Repton Manor Primary School. Maths Targets

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1 Repton Manor Primary School Maths Targets Which target is for my child? Every child at Repton Manor Primary School will have a Maths Target, which they will keep in their Maths Book. The teachers work hard to establish a child s Maths ability. They investigate which level a child is working at, where their strengths are and which areas of each subject they need more support with. A child s target is a sublevel higher than their current level (for example, if they are working at a level 2c in Maths, their target will be a level 2b). Their current levels and target levels can be found on their termly school report. The targets will tell the children the things they need to work on to achieve the next sublevel. Class teachers will note when children have met their target. The teachers will need to be sure that a child has secured that area of learning in more than one way before moving them up to the next level. What can I do to support my child with their target? Your child will achieve their targets more quickly if they are being worked on at home and at school. We would ask you to read through your child s targets with them regularly, to work on that specific target with them and to display the target at home. Your child s teachers will also be working on the targets with your child. Please let the teachers know if there is an area that your child is struggling with at home. The best way to support your child with their learning, is to work together. If you have any questions about your child s targets, or how you can support them in achieving them, please do not hesitate in speaking to any member of staff at Repton Manor. Level Using and applying Number facts Calculations 1c I can read numbers to 10. I am beginning to talk about my work. I can record using pictures or I can write all my numbers to 10. I can order numbers from 1 to 10. I can count reliably up to 10, using everyday objects. I can continue a repeating pattern with up to two objects in it. 1b I can talk about my work. I can read and write numbers to 10. 1a I am beginning to use maths words when I talk about my work. I can order numbers from 1 to 20. I can count on and back in ones from any 1 digit number. I can recognise the coins 1p, 2p, 5p, 10p, 20p, 50p. I can recognise repeating patterns that have three items in them. I can read and write all numbers to 20. I can tell which of any 2 numbers is the largest and which is the smallest (up to 30). I know by heart all doubles to 10. I can count on or back in 2's up to 20, starting at 0 or 1. I can partition any number up to 20 into tens (T) and units (U), explaining the value of each digit. I can find 1 more than any number up to 10. I can find 1 less than any number up to 10. I can add (+) 2 or 3 sets of numbers together (up to 10). I can record my operation when adding (+) or subtracting (-). I know and use the symbols - + and =. I can work out how many more I need to add (+) to a number to make 20. I can work out how many I need to take away (-) from a number to leave me with a given number. Maths Targets: Page 1 of 4

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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