Level Descriptors Maths Level 15


 Daniel Blair
 1 years ago
 Views:
Transcription
1 Level Descriptors Maths Level 15
2 What is APP? Student Attainment Level Descriptors APP means Assessing Pupil Progress. What are the APP sheets? We assess the children in Reading, Writing, Speaking & Listening, and Maths. These assessment sheets (level descriptors) give the teacher, child and parent clear steps of what the child needs to do to move forward in their learning. These level descriptors are in line with the English National Curriculum and the Literacy and Maths Curriculum followed at BISB. Who has APP sheets? Every child from Year 16 has an appropriate level descriptor sheet in their Reading book, Literacy book and Maths book i.e. if a child is a level 1B they will have the level 1 sheet. Speaking and Listening level descriptors are displayed in every classroom across the Primary School. How are they used? As children demonstrate they have achieved something consistently, the class teacher will highlight this on the assessment sheet. This enables the teacher to see where the child needs to go next and they will discuss and share this with the child. How will parents see their child s APP sheets? The reading assessment sheets are stapled into each child's Reading Record which goes home regularly. When you visit for Parent DropIn sessions or Progress Meetings, you will have the opportunity to see their Maths and Literacy books and the APP sheets which are stapled inside. Although children s workbooks are not sent home on a regular basis, you can ask the class teacher to send them home occasionally or arrange to come into class to have a look. What happens to the APP sheets at the end of the school year? The APP sheets are passed onto the next class teacher as part of the handover process. This ensures continuity and progression in children s learning. If children move to another school, their APP sheets will be included in their Student Profile Folder which is given to parents to pass onto the next school.
3 1C 1B 1A I am beginning to talk about my work I can record using pictures or numbers I can continue a repeating pattern with up to two objects in it I can read numbers to 10 I can write all my numbers to 10 I can order numbers from 110 I can recognise numbers to 10  randomly I can count reliably up to 10 using everyday objects  5,7,9 I can find 1 more than to any number up 10 I can find 1 less than any number to 10 I can use 2 objects and say which is bigger and smaller I can order objects by size I can sort objects by myself and say how I did it. I can name 2d shapesrectangle triangle, square circle. I can recognise repeating patterns that have three items in them I can talk about my work I can read and write numbers to 10 I can order numbers from 120 I can count on and back in ones from any 1 digit number I can add 2 or 3 sets of number together up to 10 I can record my operation when adding or subtracting any numbers to 10 I can recognise the coins 1c, 2c, 5c, 10c, 20c, 50c, 1 I can put pictures in order to tell a story I can name and describe features of 2d shapes  rectangle triangle square circle. I can choose ways to group objects I can use the words to front of describe position I know and use the symbols  + and = I can read and write all numbers to 20 I can tell which of any 2 numbers is the larger smaller (up to 30) I can work out a missing number from a simple sequence of numbers to 20. I can count reliably up to 20 I can count on or back in 2's to 20 starting at 0 or 1 I can partition any number up to 20 into tens and units  explaining the value I can work out "how many more" I need to add to another 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 I know by heart doubles to 10 I can name and describe 3d shapes  cube cuboid, cylinder, sphere I can read and recognise o'clock on an analogue clock I can use the correct language for comparing length, mass and capacity. longer/shorter, heavier/lighter, more/less full/empty I can measure in different ways
4 2C 2B 2A I can use maths words to explain what I'm doing I am beginning to record my work in different ways I can read all numbers to 100 I can put numbers in order up to 100 I know which is the largest or smallest number in any given group up to 100 I try to write all my numbers to 100 but sometimes get mixed up with tens & units I can count to 50 in 10's and back again I know number bonds for 10 (+ and ) I can add & subtract 2 numbers to 20 using a number line to count on or back I can say quickly what is 1 more or 1 less than any number to 30. I can say quickly what is 10 more/10 less than any number to 30 I can work out a missing number from a simple sequence of numbers to 30 I know by heart halves to 10 I can name and describe 3D shapes I can recognise hour and ½ hour on an analogue clock I can record in lists and tables I can record using diagrams, pictures & symbols I can say numbers more, less or between any number to 100 I can read, order and write all numbers to 100 I know what is meant by odd or even numbers and can recognise them up to 100 I can explain the value of each digit in a number up to 99, and partition numbers I can count on or back in 2s, 5s or 10s I can count sets of objects I know by heart doubles and halves to 20 I know number bonds to 10 (+ and ) I can add or subtract 2 numbers using partitioning, counting on or back, or a 100 square I know that subtraction is the reverse of addition I can give a subtraction fact for an addition fact and vice versa I can read 1 hour, ½ and ¼ on a clock I can name and describe 2D and 3D shapes I can work out where a line of symmetry is in simple shapes I know what a right angle looks like I can record information in a block graph Independently 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 recognise and extend pattern sequences I can understand other words for + or  when solving a problem I can partition a number into hundreds, tens and units I know that a multiplication is the same as repeated addition I know my 2x and 10x times tables I can share between 2 or 10 I know that 3 and 45c can be written as 3.45 I am starting to use metric measures I can draw and measure lines to the nearest cm I can measure and compare lengths, mass and capacity I can sort a range of 2D and 3D shapes by property I can recognise straight and turning movements (translation and rotation) I am starting to read digital time for quarter hours I can talk about data
5 3C 3B 3A 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 order numbers to 1000 I can order negative numbers from 10 to 1 I can count on or back in 1s, 10s or 100s, starting from any two or three digit numbers I can round 2 digit numbers to the nearest 10 I know by heart all the number pairs to 20 I know by heart 2x, 5x and 10x table and can answer questions like 6 multiplied by 5 I can double or halve numbers up to 100 I can share between 2, 5 or 10 I can use and c notation 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 sign is a division symbol and is the inverse of multiplication I can recognise 1/2, 1/3, 1/4, 1/5 and 1/10 I can understand reflective symmetry including shapes with more than 1 line of symmetry I can check my work by using estimates and inverse I know and use the mathematical symbols i.e. I know whether to +, , divide, x when solving a problem I can explain how I chose to solve a calculation I can read and write numbers in thousands and know what each digit represents I can round up numbers to the nearest 10 or 100 I know and can use mental recall of number bonds to 20 and related facts. I can work out different pairs of numbers with a given sum or difference (missing numbers) I can +/ any 2 two digit numbers using a written method and explain it I know 3x and 4x table and the related division facts I can add or take away small numbers involving negative numbers set out on a number line. I can add any amounts of money set out in decimal form. I know that repeated division is just like repeated subtraction I know and understand why division problems often have remainders I can recognise & name fractions such as ½ 1/3, ¼, 1/5 or 1/10 and use them to find fractions of shapes & numbers I know that is meant by the signs < or > & can use these to compare number I can use units of time & know the relationship between them (sec, hour, min, day, week, month, year) I can identify right angles in given shapes I can make, describe and draw right angled turns I can read a number from a scale with all divisions marked and some numbers I can make from a tally chart I can select mental methods to calculate answers to written calculations I can try out different ways to solve a problem I can order a set of 4 digit numbers I can write out numbers that are said to me in tens or hundreds or thousands I can mentally +/ any pair of 2 digit no's (including bridging 10) I can work out sums like 267 +_ =300 mentally or in written form for + or  I can round 3 digit numbers to the nearest 10/100 and a sum of money e.g to the nearest I can use a written method to add or subtract 3 digit numbers I can recognise and name fractions such as 3/4,2/3 and 3/10 and them in a shape or number I know that two halves and four quarters make a whole, and that two quarters or three sixths is a half and other equivalent fractions I know that ½ is the same as 0.5 and other equivalents for fractions I can order a set of decimals with the same number of decimal places I know by heart 2,3,4,5 and 10 times table for both multiplication and division I can recognise 2 digit multiples of 2,5,10 & 3 digit multiples of 2,5,10,50 and 100. I can work out the remainder when dividing a 2 digit number by 2,3,4,5/10 I can classify 2d/3d shapes using mathematical properties e.g. Irregular right angles symmetry I can explain a bar chart (intervals in such 2's 10's) by answering questions I can describe the position of a point on a grid using coordinates.
6 4C 4B 4A I can use and interpret mathematical symbols and diagrams I know whether to +//divide/x 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 use symbols correctly, including less than<, greater than >, equals = I can order a set of positive and negative numbers 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 I can apply a mental method of multiplying or dividing by 10 or 100, for numbers up to 10,000 I can multiply two or three digit numbers by any two digit number I can work out 10%, 25% or 50% of numbers or shapes and 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 recognise all lines of symmetry in a shape and sketch a reflective pattern I read the time in minutes and can calculate time differences I can interpret a variety of scales including bar, line and pictogram I can use and interpret coordinates in the first quadrant I can use all 4 operations to solve problems related to numbers or measures I can find examples to match general statements I can write any number in words and/or figures know what each digit represents I can use decimal notion for tenths, hundredths and thousandths and know what each digit represents I can order a set of numbers that have one or two decimal places I can round whole numbers to the nearest 10/100/1000 I can find the difference between any positive and negative number or between two negative numbers I can use a written method to +/ 4 or digit numbers, and check by applying inverse and estimation I can use a written method to multiply or divide 2/3 digit numbers by a single digit number I can multiply 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, quickly derive division facts I can recognise prime numbers I can order a set of mixed numbers I can work out percentages of whole numbers or shapes I can recognise equivalent fractions, decimals & percentages I can work out the area and perimeter of a triangle I can change m to cm, cm to mm, to c & vice versa I can explain a line graph  answer questions I can classify according to a degree of likelihood  impossible, possible, certain, etc. I can use maths to solve practical problems I can use all four operations to solve word problems involving numbers in real life & explain reasoning I can use all four operations to solve measurement and shape problems, and explain reasoning I can present information & results in a clear & organized way I can look for a solution by trying out my own ideas I can order decimals with up to three places I know by heart all tables to 10 for both multiplication & division, squares of numbers to 10 & the corresponding square roots I can use a written method to multiply 3 digit numbers by a two digit number & check by approximation I can multiply or divide to one decimal place I can find fractions of numbers & quantities e.g. 5/8 of 32 I can order fractions such as 2/3, 3/4, 5/6, by changing to common denominator I can classify triangles & quadrilaterals by property, & or by name I can recognise simple cases of rotational symmetry I can estimate then use a protractor to measure & draw angles to the nearest degree I can calculate the perimeter and are of simple compound shapes that will split into rectangles I can interpret a pie graph, using percentages or fractions to describe proportions of the whole set of data I can find the mean, mode and median of a set of data I can read and plot points using coordinates in all four quadrants
7 Level 5 I can find out and work out information I need to solve problems using all four rules I can check if my answer to the problem is reasonable using approximations and/or the inverse 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 work out my own solution to a problem, and explain my thinking I can multiply and divide whole numbers and decimals by 10, 100, 1000 I can order, add and subtract negative numbers I can calculate with 2 place decimals using all 4 operations I can use brackets in my recording I can cancel common factors to find the simplest fraction I can order a mixed set of numbers with up to 3 decimal places I can calculate problems using ratio and proportion I can work out fractions or percentages of quantities in problems I can multiply and divide any 3 digit number by a 2 digit number in a given problem I can use letters to represent numbers in an equation I can work out the value of letters in a simple equation I can use coordinates in all 4 quadrants. I can interpret coordinates in all 4 quadrants I can measure and draw angles to the nearest degree I can accurately construct and draw models and shapes I know that angles of a triangle or on a straight line total 180 degrees I know that angles around a point total 360 I know and can use the formula to find out the perimeter and area of a rectangle and the volume of cuboids I can estimate and convert metric units in everyday life I know metric equivalents for imperial units I can use the mean of discrete data I can compare two sets of data using the range/mode/median/mean I can interpret different graphs and diagrams and use them to draw conclusions I understand and can use a probability scale of 0 to 1 I understand how equally likely outcomes can effect an experiment I can find and explain different probabilities
Maths Level Targets. This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5.
Maths Level Targets This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year
More informationI know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10
Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when
More informationMaths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.
Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100
More informationNumeracy 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 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 informationYear 1 maths expectations (New Curriculum)
Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of
More informationKnowing and Using Number Facts
Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of twodigit multiplication facts to 10 10 to numbers to derive sums and derive
More informationLevel 1  Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
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
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 informationNational Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more
More informationOral and Mental calculation
Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare
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 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 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 informationMATHEMATICS  SCHEMES OF WORK
MATHEMATICS  SCHEMES OF WORK For Children Aged 7 to 12 Mathematics Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Counting Number  number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write
More informationIngleby Manor Scheme of Work : Year 7. Objectives Support L3/4 Core L4/5/6 Extension L6/7
Autumn 1 Mathematics Objectives Support L3/4 Core L4/5/6 Extension L6/7 Week 1: Algebra 1 (6 hours) Sequences and functions  Recognize and extend number sequences  Identify the term to term rule  Know
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 informationYear 2 Maths Objectives
Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any twodigit number, forward or
More informationMath syllabus Kindergarten 1
Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with
More information1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions
Numeracy assessment guidelines: 1 Name 1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions 1 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from
More informationNational Curriculum for England 2014 Abacus Year 4 Medium Term Plan
National Curriculum for England 2014 Year 4 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first
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 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 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 informationPrimary Years Programme Mathematics Curriculum
Primary Years Programme Mathematics Curriculum The following document seeks to lay out the minimum requirement to be taught in Mathematics for each grade level in each of the areas of Number, Pattern and
More informationINFORMATION FOR PARENTS AND CARERS TARGETS IN MATHEMATICS
Emerging towards the expected Year 1 level I can share 6 objects between 2 children. I can write and use numbers (less than 10) in role play. I can compare bigger than and smaller than in role play. I
More informationASSESSMENT FOCUS APP MATHS NUMBER TRACKER LEVEL 1 1c 1b 1a Using and Applying. * I am beginning to represent my maths work with objects and pictures
ASSESSMENT FOCUS APP MATHS NUMBER TRACKER LEVEL 1 1c 1b 1a Using and Applying Problem solving *I am beginning to understand maths ideas in everyday situations by using them in role play *I am beginning
More informationA level is a level. Compiled for 2008
Level5opaedia A level is a level Compiled for www.glosmaths.org, 2008 Please note that Using and Applying assessment criteria are not included within the Levelopaedia Numbers and the Number System Use
More informationMaths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems
Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations
More informationTeaching programme: Reception
Teaching programme: Reception Counting and recognising numbers 2 8 2 2, 3 4, 5 5 6 7 7 8 Counting Say and use the number names in order In familiar contexts such as number rhymes, songs, stories, counting
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 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 informationKS3 Maths Learning Objectives (excludes Year 9 extension objectives)
KS3 Maths Learning Objectives (excludes Year 9 extension objectives) blue Year 7 black Year 8 green Year 9 NUMBER N1 Place value and standard form N1.1 Place value N1.2 Powers of ten Framework Objectives
More informationMATHEMATICS LOWER KS2
MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts
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 informationYear R Maths Objectives
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 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 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 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 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 informationDecide how many topics you wish to revise at a time (let s say 10).
1 Minute Maths for the Higher Exam (grades B, C and D topics*) Too fast for a firsttime use but... brilliant for topics you have already understood and want to quickly revise. for the Foundation Exam
More informationSwavesey Primary School Calculation Policy. Addition and Subtraction
Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday
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 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 information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationSt Ninian s High School. I understand this part of the course = I am unsure of this part of the course =
St Ninian s High School Mathematics Department Curriculum for Excellence TJ Book E Pupil Learning Log I understand this part of the course = I am unsure of this part of the course = I do not understand
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 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 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 informationNational Curriculum for England 2014 Abacus Year 2 Medium Term Plan
National Curriculum for Engl 2014 Year 2 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first year
More informationArithmetic 1 Progress Ladder
Arithmetic 1 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 informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
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 informationSummary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
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 informationMaths Progressions Number and algebra
This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and
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 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 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 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 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 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 informationUnit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)
Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)
More informationCAMI Education linked to CAPS: Mathematics
 1  TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers
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 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 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 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 informationTeaching Pupils to calculate
Teaching Pupils to calculate It is vital that all schools have a calculation policy that is followed throughout the school. The calculation policy should allow the methods to build upon prior learning
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 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 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 informationVocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
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 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 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 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 informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
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 informationAppendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess
Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to
More informationMathematics programmes of study: key stage 3. National curriculum in England
Mathematics programmes of study: key stage 3 National curriculum in England September 2013 Purpose of study Mathematics is a creative and highly interconnected discipline that has been developed over
More informationMathematics. Steps to Success. and. Top Tips. Year 6
Pownall Green Primary School Mathematics and Year 6 1 Contents Page 1. Multiply and Divide Decimals 3 2. Multiply Whole Numbers 3. Order Decimals 4 4. Reduce Fractions 5. Find Fractions of Numbers 5 6.
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 informationEXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS
To the applicant: The following information will help you review math that is included in the Paraprofessional written examination for the Conejo Valley Unified School District. The Education Code requires
More informationProgressing toward the standard
Report Card Language: add, subtract, multiply, and/or divide to solve multistep word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having wholenumber answers using
More informationMaths Vocabulary for the New National Curriculum
Maths Vocabulary for the New National Curriculum This document sets out Key Stage 1 (KS1) and Key Stage 2 (KS2) maths vocabulary under the new National Curriculum. The tables can be used to check pupils
More informationAddition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
More information20 Maths Wordsearch Puzzles
20 Maths Wordsearch Puzzles Licence Duncan Keith 2005 (maths@subtangent.com) This document is released under the Creative Commons AttributionNonCommercial ShareAlike 1.0 (UK) licence. You can find the
More informationGrade 2 Math Expressions Vocabulary Words
Grade 2 Math Expressions Vocabulary Words Unit 1, Book 1 Understanding Addition and Subtraction OSPI word: number pattern, place value, value, whole number Link to Math Expression Online Glossary for some
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 informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationAssessment for Learning Explain how you solved this problem. equipment to show your solution? STRAND CODE Year 2 Objectives Year 2 Year 2
BLOCK A Speaking and listening objectives for the block Explain how you solved this problem. Speak with clarity and Does everyone understand how the problem was Unit 1 intonation when reading and reciting
More informationMultiplication & Division. Years 3 & 4
Multiplication & Division Years 3 & 4 A booklet for parents Help your child with mathematics Multiplication & Division Year 3 Current Objectives Pupils should be taught to: Derive and recall multiplication
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourthgrade standards highlight all four operations, explore fractions in greater detail, and
More informationGreater Nanticoke Area School District Math Standards: Grade 6
Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place
More informationMath Common Core Standards Fourth Grade
Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement
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 informationCALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read
More information