Repton Manor Primary School. Maths Targets

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2 2c I can use maths words to explain what I'm doing. I am beginning to record my work in different ways. 2b I can record using diagrams, pictures and symbols. 2a 3c I can explain why I choose to do maths in a particular way. I can explain why I know my answer is right. I can understand other words for addition (+) or subtraction (-) when solving a problem. I can explain how I chose to solve a word problem. I am starting to try different ways to solve a problem. I know whether to add (+) or subtract (-) to solve problems. I am starting to set out my work in a logical way. I can read all numbers up to 100. I can put numbers up to 100 in order. I know which is the largest or smallest number in any given group (up to 100). I can count to 50 and back again in 10's. I know number bonds for 10 (adding (+) and subtracting (-)). I know by heart all halves to 10. I can say numbers which are more, less or between any number to 100. I can read, order and write all numbers to 100. I can recognise odd and even numbers up to 100. I can explain the value of each digit in a number up to 99, and partition I know by heart all doubles and halves to 20. I can partition a number into hundreds (H), tens (T) and units (U). I know that 3 and 45p can be written as I can order numbers to I can order negative numbers from - 10 to -1. I can count on or back in 1 s, 10 s or 100 s, starting from any two or three digit number. I can round 2 digit numbers to the nearest 10. I know by heart all the number bonds to 20. I can double or halve numbers up to 100. I can use and p notation. I can recognise 1/2, 1/3, 1/4, 1/5 and 1/10. I can add (+) and subtract (-) 2 numbers to 20 using a number line to count on or back. I can say quickly what 1 more or 1 less than any number to 30 is. I can say quickly what 10 more or 10 less than any number to 30 is. I can count on or back in 2s, 5s and 10s. I can add (+) or subtract (-) 2 numbers using partitioning, counting on or back, or a 100 square. I know that subtraction (-) is the inverse of addition (+). I can give a subtraction (-) fact for an addition (+) fact and vice versa. I know that a multiplication (x) is the same as repeated addition (+). I know my 2x and 10x times tables. I can share ( ) between 2 or 10. I know by heart the 2x, 5x and 10x tables. I can share ( ) between 2, 5 or 10. I can add (+) two 2 digit numbers (no carrying) mentally. I can subtract (-) 2 two digit numbers if there is no exchange involved. I know that the division ( ) sign is a division symbol and is the inverse of multiplication (x). Maths Targets: Page 2 of 4

3 3b I can check my work using estimates and inverse. 3a 4c I know and use the mathematical symbols i.e. I know whether to add (+), subtract (-) multiply (x) or divide ( ) when solving a problem. I can explain how I chose to solve a calculation. I can select mental methods to calculate answers to written calculations. I can try out different ways to solve a problem. I can use and interpret mathematical symbols and diagrams. I know whether to add (+) or subtract (-), multiply (x) or divide ( ) to solve problems and in what order. I can explain how I chose to solve a calculation (mental, written or calculator). I use estimation when trying to work out whether my calculation is likely to be correct. I can work out number sequences and explain them to another person. I can read and write numbers in thousands and know what each digit represents. I can round numbers to the nearest 10 or 100. I know and can use mental recall of number bonds to 20 and related facts. I can recognise and name fractions such as ½, 1/3, ¼, 1/5 or 1/10 and use them to find fractions of shapes and I know what is meant by the signs < or > and can use these to compare I can order a set of 4 digit I can write out numbers that are said to me in tens (T), hundreds (H) or thousands (Th). I can round 3 digit numbers to the nearest 10 or 100 and an amount of money e.g to the nearest. I can recognise and name fractions such as 3/4, 2/3 and 3/10 and use them to find a fraction of a shape or number. I know that two halves and four quarters make a whole and I can recognise some equivalent fractions. I know that ½ is the same as 0.5. I can order a set of decimals with the same number of decimal places. I can order a set of positive and negative I can work out 10%, 25% or 50% of numbers or shapes and I know their connections to fractions. I can work out what needs to be added to a fraction to make it a whole one. I can round a decimal to the nearest whole one. I can work out different pairs of numbers with a given sum (+) or difference (-) (missing numbers). I can add (+) or subtract (-) any 2 two digit numbers using a written method and explain it. I know the 3x and 4x tables and the related division ( ) facts. I can add (+) or take away (-) small numbers involving negative numbers when they are set out on a number line. I can add (+) any amounts of money set out in decimal form. I know that division ( ) is like repeated subtraction (-). I know and understand why division ( ) problems often have remainders. I can mentally add (+) or subtract (- ) any pair of 2 digit numbers (including bridging 10). I can work out sums (+) like 267 +_ =300 mentally or in written form. add (+) or subtract (-) 3 digit I know by heart the 2,3,4,5 and 10 times tables for both multiplication (x) and division ( ). I can recognise two digit multiples of the 2, 3 5 and 10 times tables. I can work out the remainder when dividing ( ) a 2 digit number by 2,3,4,5 or 10. I can mentally add (+) and subtract (-) with 3 and 4 digit numbers or use a written method. I know all my multiplication tables to 10x by heart and the related division ( ) facts. I can multiply(x) two or three digit numbers by any two digit number. I can apply a mental method of multiplying (x) or dividing ( ) by 10 or 100, for numbers up to 10,000. Maths Targets: Page 3 of 4

4 4b 4a 5c 5b I can use all 4 operations to solve problems related to numbers or measures. I can find examples to match general statements. I can use maths to solve practical problems. I can use all four operations to solve word problems involving numbers in real life and explain reasoning. I can use all four operations to solve measurement and shape problems and explain reasoning. I can present information and results in a clear and organised way. I can look for a solution by trying out my own ideas. I can work out the information I need to solve problems using all four rules. I can choose and use appropriate calculation strategies at each stage including a calculator when necessary. I can work out my own solution to a problem and explain my thinking. I can develop my skills in investigations. I can check if my answer to the problem is reasonable using approximations and/or the inverse. I can suggest, plan and develop lines of enquiry, interpret results and answer related questions. I can use the five stages of an investigation: 1. Trial and error. 2. Organising the information I have. 3. Looking for patterns. 4. Finding a rule. 5. Proving my rule works. I can write any number in words and figures and know what each digit represents. I can use decimal notion for tenths (t), hundredths (h) and thousandths (th) and know what each digit represents. I can order a set of numbers that have one or two decimal places. I can recognise prime I can work out percentages of whole numbers or shapes. I can recognise equivalent fractions, decimals and percentages. I can order decimals with up to three places. I can find fractions of numbers and quantities e.g. 5/8 of 32. I can order fractions such as 2/3, 3/4, 5/6, by changing to a common denominator I can order, add (+) and subtract (-) negative I can order a mixed set of numbers with up to 3 decimal places. I can use co-ordinates in all 4 quadrants. I can revise and extend the use of negative numbers in context. I can use brackets in my recording. I can cancel common factors to find the simplest fraction. I can complete simple puzzles involving addition (+) and subtraction (-) of positive and negative I can investigate the link between triangular and square I can find the difference between any positive and negative number or between two negative add (+) or subtract (-) 4 or 5 digit numbers, and check by applying inverse and estimation. multiply (x) or divide ( ) 2 or 3 digit numbers by a single digit number. I can round whole numbers to the nearest 10, 100 or I can multiply (x) or divide ( ) mentally by 10 and 100 even when decimal numbers are involved. I can recognise all square numbers to at least 12x12. Using known facts to 10x10, I can quickly derive division ( ) facts. I know by heart all tables facts to 10 for both multiplication (x) and division ( ), squares of numbers to 10 and the corresponding square roots. multiply (x) 3 digit numbers by a two digit number and check by approximation. I can multiply (x) or divide ( ) to one decimal place I can multiply (x) and divide ( ) whole numbers and decimals by 10, 100, I can use checking procedures to check results. multiply (x) 3 and 4 digit numbers by a two digit number and check by approximation. I can consolidate efficient written methods of addition (+) and subtraction (-) for whole numbers and decimal fractions. I can calculate problems using ratio and proportion. I can work out fractions or percentages of quantities in problems. I can calculate with 2 place decimals using all 4 operations. I can use brackets in addition (+) and subtraction (-). I can add (+) and subtract (-) negative numbers in context. Maths Targets: Page 4 of 4

5 5a I can simplify linear algebraic expressions by collecting like terms a + a + a =3a. I can use a calculator to calculate fractions and percentages and parts of quantities where appropriate. I can use symbols and diagrams to explain mathematical ideas. I can use formulae to represent a rule. I can use letters to represent numbers in an equation. I can work out the value of letters in a simple equation. I can investigate the link between number patterns and shapes. I can develop and record number patterns in tabular form. I can multiply (x) and divide ( ) any 3 digit number by a 2 digit number in a given problem. I can use pencil and paper methods to find fractions and percentages of quantities. I can construct and solve simple linear equations. I can solve problems related to fractions decimals and percentages. Maths Targets: Page 5 of 4

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