumps on a number line as counting on e.

Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence Recognise numbers Count to 20 and beyond Write numbers Order numbers to 20 Know one more than

### Introduction. It gives you some handy activities that you can do with your child to consolidate key ideas.

(Upper School) Introduction This booklet aims to show you how we teach the 4 main operations (addition, subtraction, multiplication and division) at St. Helen s College. It gives you some handy activities

### NSCAS - Math Table of Specifications

NSCAS - Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics

### Mathematics Third Practice Test A, B & C - Mental Maths. Mark schemes

Mathematics Third Practice Test A, B & C - Mental Maths Mark schemes Introduction This booklet contains the mark schemes for the higher tiers tests (Tests A and B) and the lower tier test (Test C). The

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

### Saxon Math K, Math 1, Math 2, and Math 3 Scope and Sequence

,,, and Scope and Sequence Numbers and Operations Number Sense and Numeration Counts by 1 s, 5 s, and 10 s Counts by 2 s, 25 s Counts by 100 s Counts by 3 s, 4 s Counts by 6 s, 7 s, 8 s, 9 s, and 12 s

### The Parkland Federation. February 2016

The Parkland Federation February 206 EYFS/KS Calculations: Recording Addition (page of ). Aggregation/combining 2. Augmentation/counting on 3. Counting Contexts: + + + + Pupils physically combining groups

### Counting in 4s, 8s, 50s and 100s Page 8

Counting in 4s, 8s, 50s and 100s Page 8 1 Add 2 2 Add 10 3 Add 3 4 10, 30, 35 5 52, 62, 102 6 31, 51, 61 1 12, 16, 20 2 24, 32, 48 3 300, 400, 600 4 75 5 350 6 14 1 Horizontal row: 12 / Vertical column:

### TERM 2 MATHS NOTES COMMON FRACTIONS

1 TERM 2 MATHS NOTES COMMON FRACTIONS Table of Contents DEFINITIONS AND KEY WORDS:... 3 Proper Fractions:... 3 Improper Fractions:... 3 Mixed Fractions:... 3 CONVERTING FRACTIONS... 4 EXERCISE 1... 4 EQUIVALENT

### MCAS/DCCAS Mathematics Correlation Chart Grade 4

MCAS/DCCAS Mathematics Correlation Chart Grade 4 MCAS Finish Line Mathematics Grade 4 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Number Sense Lesson 1: Whole Number Place Value Lesson

### Saxon Math Manipulatives in Motion Primary. Correlations

Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in

### Third Grade Mathematics Scope and Sequence

Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as

### Year 5. Mathematics A booklet for parents

Year 5 Mathematics A booklet for parents About the statements These statements show some of the things most children should be able to do by the end of Year 5. A statement might be harder than it seems,

### Percentage means, a 'number over 100'. For example: 16% = 16 5% = 5 12% = 12 35% =

Q1. [0.2 0.2 = 0.04] The skill you need here is multiplications of decimal numbers. Count the total number of decimal places in the two numbers. Your answer should also have the same number of decimal

### Year 9 mathematics: holiday revision. 2 How many nines are there in fifty-four?

DAY 1 ANSWERS Mental questions 1 Multiply seven by seven. 49 2 How many nines are there in fifty-four? 54 9 = 6 6 3 What number should you add to negative three to get the answer five? -3 0 5 8 4 Add two

### GRADE 3 TEKS ALIGNMENT CHART

GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial

### Year 4. Term by Term Objectives. Year 4 Overview. Autumn. Spring Number: Fractions. Summer. Number: Addition and Subtraction.

Summer Overview Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Number: Place Value Number: Addition and Subtraction Number: Multiplication and Division Measurement:

### SOL Instruction Tracking Form Grade 3 Mathematics

SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence

### 4 th Grade Mathematics Learning Targets By Unit

INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.A-T.1.1.1 Demonstrate an understanding that in a multi-digit whole number (through 1,000,000),

### Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005

Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005 Number Sense and Numeration: Grade 2 Section: Overall Expectations Nelson Mathematics 2 read, represent,

### Pennsylvania System of School Assessment

Mathematics, Grade 04 Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling

### Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk

Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the

### Intermediate A. Help Pages & Who Knows

& Who Knows 83 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and is 4. Product the result or answer to a multiplication problem.

### Properties of Numbers

Properties of Numbers 1. Write the number twelve thousand and forty-eight in figures. 2. Round two hundred and thirty-five to the nearest ten. 3. Which of these numbers is not a multiple of eight? Fifty-four,

### Numeracy Warm Up. Introduction

Numeracy Warm Up Introduction Numeracy Warm Up is a set of numeracy exercises that can be used for starters, main lessons and plenaries. It is aimed at Numeracy lessons covering National Curriculum Levels

### xcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District

### Number: Number and Place Value with Reasoning

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Number: Number and Place Value with Reasoning +COUNTING Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count

### Number: Number and Place Value with Reasoning

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Number: Number and Place Value with Reasoning +COUNTING Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count

### Year 5 Problems and Investigations Spring

Year 5 Problems and Investigations Spring Week 1 Title: Alternating chains Children create chains of alternating positive and negative numbers and look at the patterns in their totals. Skill practised:

Prentice Hall Connected Mathematics 6th Grade Units 2004 Grade 6 C O R R E L A T E D T O Expectations Grade 6 Content Standard A: Mathematical facts, concepts, principles, and theories Numeration: Understand

### Year 5 Mental Arithmetic Tests

Year 5 Mental Arithmetic Tests Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required to complete

### Mark scheme. Mathematics tests. for Mental mathematics tests A, B and C. National curriculum assessments KEY STAGE 3. satspapers.

Ma KEY STAGE LOWER TIER & HIGHER TIERS Mathematics tests Mark scheme for Mental mathematics tests A, B and C 2008 National curriculum assessments QCA wishes to make its publications widely accessible.

### Oaktree School Assessment MATHS: NUMBER P4

MATHS: NUMBER P4 I can collect objects I can pick up and put down objects I can hold one object I can see that all the objects have gone I can help to count I can help to match things up one to one (ie.

### Name Date Class. Total (A) Total (B) Total (C) Test Total (A+B+C) R (0-9) I y (10-19) I G (20-25) Maths Basic Skills Week 1

rk bo k,let t r a h Maths Basic Skills Week 1 Name Date Class. 1. What are the next two numbers? 11. Six times a number is forty two. 21. In a sale, there is twenty-five per -19' -15' -11'... '... What

### Georgia Department of Education

Fourth Grade 4.NOP.1 Multiplication and division; Find the factor pairs for a given whole number less than or equal to 100; recognize prime numbers as numbers greater than 1 with exactly one factor pair.

### Progressive Primary Mathematics Book 6: Sample Schemes of Work: Term One

Progressive Primary Mathematics Book 6: Sample : Term One WEEK 1 1 Whole Place values of pupils should be able to recognize identify the place values total values of, read write in words in figures up

### Using column addition, keep the decimal points aligned one beneath the other to keep the correct place value of the digits.

Q1-5. Using column addition, keep the decimal points aligned one beneath the other to keep the correct place value of the digits. Q1. 1. 6 3 8. 2 + 3. 2 5 4 3. 0 5 [1.6 + 38.2 + 3.25 = 43.05] Q2. 0. 1

### 4 th Grade Curriculum Map

4 th Grade Curriculum Map 2017-18 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING

### Mathology Ontario Grade 2 Correlations

Mathology Ontario Grade 2 Correlations Curriculum Expectations Mathology Little Books & Teacher Guides Number Sense and Numeration Quality Relations: Read, represent, compare, and order whole numbers to

### Math Mammoth Grade 4. Class Description:

Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multi-digit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry

### GREATER CLARK COUNTY SCHOOLS PACING GUIDE. Grade 4 Mathematics GREATER CLARK COUNTY SCHOOLS

GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 4 Mathematics 2014-2015 GREATER CLARK COUNTY SCHOOLS ANNUAL PACING GUIDE Learning Old Format New Format Q1LC1 4.NBT.1, 4.NBT.2, 4.NBT.3, (4.1.1, 4.1.2,

### Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous

Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous elementary math textbooks and workbooks meant to be part of

### THE NORTH LONDON INDEPENDENT GIRLS SCHOOLS CONSORTIUM MATHEMATICS

THE NORTH LONDON INDEPENDENT GIRLS SCHOOLS CONSORTIUM Group 2 YEAR 7 ENTRANCE EXAMINATION MATHEMATICS Friday 8 January 2016 Time allowed: 1 hour 15 minutes First Name:... Surname:... Instructions: Please

### Problem Solving Investigations overview

Y1 Autumn 1 1 Fill the box Children fill a matchbox with items and count them Counting accurately to at least 20 accurately. Estimating up to at least 20 Y1 Autumn 1 2 Square tens Children find pairs of

### Grow your. Yellow 2 The wee Maths Book. Growth. of Big Brain

Grow your Yellow 2 The wee Maths Book of Big Brain Growth Measure, Symmetry, coordinates and Angles. Guaranteed to make your brain grow, just add some effort and hard work Don t be afraid if you don t

### ANNUAL NATIONAL ASSESSMENT GRADE 6 MATHEMATICS TERM 1: 2012 EXEMPLAR MEMORANDUM

ANNUAL NATIONAL ASSESSMENT GRADE 6 MATHEMATICS TERM : 0 EXEMPLAR MEMORANDUM GRADE 6 MATHEMATICS TERM : 0 EXEMPLAR MEMORANDUM COUNT FORWARDS AND BACKWARDS IN DECIMALS TO AT LEAST DECIMAL PLACES.. C. C.

### Maths Makes Sense. 1 Medium-term plan

Maths Makes Sense 1 Medium-term plan 2 Maths Makes Sense 1 Block 1 End-of-block objectives Arithmetic 1 Copy addition and subtraction Maths Stories with 1-digit, zero, a half and a quarter, e.g. 2 + 1

### Write down all the factors of 15 Write down all the multiples of 6 between 20 and 40

8th September Convert 90 millimetres into centimetres Convert 2 centimetres into millimetres Write down all the factors of 15 Write down all the multiples of 6 between 20 and 40 A printer prints 6 pages

### DOWNSEND SCHOOL YEAR 5 EASTER REVISION BOOKLET

DOWNSEND SCHOOL YEAR 5 EASTER REVISION BOOKLET This booklet is an optional revision aid for the Summer Exam Name: Maths Teacher: Revision List for Summer Exam Topic Junior Maths Bk 3 Place Value Chapter

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 38-40% and use numbers Content Limit: When comparing numbers between 1,000 and

### What Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components

Contents Program Overview What Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components ix x xiv xvii xix Teaching Notes Strand: Number Number Strand

### Connected Mathematics 2, 6th Grade Units (c) 2006 Correlated to: Utah Core Curriculum for Math (Grade 6)

Core Standards of the Course Standard I Students will acquire number sense and perform operations with rational numbers. Objective 1 Represent whole numbers and decimals in a variety of ways. A. Change

### 2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2

Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Ratio and Proportion Interactives from Spire Maths A Spire Maths Activity

Ratio and Proportion Interactives from Spire Maths A Spire Maths Activity https://spiremaths.co.uk/ia/?target=number There are 9 pairs of Ratio and Proportion Interactives: each contains a lesson flash

### Year 5 Mental Arithmetic Tests

Year 5 Mental Arithmetic Tests 1 Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required to complete

### 12+ ENTRANCE EXAMINATION

12+ ENTRANCE EXAMINATION SAMPLE PAPER MATHEMATICS INFORMATION FOR CANDIDATES Time: 1 hour 30 minutes In each question you should put your answer in the box provided. The mark for each question is shown

### 7 Days: August 17 August 27. Unit 1: Two-Dimensional Figures

1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 G.1.1 G.1.2 G.1.3 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent

### Level 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level

Level 1 Grade Level 0-1.9 Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Level M.1.1 Number Sense and Operations M.1.1.1 Associate numbers and words for numbers with quantities.

### Reigate Grammar School. 11+ Entrance Examination January 2012 MATHEMATICS

Reigate Grammar School + Entrance Examination January 0 MATHEMATICS Time allowed: 45 minutes NAME Work through the paper carefully You do not have to finish everything Do not spend too much time on any

### NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:

Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 1-1

NAME: 5 th Grade MATH SUMMER PACKET ANSWERS Please attach ALL work DATE: 1.) 26.) 51.) 76.) 2.) 27.) 52.) 77.) 3.) 28.) 53.) 78.) 4.) 29.) 54.) 79.) 5.) 30.) 55.) 80.) 6.) 31.) 56.) 81.) 7.) 32.) 57.)

### Measurement and Data Core Guide Grade 4

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (Standards 4.MD.1 2) Standard 4.MD.1 Know relative sizes of measurement units within each system

### Day 1. Mental Arithmetic Questions KS3 MATHEMATICS. 60 X 2 = 120 seconds. 1 pm is 1300 hours So gives 3 hours. Half of 5 is 2.

Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? 22 KS MATHEMATICS 0 4 0 Level 4 Answers Day 2. How many seconds

### THE NORTH LONDON INDEPENDENT GIRLS SCHOOLS CONSORTIUM MATHEMATICS

THE NORTH LONDON INDEPENDENT GIRLS SCHOOLS CONSORTIUM Group 1 YEAR 7 ENTRANCE EXAMINATION MATHEMATICS Friday 18 January 2013 Time allowed: 1 hour 15 minutes First Name:... Surname:... Instructions: Please

### These tests contain questions ranging from Level 2 to Level 4. They get progressively more difficult. Children should have five seconds to

These tests contain questions ranging from Level to Level. They get progressively more difficult. Children should have five seconds to answer questions in each test and ten seconds to answer questions.

### What must be added to 60 to make one hundred? What is seventy minus forty?

2.1 1. How many groups of ten can be made out of 100 marbles? 2.2 2. Order these numbers starting with the smallest: 49, 27, 17, 34 2.2 3. Write the number one hundred and nineteen in digits. 2.3 4. Write

### Minute Simplify: 12( ) = 3. Circle all of the following equal to : % Cross out the three-dimensional shape.

Minute 1 1. Simplify: 1( + 7 + 1) =. 7 = 10 10. Circle all of the following equal to : 0. 0% 5 100. 10 = 5 5. Cross out the three-dimensional shape. 6. Each side of the regular pentagon is 5 centimeters.