Using and Applying Mathematics
>Approach<
#Name# can select the equipment #he# needs for #his# activities.
#Name# tries different approaches to solve difficulties that arise.
#Name# can develop #his# own strategies for solving problems.
#Name# can obtain the information necessary to solve mathematical problems.
#Name# can solve quite complex problems by breaking them down into smaller tasks.
#Name# asks questions of #his# own in finding a fuller solutions.
#Name# can develop and follow alternative approaches in finding solutions.
#Name# can apply the mathematics #he# knows in familiar and unfamiliar contexts.

>Evaluation<
#He# can organise #his# work, check #his# results and
#He# checks #his# results, considering whether these are sensible and
#He# can discuss ideas in a variety of mathematical forms and
#He# can justify #his# choice of approach, explaining improvements #he# has made and
#He# can examine solutions, taking the solutions further and
#He# gives careful thought to #his# approach to Mathematical problems and
#He# give reasons for the choices #he# makes when carrying out investigations and

>Reasoning techniques<
 can recognise and use a simple pattern in #his# thinking.
 responds appropriately to questions asked.
 can give examples to demonstrate #his# understanding.
 can search for a pattern when trying out ideas.
 can make generalised statements explaining #his# reasoning.
 can justify #his# generalisations.
 can justify #his# solutions whilst considering the situation being investigated.
 can use a range of mathematical techniques to help them.

>Language<
#He# discuss #his# work well, using mathematical language.
#He# discuss #his# work well and is beginning to explain #his# thinking.
#Name# can use objects or pictures to represent #his# work.
#He# can use mathematical symbols and diagrams and understand them.
The presentation of #his# work is clear and organised.
#Name# can describe mathematical ideas using symbols, words and diagrams.
#Name# understands the difference between mathematical explanation and experimental evidence.
#He# uses mathematical language and symbols effectively.
#Name# reports include mathematical justifications involving a number variables.

Number and Algebra
>Number skills<
#Name# can add and subtract numbers when solving problems up to 10.
When solving problems #Name# knows if it is addition or subtraction.
When adding and subtracting #Name# uses #his# own mental strategies.
#Name# can add and subtract decimals to two places.
#Name# can check the reasonableness of #his# work by considering what an appropriate answer would be.
#Name# can add and subtract negative numbers.
#Name# can use all four operations with decimals to two places.
#Name# can approximate decimals when solving problems and use trial-and-improvement methods when finding a solution.
In making estimates #Name# can round to one significant figure and multiply and divide mentally.
#Name# understands and can use rational and irrational numbers in #his# work.

>Arithmetic<
#He# counts objects reliably, use addition and subtraction facts to 10 and
#He# can use addition and subtraction facts to 20 in solving problems involving larger numbers and
#He# can uses #his# 2, 5 and 10 times tables in problems and
#He# can uses #his# tables in solving problems of multiplication or division and
#He# can use a range of methods, including mental recall of tables, when solving problems and
#He# can multiply and divide any three-digit by any two-digit number and

>Place value<
 read and write the numbers involved.
 understands place value of tens and units.
 understands place value up to 1000, using this to make approximations.
 uses decimal notation with money and negative numbers with temperature.
 uses the idea of place value to multiply and divide by 10 or 100.
 uses the idea of place value to multiply and divide by 10, 100, 1000.

>Fraction & percentages<
#He# uses halves and quarters and
#He# uses simple fractions to approximate parts of a whole and
#He# can calculate fractional or percentage parts and
#He# understands the equivalences between fractions, decimals and percentages and
#He# can use fractions or percentages when solve problems involving proportional changes and

>Algebra<
 can use simple formulae expressed in words.
 can do inverse operations or approximations when checking #him# solution.
 can use simple formulae involving one or two operations.
 can formulate and solve linear equations with whole numbers.
 understands and uses proportional changes when solving problems.
 can use algebraic and graphical methods to solve simultaneous linear equations.
 can evaluate formulae, substituting fractions, decimals and negative numbers.
 can manipulate formulae, finding common factors.
 can simplify algebraic expressions using #his# knowledge of negative and fractional values.
 can express general laws in symbolic form.
 can understand and use direct and inverse proportion.

>Patterns and sequences<
#Name# can recognise and make repeating patterns, counting the number of each object in each repeat.
#Name# can recognise sequences of numbers, including odd and even numbers.
#Name# can describe number patterns, including multiplication and squaring.
#Name# can find and describe the rule for the next number of a sequence where the rule is linear.

>Other<
#He# can use and interpret simple co-ordinates and use them in map work.
#He# can plot simple linear functions on a graph and interpret the meaning of the line.
#He# can sketch and interpret graphs of various functions, and graphs that model real situations.
#He# can determine the bounds of intervals and solve problems using the intersections and gradients of graphs.

Shape, Space and Measures
>Shape<
#Name# uses everyday language to describe properties and positions 2D and 3D shapes.
#Name# uses mathematical names for common 2D and 3D shapes and can describe their properties, including numbers of sides and corners.
#Name# can classify 3D and 2D shapes using properties such as reflective symmetry.
#Name# has made 3D shapes by linking faces and edges together.
#Name# can draw common 2D shapes in different orientations and can recognise rotational symmetries.
#Name# draws angles with great care and uses appropriate language in describing shapes.
#Name# can use the properties of shape when classifying different types of quadrilaterals.
#Name# can calculate lengths, areas and volumes in shapes and simple solids.
#Name# can apply Pythagoras theorem when solving problems in two dimensions.
#Name# can interpret the graphs of sine, cosine and tangent functions for any angle.

>Space<
#He# can reflect simple shapes in a mirror and can identify some of the lines of symmetry.
#He# understands angle as a measurement of turn and recognise right angles in turns.
#He# can identify all the symmetries of 2-D shapes and also rotational symmetry.
#He# can solve problems using angle and symmetry properties of shapes and explain #his# reasoning.
#He# can enlarge a shape by a simple scale factor.
#He# can enlarge shapes by a fractional scale factor.
#He# can use sine, cosine and tangents in right-angled triangles when problems solving.
#He# can use sine, cosine, Pythagoras and congruent triangles when solving problems in two and three dimensions.

>Measure<
#He# uses direct comparison when ordering objects and
#He# can use a range of measuring instruments with some accuracy and
#He# can find the perimeters of shapes and the area by counting squares and
#He# can estimate sensibly and
#He# can use formulae for finding circumferences and areas of circles and volumes of cuboids and
#He# knows that a measurement given to the nearest whole number may be inaccurate or not necessary and
#He# can use compound measures such as speed and
#He# can distinguish between the formulae for perimeter area and volume and
#He# can calculate the lengths of arcs, surface areas of cylinders and volumes of cones and

>Units<
 is starting to use measurements.
 uses everyday descriptions and mathematical units to measure length and weights.
 uses the correct mathematical units when measuring.
 confidently uses the correct SI units when measuring.
 knows the rough metric equivalents of Imperial units still in daily use.

Handling Data
>Collecting data<
When sorting objects #Name# can explain #his# criteria.
When classifying objects #Name# uses more than one criteria.
When collecting data #Name# can using a frequency table to record.
When collecting data #Name# can choose sensible class intervals for #his# frequency tables.
When testing #his# hypothesis #Name# takes account of any bias #he# may find.
When investigating a population #Name# can select and justify the method #he# uses.

>Presenting data<
#He# can record #his# results using simple tables and block graphs and
#He# can record #his# information using bar charts and pictograms and
#He# can group #his# data and represent it in frequency diagrams and
#He# can construct and interpret simple line graphs and
#He# can construct and interpret frequency diagrams and
#He# can construct pie charts and
#He# can draw a line of best fit on a scatter diagram and
#He# can construct cumulative frequency tables using the upper boundary of the class interval and
#He# can interpret and construct histograms and

>Interpreting data<
 interpret information in simple tables and lists.
 interpret information using symbols to represent units.
 compare two distributions using averages.
 interpret graphs and diagrams, drawing conclusions from them.
 has a basic understanding of correlation.
 uses averages and range to compare distributions and make inferences.
 understands how different methods and sample sizes may affect reliability.

>Probability<
#He# uses simple vocabulary in probability such as fair, certain or likely.
#He# uses the scale from O to 1 when describing probability.
#He# uses experimental evidence to approximate outcomes and justify probabilities.
#He# understand that different outcomes may result from repeating an experiment.
#He# can use relative frequency as an estimate of probability and of experiments outcomes.
#He# can calculating the probability of a compound event and recognises when and how to use conditional probability in #his# work.

>Conclusion<
#Name# work does need to be tidied up and presented better.
#Name# work can become careless due to poor concentration at times.
#Name#s work is careful and neatly presented.
#Name# needs to think more carefully about the presentation of #his# work.
#Name# needs to make a sustained effort to improve the amount of work covered in a session.
#Name# could improve the amount of work completed in a session.
#Name# has improved greatly.
#Name# has done some excellent work this year.
Overall I am pleased.
#Name# has obvious interest in #his# work.
I am satisfied with #his# effort.
I am pleased with #his# work.
#Name# has worked hard over the year.
#Name# seems to enjoy #his# work.

