Level 1  Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3


 Georgia Willis
 4 years ago
 Views:
Transcription
1 Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels  1C 1B 1A Level 1  Maths Targets can use maths as part of classroom activities show my work using objects or pictures 12 can talk about my work can explain what my work shows see simple patterns 1 I can count up to objects 1 I can order s to I can read write s up to 2 I can show you onehalf of a shape or object I can add two or more s together I can start with a bigger subtract a smaller I can add subtract s of objects to I can count in s I can count in 2 s I know my doubles up to double 8 I can count in s addition subtraction with up to objects I can record my work with objects, pictures or diagrams I can use the symbols + = I can name some shapes 1 I can use my own words to describe 2 D / D shape, e.g. large, small, triangle, side, corner 1 I can sort shapes say how I have sorted them 1 I can use my own words to describe positions of 2D D shapes, e.g. under, on top of, next to 1 I can describe using forwards, backwards, turn 1 I can compare lengths of objects put them in order I can order sequence everyday events I can use words to compare things, e.g. longer, shortest, heaviest, lighter I can use words about time, including days of the week I can read the time at the hour am beginning to know the half hour I can sort classify objects into two sets, e.g. thick / thin, boy / girl I can record show my work, e.g. by using objects or pictures to create simple block graphs I can say how I have sorted objects why objects belong in a particular set
2 Ma Data Hling: Processing representing Ma Shape, space measures: Propertie s of position movemen t shape Written Mental Operations decimals, ratio & proportion Numbers the Ma1 Using Levels  2C 2B 2A Str Level 2  Maths Targets choose the maths I need to use in classroom activities I can talk about my work using maths words I can show my work using symbols diagrams 12 I can predict what will come next in a simple, shape or pattern sequence I can explain why an answer is correct I can count a set of objects accurately 2 I can group objects in s, 2s s I can order s up to 0 I recognise sequences such as odd even s 1 I underst place value of tens units I know what halves quarters of a shape are I can use the idea of half a shape to help me work out half of a small I know that subtraction is the inverse (opposite) of addition I underst that halving is a way of undoing doubling the other way round I can add subtract facts to I can recall doubles up to + To recall multiplication facts for 2 s s s involving length weight involving money I can choose the right operation when solving addition subtraction I can add subtract 2 digit 1 digit s I can record my work in writing, such as sentences 8 I can name 2D D shapes such as square, triangle, pentagon, hexagon, octagon, cube, cylinder, sphere, cuboid, pyramid 1 I can describe the position of objects eg behind, in front 1 I can describe the properties of 2D D shapes, including of sides, faces corners 1 straight turning s right angles in turns I can measure length using h spans. I can measure weight using cubes I can measure capacity using cupfuls I know which measuring tools to use for particular purposes I can measure length using m cm I can measure weight using kg g I can measure capacity using l ml I can read scales to the nearest labelled division I can read the time at quarter past quarter to the hour I can sort classify objects using different criteria I can record results in simple lists, tables, pictograms block graphs 2 I use words like lists, tables, pictograms block graphs, most common, most popular, least common, least popular I can count sort to test a question 2 I can ask answer questions based on information in simple lists, tables, pictograms block graphs 2
3 Ma Data Hling: Processing representing Ma Shape, space measures: position Properties of shape Written Mental method s Operations decimals, ratio & proportion Numbers the Ma1 Using Stra nd Levels  C B A Level  Maths Targets I can choose the maths I need to use in classroom activities I can use talk about mathematical symbols diagrams 1 I can try different ways of overcoming difficulties when solving 1 I can find examples to match a statement I can check correct my work 1 I can look for patterns use them to find other possible outcomes 1 I underst place value (Th, H, T, U) in s to 00 I recognise sequences such as multiples of, 1 I can round s to make approximations I recognise negative s in contexts such as temperature I can work with simple fractions such as halves, quarters, thirds tenths to find fractions of shapes I can use decimal in contexts such as money I can work with simple fractions such as halves, quarters, thirds tenths to find sets of objects when fractions are several parts of a whole I know when two simple fractions are the same / equivalent I know that the = sign means the things either side of it are equal 1, 2 I know that division facts can be found from multiplication facts 8 I know that division is the inverse (opposite) of multiplication 8 I can add 2 digit s mentally I can recall the 2,,, x tables I can subtract 2 digit s mentally I am beginning to know the,, 8 x tables I can use mental recall of addition subtraction facts to to help me solve with bigger s 12 with whole s I can choose the right to use (e.g. +  x or ), 1 involving time 2 I can multiply 2 digit s by 2,,, I can divide 2 digit s by 2,,, I can divide 2 digit s by 2,,, with remainders, I can use written to add subtract digit s I can classify 2D D shapes in various ways eg reflective symmetry I underst the terms regular irregular angles that are 0 degrees, acute obtuse rightangled equilateral triangles the nets of simple D shapes shapes in different positions eg in a vertical or horizontal mirror line or regular shapes that are rotated I can describe position, using terms such as left/right, clockwise, half turn etc. 2 I can reflect simple shapes in a grid or in a vertical or horizontal mirror line I know that there are 0 degrees in a full turn 2 I can use stard units of measure of length, capacity mass in a range of contexts 2 I can use stard units of time 2 I can read the time at five minute intervals read digital time 2 I can gather information, e.g. through surveys 2 I can use Carroll diagrams to sort classify information bar charts where the scale is more than 1. 2 pictograms where the picture equals more than 1. 2 I can use Venn diagrams to sort classify information I can extract interpret information in simple tables, lists, bar charts pictograms 2
4 Ma Data H Plan ling: ning colle Ma Shape, space measures: Processing representing Properties of position shape Algebra Mental, written Operati ons relation ships betwee decimals, ratio & proportion Number s the Ma1 Using Levels  C B A Str I can present my work in a clear, organised way Level  Maths Targets I can use mathematical vocabulary accurately I can develop strategies to solve I can apply my strategies in different contexts 1 1 describe patterns I can change mixed s to improper fractions improper fractions to mixed s facts corresponding to up to x I can use a range of mental with all n them I can quickly give division I can choose appropriate to solve I can use interpret coordinates in the first quadrant 2 lines of reflective symmetry I can multiply divide whole s by or 0 I can order s to three decimal places I can use brackets in simple calculations I can quickly give multiplication facts up to x I can carry out two step I can check my answer makes sense I can look at a problem write the calculations needed to solve it. (formulae) 1 name different types of triangles I can visualise shapes recognise them in different orientations 1 I can work with multiples, factors square s approximate parts of a whole I am aware of simple ratio 8 I can use inverse I can use written of addition, subtraction, short multiplication division I can interpret a display to show money name different quadrilaterals I can find solutions by trying out ideas of my own I can use simple equivalence of fractions, decimals percentages to describe part of a whole I can add subtract decimals to 2 places I can multiply a decimal by a single digit 12 I can carry out simple calculations involving negative s I underst properties of 2D D shape I can reflect simple shapes in a mirror line I can choose use appropriate units instruments eg I know when it is best to use a ruler or a metre stick I can find areas by counting whole & part squares 2 I can translate a shape horizontally or vertically B I can accurately interpret s on a range of measuring instruments eg length to mm 2 I can find perimeters of simple shapes 2 I can draw 2D shapes in different orientations using a grid I can measure draw acute obtuse angles to the nearest degrees I can rotate a simple shape about its centre or a vertex I can use units of time eg in timetables in calculating time intervals over the hour I can record using a cting I can choose use suitable frequency diagrams, including bar charts pictograms where the scale equals, or 0 I underst the language of probability such as likely, fair, even certain frequency table I can use Venn Carroll diagrams to sort classify my own information 2 I can interpret frequency diagrams line graphs I underst can use the mode range 2 I can choose appropriate to collect 2 I can construct simple line graphs I can interpret the total amount of represented I can group into suitable intervals 2 pie charts 2 I can interpret different scales I can compare sets of
5 Ma Data Hling: Processing representing Planning collecting Ma Shape, space measures: position shape Algebra Mental, written Operations decimals, ratio & proportion Numbers the Ma1 Using Levels  C B A Str Level  Maths Targets I can identify obtain necessary information to solve mathematical tasks 1 I can use symbols, words diagrams to show my understing of mathematical situations word in a range of contexts 1 I can check the reasonableness of my results 1 I can explain justify my solutions I can round decimals to the nearest decimal place I can order negative s in context I can multiply divide whole s decimals by, 0, 00 explain the effect I recognise, use predict patterns eg 2 digit prime s I underst can work with simple ratio I can reduce a fraction to its simplest form I can use fraction equivalences I can order decimals different fractions 8 I can use the order of, including brackets I can use known facts place value knowledge of to calculate I can apply inverse I can add subtract negative s I can estimate using approximations I can multiply divide a digit by a 2 digit I can calculate fractions / percentages of quantities I can use all four with decimals to 2 places involving negative s involving ratio proportion 8 I can use inverses, estimates etc to check solutions I can use interpret coordinates in all four quadrants 2 I can express simple formulae using symbols 1 I know can use the sum of angles in triangles around a point to calculate missing angles I underst recognise parallel perpendicular edges faces I can classify quadrilaterals triangles according to a wide range of properties I can identify all the reflective rotational symmetries of 2D shapes I can draw shapes with particular properties 2 I can transform shapes via reflection, rotation translation I can reason about shapes, positions s, including using nets for D shapes I can read interpret scales explain what labelled divisions represent 2 I can use language associated with angles I can use formulae to calculate area & perimeter 2 I can convert units of measure to solve 2 I can measure draw angles to the nearest degree 2 I can make sensible estimates of a range of measures 2 I can choose to collect to test my hypotheses 2 I underst that different outcomes may result from repeating an experiment 1 I know if probability can be calculated I underst can use the mean 0 I underst can use the probability scale 2 I can create interpret line graphs where the intermediate values have meaning I can find justify probabilities based on likely outcomes I can interpret frequency diagrams line graphs draw conclusions Compare 2 sets of using the range, mode, median or mean I can interpret compare pie charts with different sample sizes where information is presented in a misleading way 2 After drawing conclusions, I can identify further questions to ask
Numeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationMathematics K 6 continuum of key ideas
Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least
More informationMy Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
More informationCambridge Primary Mathematics Curriculum Framework (with codes)
Cambridge Primary Mathematics Curriculum Framework (with codes) Contents Introduction Stage 1...1 Stage 2...5 Stage 3...9 Stage 4...14 Stage 5...18 Stage 6...24 Note on codes Each learning objective has
More informationUnit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 MediumTerm Plans. Number  Geometry  Position & direction
Busy Ant Maths Year MediumTerm Plans Unit 9 Geometry  Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year MediumTerm Plans Introduction Unit Geometry
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationKey Stage 2 Mathematics Programme of Study
Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical to a ariety of contexts and eeryday situations identify the appropriate steps and
More informationThe National Curriculum 2014 Programmes of Study for Mathematics
The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationFOREWORD. Executive Secretary
FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National
More informationCAMI Education linked to CAPS: Mathematics
 1  TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationBridging Documents for Mathematics
Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, PostPrimary Primary PostPrimary Card # Strand(s): Number, Measure Number (Strand 3) 25 Strand: Shape and Space Geometry and
More informationMathematics standards
Mathematics standards Grade 6 Summary of students performance by the end of Grade 6 Reasoning and problem solving Students represent and interpret routine and nonroutine mathematical problems in a range
More informationHow To Learn To Understand And Understand The Math Of The Year
Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from 0, place them in order and say which number is
More informationNumeracy and mathematics Experiences and outcomes
Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationWhich two rectangles fit together, without overlapping, to make a square?
SHAPE level 4 questions 1. Here are six rectangles on a grid. A B C D E F Which two rectangles fit together, without overlapping, to make a square?... and... International School of Madrid 1 2. Emily has
More informationThe Australian Curriculum Mathematics
The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationKey Topics What will ALL students learn? What will the most able students learn?
2013 2014 Scheme of Work Subject MATHS Year 9 Course/ Year Term 1 Key Topics What will ALL students learn? What will the most able students learn? Number Written methods of calculations Decimals Rounding
More informationnumerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals
Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (110) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and
More informationAutumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place value. Counting. 2 Sequences and place value.
Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place Counting. 2 Sequences and place Number facts and counting. Money and time. Length, position and
More informationManitoba Curriculum. Alignment with Mathletics. Supported by independent evidencebased research and practice. Powerful reporting.
Supported by independent evidencebased research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & PreCalculus
More informationof surface, 569571, 576577, 578581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433
Absolute Value and arithmetic, 730733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property
More informationMath 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.
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
More informationSection 1: How will you be tested? This section will give you information about the different types of examination papers that are available.
REVISION CHECKLIST for IGCSE Mathematics 0580 A guide for students How to use this guide This guide describes what topics and skills you need to know for your IGCSE Mathematics examination. It will help
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More information2. If C is the midpoint of AB and B is the midpoint of AE, can you say that the measure of AC is 1/4 the measure of AE?
MATH 206  Midterm Exam 2 Practice Exam Solutions 1. Show two rays in the same plane that intersect at more than one point. Rays AB and BA intersect at all points from A to B. 2. If C is the midpoint of
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationA booklet for Parents
By the end of Year 2, most children should be able to Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a twodigit number represents, including numbers
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationStandards and progression point examples
Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to
More informationModuMath Basic Math Basic Math 1.1  Naming Whole Numbers Basic Math 1.2  The Number Line Basic Math 1.3  Addition of Whole Numbers, Part I
ModuMath Basic Math Basic Math 1.1  Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in
More informationNational curriculum tests. Key stage 2. Mathematics test framework. National curriculum tests from 2016. For test developers
National curriculum tests Key stage 2 Mathematics test framework National curriculum tests from 2016 For test developers Crown copyright 2015 2016 key stage 2 mathematics test framework: national curriculum
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008 Test Preparation Timeline Recommendation: September  November Chapters 15 December
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationDay 1. Mental Arithmetic Questions KS3 MATHEMATICS
Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? KS3 MATHEMATICS 2. How many seconds are there in two minutes?
More informationFive daily lessons. Page 23. Page 25. Page 29. Pages 31
Unit 4 Fractions and decimals Five daily lessons Year 5 Spring term Unit Objectives Year 5 Order a set of fractions, such as 2, 2¾, 1¾, 1½, and position them on a number line. Relate fractions to division
More informationSenior Phase Grade 8 Today Planning Pack MATHEMATICS
M780636110236 Senior Phase Grade 8 Today Planning Pack MATHEMATICS Contents: Work Schedule: Page Grade 8 2 Lesson Plans: Grade 8 4 Rubrics: Rubric 1: Recognising, classifying and representing numbers...22
More informationMedium term Plans for Spring Year 5
Medium term Plans for Spring Year 5 Help these children be in a better position to achieve good results in the Y6 Sats in 2015. Although these tests will officially be based on the old curriculum, it is
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationBiggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress
Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation
More informationYear 3 Vocabulary bookmark. Year 3 Vocabulary bookmark. Calculations. Calculations. Addition and subtraction. Addition and subtraction
Calculations Addition and subtraction +, add, addition, more, plus make, sum, total altogether score double, near double one more, two more... ten more... one hundred more how many more to make...? how
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationYEAR 6 BLOCK 2 ASSESSMENT
WIGAN LEA NUMERACY STRATEGY YEAR 6 BLOCK ASSESSMENT 6 Name: Date: KEY OBJECTIVES ASSESSED Question Order a mixed set of numbers with up to three decimal places. 3 Reduce a fraction to its simplest form
More informationTopic Lesson Widget HOTsheet
Numbers to 1000 and beyond Numbers to 1000 Words and numbers Number machine Ordering numbers Numbers beyond 1000 Number creator Jersey numbers Number grid puzzles Number creator Digit cards Passwords Splitting
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationKey Stage 3 Mathematics Programme of Study
Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical across the curriculum in a ariety of contexts and eeryday situations select, trial
More informationUnit 6 Direction and angle
Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares
More informationDay 1. 1. What number is five cubed? 2. A circle has radius r. What is the formula for the area of the circle?
Mental Arithmetic Questions 1. What number is five cubed? KS3 MATHEMATICS 10 4 10 Level 7 Questions Day 1 2. A circle has radius r. What is the formula for the area of the circle? 3. Jenny and Mark share
More informationMATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
More informationShape Dictionary YR to Y6
Shape Dictionary YR to Y6 Guidance Notes The terms in this dictionary are taken from the booklet Mathematical Vocabulary produced by the National Numeracy Strategy. Children need to understand and use
More informationYear 6 Mathematics  Student Portfolio Summary
Year 6  Student Portfolio Summary WORK SAMPLE PORTFOLIOS These work sample portfolios have been designed to illustrate satisfactory achievement in the relevant aspects of the achievement standard. The
More informationAssessment For The California Mathematics Standards Grade 4
Introduction: Summary of Goals GRADE FOUR By the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare
More informationConsumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationPossible Stage Two Mathematics Test Topics
Possible Stage Two Mathematics Test Topics The Stage Two Mathematics Test questions are designed to be answerable by a good problemsolver with a strong mathematics background. It is based mainly on material
More informationSIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3
Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed
More informationQuarter One: AugustOctober
Quarter One: AugustOctober (Chapters 1 3, 56, 10) August  December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationGeorgia Standards Alignment Grades One through Six
Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationWhat You ll Learn. Why It s Important
These students are setting up a tent. How do the students know how to set up the tent? How is the shape of the tent created? How could students find the amount of material needed to make the tent? Why
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 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.
More informationYear 3 Year 4 Year 5 Year 6. Strand 1 Number
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
More informationWORK SCHEDULE: MATHEMATICS 2007
, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check
More informationMaths Workshop for Parents 2. Fractions and Algebra
Maths Workshop for Parents 2 Fractions and Algebra What is a fraction? A fraction is a part of a whole. There are two numbers to every fraction: 2 7 Numerator Denominator 2 7 This is a proper (or common)
More informationIntermediate Phase New DaybyDay Planning Pack MATHEMATICS
Intermediate Phase Planning Pack MATHEMATICS Contents: Work Schedules: Page Grade 4 2 Grade 5 4 Grade 6 5 Lesson Plans: Grade 4 6 Grade 5 21 Grade 6 36 Milestones: Grade 4... 52 Grade 5 57 Grade 6 62 Rubrics:
More informationMedium term Plan for Summer Year 3
Medium term Plan for Summer Year 3 Week Main focus of teaching and activities each day Starter Outcomes of each day 1 Place Value and number Day 1: Partition and represent 3digit numbers using Place Value
More informationQuick Reference ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationMental Questions. Day 1. 1. What number is five cubed? 2. A circle has radius r. What is the formula for the area of the circle?
Mental Questions 1. What number is five cubed? KS3 MATHEMATICS 10 4 10 Level 8 Questions Day 1 2. A circle has radius r. What is the formula for the area of the circle? 3. Jenny and Mark share some money
More informationMathematics Syllabus Primary
Mathematics Syllabus Primary Ministry of Education SINGAPORE Copyright 2006 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationMathematics. Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007)
Mathematics Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationAlgebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationThe symbols indicate where the topic is first introduced or specifically addressed.
ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards
More informationTest A. Calculator not allowed. Mathematics test. First name. Last name. School. DCSF no. KEY STAGE LEVELS
Ma KEY STAGE 2 LEVELS 3 5 Mathematics test Test A Calculator not allowed First name Last name School DCSF no. 2010 For marker s use only Page 5 7 9 11 13 15 17 19 21 TOTAL Marks These three children appear
More informationNumber and Place Value. September 2014 1. Year 3 Year 4 Year 5 Year 6
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
More information