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Maths

Maths

Working towards the expected standard The pupil can:

• demonstrate an understanding of place value, though may still need to use

apparatus to support them (e.g. by stating the difference in the tens and ones

between 2 numbers i.e. 77 and 33 has a difference of 40 for the tens and a

difference of 4 for the ones; by writing number statements such as 35 < 53

and 42 > 36)

• count in twos, fives and tens from 0 and use counting strategies to solve problems

(e.g. count the number of chairs in a diagram when the chairs are organised in 7

rows of 5 by counting in fives)

• read and write numbers correctly in numerals up to 100 (e.g. can write the numbers

14 and 41 correctly)

• use number bonds and related subtraction facts within 20 (e.g. 18 = 9 + ?; 15

= 6 + ?)

• add and subtract a two-digit number and ones and a two-digit number and tens

where no regrouping is required (e.g. 23 + 5; 46 + 20), they can demonstrate their

method using concrete apparatus or pictorial representations

• recall doubles and halves to 20 (e.g. pupil knows that double 2 is 4, double 5 is 10

and half of 18 is 9)

• recognise and name triangles, rectangles, squares, circles, cuboids, cubes,

pyramids and spheres from a group of shapes or from pictures of the shapes.

 

Working at the expected standard The pupil can:

• partition two-digit numbers into different combinations of tens and ones. This may

include using apparatus (e.g. 23 is the same as 2 tens and 3 ones, which is the

same as 1 ten and 13 ones)

• add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their

method using concrete apparatus or pictorial representations

• use estimation to check that their answers to a calculation are reasonable (e.g.

knowing that 48 + 35 will be less than 100)

• subtract mentally a two-digit number from another two-digit number when there is

no regrouping required (e.g. 74 − 33)

• recognise the inverse relationships between addition and subtraction and use this

to check calculations and work out missing number problems (e.g. Δ − 14 = 28)

• recall and use multiplication and division facts for the 2, 5 and 10 multiplication

tables to solve simple problems, demonstrating an understanding of commutativity

as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing

35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating

the total value of six 5p coins)

• identify 1 /3, 1 /4, 1 /2, 2 /4, 3 /4 and knows that all parts must be equal parts of the whole.

• use different coins to make the same amount (e.g. use coins to make 50p in

different ways; work out how many £2 coins are needed to exchange for a £20

note)

• read scales in divisions of ones, twos, fives and tens in a practical situation where

all numbers on the scale are given (e.g. pupil reads the temperature on a

thermometer or measures capacities using a measuring jug)

• read the time on the clock to the nearest 15 minutes

• describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it

has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has

8 edges, 5 faces, 4 of which are triangles and one is a square).

 

Working at greater depth The pupil can:

• reason about addition (e.g. that the sum of 3 odd numbers will always be odd)

• use multiplication facts to make deductions outside known multiplication facts (e.g.

a pupil knows that multiples of 5 have one digit of 0 or 5 and uses this to reason

that 18 × 5 cannot be 92, as it is not a multiple of 5)

• work out mental calculations where regrouping is required (e.g. 52 − 27; 91 – 73)

• solve more complex missing number problems (e.g. 14 +  – 3 = 17; 14 + Δ = 15

+ 27)

• determine remainders given known facts (e.g. given 15 ÷ 5 = 3 and has a

remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 1; knowing

that 2 × 7 = 14 and 2 × 8 = 16, pupil explains that making pairs of socks from 15

identical socks will give 7 pairs and one sock will be left)

• solve word problems that involve more than one step (e.g. “which has the most

biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10

in each packet?”)

• recognise the relationships between addition and subtraction and can rewrite

addition statements as simplified multiplication statements (e.g. 10 + 10 + 10 + 5 +

5 = 3 × 10 + 2 × 5 = 4 × 10)

• find and compare fractions of amounts (e.g. ¼ of £20 = £5 and ½ of £8 = £4, so ¼

of £20 is greater than ½ of £8)

• read the time on the clock to the nearest 5 minutes

• read scales in divisions of ones, twos, fives and tens in a practical situation where

not all numbers on the scale are given.

• describe similarities and differences of shape properties (e.g. finds 2 different 2-D

shapes that only have one line of symmetry; that a cube and a cuboid have the

same number.


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