PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures


 Elmer Jones
 3 years ago
 Views:
Transcription
1 PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures
2
3 ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of Tamworth Mathematics subject leaders. There are two differing approaches developed: Approach 1 is based on the attainment of (a percentage of) objectives including Key Performance Indicators (KPIs); Approach 2 identifies progression towards age related expectations. Schools should select the approach that most reflects their needs and tailor the document to suit their assessment and planning requirements. In addition, there are child/parent friendly yearly overview jigsaw sheets that can be used in conjunction with either approach which can be found on the Entrust website. We wish to thank the following for their contribution and enthusiasm and acknowledge their hard work: Jay Birmingham Vanessa Brown Karen Lawley Joanne Lewis Nikki Longhurst Ella Price Elizabeth Pursehouse Andrew Roberts Charlotte Ross Sharon Taggart Jayne Tanner Charlotte Tomlinson St. Leonard's CE (VA) Primary School, Wigginton Entrust Mathematics team Entrust Mathematics team Dosthill Primary School Florendine Primary School Ankermoor Primary School Coton Green Primary School Flax Hill Community Junior School Longwood Primary School St. Gabriel's Catholic Primary School Coton Green Primary School St. Elizabeth's Catholic Primary School Entrust Mathematics team July 2015 Entrust Support Services Limited. Registered office: Kingston Centre, Fairway, Stafford, ST16 3TW. Registered in England No
4 Mathematics Assessment Age Related Progression Grids This approach considers four different stages of progression: Beginner, Developing, Secure and Deepening. This is to aid teachers in making accurate judgements when assessing learners progress and attainment. These assessment grids will accurately judge the achievements of a range of learners abilities within a year group. Learners who are assessed to have met age related expectations will be judged to be secure. It is the decision of individual schools as to the percentage of objectives that they would deem a learner needs in order to ensure judged as secure in their year group expectations. These grids can also be used in conjunction with other assessment tools. The amount/number of objectives within each category would allow teachers to make a judgement as to whether a learner is: Beginner Beginner + Developing Developing + Secure Secure + Deepening You may like to consider the following as a guide: Stage % of objectives required Beginning Up to 15% Beginning % Developing 3145% Developing % Secure 6180/85% (at school's discretion) Deepening 100% Entrust Support Services Limited. Registered office: Kingston Centre, Fairway, Stafford, ST16 3TW. Registered in England No
5 Suggestions for using age related progression grids: As a Planning Tool To ensure clear differentiation and progressive steps towards age related expectations. To enable challenge for more able learners to deepen understanding and reasoning skills. Individual grids can be used to highlight gaps for a particular learner/group of learners. As Teacher Assessment To be completed for each learner individually/ability groups where statements are highlighted once objectives are achieved. To be used to aid the creation of Steps to Learning/Success criteria/progress arrows to selfassess so that learners understand their next steps and how they can progress in different areas of Mathematics. To be highlighted in different colours termly/half termly to show progression and/or coverage Moderation To be used in the same way as historical APP grids to assess groups of learners/all learners individually. To be highlighted termly to show progression. To be used to support teacher judgements by dating with evidence in books. To be used when moderating with Mathematics leaders, across phase groups, whole school and clusters.
6 Year 1 Beginning Developing Secure Deepening Number and Place Value Continue to count from any number to 100. Continue counting forwards and backwards to 100 from any given number. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100. Count and read numbers to 100 in numerals. Write numbers to 100 in numerals Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s Recognise simple patterns of multiples e.g. Multiplies of 5 always end in a 0 or 5 and odd and even numbers. Order numbers correctly to 50. Say a number that is 1 more or 1 less to 50 Given a number, identifies 1 more and 1 less. Be able to solve and begin to explain a word problem where 1 more or less is needed for the answer without counting. Identify numbers using objects and use the language of: more than, less than (fewer), most, least Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Be able to show if a number is bigger or smaller than another by positioning them on a blank number line. Read and write number words from Read and write number words from Read and write numbers from 1 to 20 in numerals and words. Be able to read number words in a simple Maths word problem.
7 Year 1 Beginning Developing Secure Deepening Addition and Subtraction Understand the vocabulary related to addition (+), subtraction ( ) and equals (=) signs. Use the correct vocabulary when reading and interpreting a simple number sentence. Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs. Be able to find the missing operation in a subtraction or addition mathematical statement. Represent and use number bonds and related subtraction facts within 10. Add two 1digit numbers. Solve onestep problems that involve addition and subtraction, using concrete objects. Represent and use number bonds and related subtraction facts within 15. Add a onedigit number to a twodigit number Subtract a onedigit number from a 2 digit number Solve onestep problems that involve addition and subtraction, using pictorial representations. Begin to work out the value of a missing number Represent and use number bonds and related subtraction facts within 20. Add and subtract onedigit and twodigit numbers to 20, including 0. Solve onestep problems that involve addition and subtraction, using concrete objects and pictorial representations, and solve missing number problems such as 7 =? 9 Memorise and reason with number bonds to 10 and 20 in several forms e.g = 16, 169 = 7, 7 = 16 9 and realise the effect of adding or subtracting 0. Confidently and accurately add and subtract two 2digit numbers up to 20 Record work using +  and = symbols and explain why it is used for a given problem
8 Year 1 Beginning Developing Secure Deepening Multiplication and Division Recognise a pattern counting in 2s. Know doubles to double 5. Know doubles to double 10. Recognise a pattern counting in 10s. Group objects in 2s, 10s and 5s for counting. Solve onestep problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Make connections between arrays, number patterns and counting in 2s, 5s and 10s. Year 1 Beginning Developing Secure Deepening Fractions Recognise, find and name a half as 1 of 2 equal parts of a shape. Find half of a quantity less than 10. Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity. Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity. Use halves to solve problems using shapes, objects and quantities and begin to explain my reasoning. Recognise, find and name a quarter as 1 of 4 equal parts of a shape. Recognise, find and name a quarter as 1 of 4 equal parts of an object or shape. Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity. Use quarters to solve problems using shapes, objects and quantities and begin to explain my reasoning.
9 Year 1 Beginning Developing Secure Deepening Measurement Use everyday language to talk about size, weight, capacity, position, distance, time and money. Compare quantities and objects and solve problems Begin to use the correct mathematical language for measurement when comparing quantities and objects Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] Begin to use common standard units of measurement when comparing and using different quantities and objects Begin to recognise standard measures when using measuring tools such as a ruler, weighing scales and containers Use everyday language to talk about size, weight, capacity, position, distance, time and money. Use and compare different types of quantities and measures using nonstandard units Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) recognise and know the value of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Show and explain my thinking when solving simple measurement problems e.g. how much I have left if I have 80p and I spend 10p guessing the name of the bear at the school fair, without counting in 1s Know that each day has a different name Know what month their birthday is in Say the days of the week in order Begin to name some of the months Recognise and use language relating to dates, including days of the week, weeks, months and years Answer simple questions related to the order of the days of the week, months and years
10 Begin to recognise and use the vocabulary of time Begin to understand that an hour is longer than a minute Know a clock has an hour and a minute hand Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times Begin to compare and sequence intervals of time e.g. the school day Year 1 Beginning Developing Secure Deepening Geometry  Properties of Shape Explore the characteristics of everyday 2D objects and shapes and use mathematical language to describe them. Use mathematical language to describe common 2D shapes. Recognise and name common 2D shapes, including: 2D shapes [for example, rectangles (including squares), circles and triangles] Recognise 2D shapes in different orientations and sizes and explain why rectangles and triangles are not always similar to others. Explore the characteristics of everyday 3D objects and shaped and use mathematical language to describe them. Use mathematical language to describe common 3D shapes. Recognise and name common 3D shapes, including: 3D shapes [for example, cuboids (including cubes), pyramids and spheres] Recognise 3D shapes in different orientations and sizes and explain why cuboids and pyramids are not always similar to others. Year 1 Beginning Developing Secure Deepening Geometry Position and Direction Recognise, create and describe patterns. Use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside. Describe position, direction and movement, including whole, half, quarter and threequarter turns Make whole, half, quarter and threequarters turn in both directions and connect turning clockwise and anticlockwise with movement on a clock face.
11 Year 2 Beginning Developing Secure Deepening Number and Place Value Count in different multiples of 2 s, 5 s and 10 Count in steps of 2, 3, 5 and 10 from 0 forwards. Count in steps of 2, 3, 5 and 10 from 0, forwards and backwards. Recognise and identify a multiple of 2, 5 and 10 of any given number. Understand that a two digit number is made up of tens and ones. Partition a 2 digit number using Dienes apparatus and pictorial representations Recognise the place value of each digit in a twodigit number (tens, ones) Recognise and understand the place value of each digit in a threedigit number (hundreds, tens, ones) Estimate number of objects to 20. Identify, represent and estimate numbers up to 20 using different representations, including the number line. Identify, represent and estimate numbers using different representations, including the number line for numbers up to 100. Accurately estimate numbers on an empty line and explain why they have placed my number in that position. Compare and order numbers of objects to 20. Compare and order numbers up to 100 Compare and order numbers from 0 up to 100; use <, > and = signs Solve problems using <, > and = signs numbers up to 100 and explain my reasoning. Read and write numbers from 120 in numerals and words. Read and write numbers to at least 50 in numerals and words. Read and write numbers to at least 100 in numerals and words. Read numbers correctly in words when solving a mathematical problem. Use pictorial representations to solve problems involving number facts. Use number facts to solve problems. Use place value and number facts to solve problems Explain the method I have used and how the problem was solved and why the answer is correct.
12 Year 2 Beginning Developing Secure Deepening Addition and Subtraction Solve simple problems with addition and subtraction using pictorial representations Solve problems with addition and subtraction using the correct operation Solve problems with addition and subtraction applying my increasing knowledge of mental and written methods. Solve a simple 2step problem with addition and subtraction and explain the steps they have taken to solve it. Derive addition and subtraction facts up to 20 e.g. counting on using a number line, using objects Recall and use addition and subtraction facts to 20 Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 Use fluent recall of subtraction and addition facts to support mental calculations. Add and subtract numbers using concrete objects and pictorial representations. Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a twodigit number and 1s a twodigit number and 10s Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a twodigit number and 1s a twodigit number and 10s 2 twodigit numbers adding 3 onedigit numbers Use a written method to add and subtract two 2 digit numbers from 2 digit numbers. Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs Know that in addition the answer is more and I know that in subtraction the answer is less. Show that addition of 2 numbers can be done in any order (commutative) and know that subtraction of 1 number from another cannot. Understand that numbers can be rearranged in a number sentence to make a calculation easier to solve. Recognise and use the inverse relationship between addition and subtraction with apparatus Recognise and use the inverse relationship between addition and subtraction and use this to check calculations Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems Be able to make 2 correct additions and 2 subtractions using 2 digit numbers.
13 Year 2 Beginning Developing Secure Deepening Multiplication and Division Understand that when multiplying I can use repeated addition on a number line and arrays to show understanding. When dividing I can use repeated subtraction and sharing/grouping using concrete apparatus. Know and use the 2,5 and 10 times tables in order Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. IUse commutativity and inverse relations to develop multiplicative reasoning e.g. 4 X 5 = 20 and 20 5 = 4 Calculate mathematical statements for multiplication and division for 2s and 10s and recognise multiplication ( ), division ( ) and equals (=) signs Recognise multiplication ( ), division ( ) and equals (=) signs and calculate mathematical statements for multiplication and division for 2s, 10s and 5s Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) signs Select the correct operation for a problem using multiplication and division Make an array to support multiplication and division. Read, write and interpret mathematical statements involving multiplication(x), division ( ) and equals (=) signs Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot Recognise and use the inverse relationships between multiplication and division Solve onestep problems involving multiplication and division using objects, pictorial representations and arrays with support Solve onestep problems involving multiplication and division using objects, pictorial representations and arrays. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts Show and explain how knowing a multiplication fact helps me to solve a division word problem and record related number sentences
14 Year 2 Beginning Developing Secure Deepening Fractions Recognise, find, name and write fractions ¼ and of a length or shape Recognise, find, name and write fractions ⅓ ¼, and ¾ of a length, shape or set of objects Recognise, find, name and write fractions ⅓ ¼, and ¾ of a length, shape, set of objects or quantity Solve and explain how to use fractions when solving problems using shape, objects and quantities Write simple fractions e.g. ½ of 6 = 3 Recognise the equivalence of and ½ Write simple fractions e.g. ½ of 6 = 3 and recognise the equivalence of and ½ Count in halves and quarters up to 10 on a numberline and begin to understand the concept of fractions as numbers
15 Year 2 Beginning Developing Secure Deepening Measurement Begin to choose and use appropriate standard units to estimate and measure length/height,(m/cm); mass (kg/g); temperature ( C); capacity (litres/ml, using rulers, scales, thermometers and measuring vessels with support Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels with increasing accuracy Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels I can compare and order lengths, mass, volume/capacity and record the results using >, < and = Add and subtract different measures to help me solve and explain a problem Recognise that different things cost different amounts of money Recognise and know the value of different denominations of coins and notes Recognise and use symbols for pounds ( ) and pence (p); combine amounts to make a particular value Solve and explain problems involving addition and subtraction of money of the same unit, including giving change Find different combinations of coins that equal the same amounts of money Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Write and tell the time to the hour, half past and quarter past and draw the hands on a clock face to show these times Write and tell the time to the hour, half past and quarter past and quarter to and draw the hands on a clock face to show these times Write and tell the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times Solve and explain simple problems involving time using a numberline Know the number of minutes in an hour and the number of hours in a day
16 Year 2 Beginning Developing Secure Deepening Geometry  Properties of Shape Begin to identify and describe the properties of 2D shapes, including the number of sides using the correct vocabulary Name a variety of common 2D shapes with an increasing use of correct vocabulary Identify and describe the properties of 2D shapes, including the number of sides, and line symmetry in a vertical line Compare and sort common 2D and everyday objects Compare and sort a wide variety of 2D shapes according to their properties and use precise vocabulary when explaining (including quadrilaterals and polygons) Begin to identify and describe the properties of 3D shapes, including the number of edges, vertices and faces with prompts or support. Name a variety of common 3D shapes with an increasing use of correct vocabulary Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces Compare and sort common 3D shapes and everyday objects Compare and sort a wide variety of 3D shapes according to their properties and use precise vocabulary when explaining (including prisms) Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
17 Year 2 Beginning Developing Secure Deepening Geometry  position and direction Continue a mathematical repeating pattern or sequence Use mathematical vocabulary to describe position, Make a mathematical repeating pattern or sequence Use mathematical vocabulary to describe direction and movement including distinguishing between rotation as a turn Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anticlockwise) Work with patterns of shapes and predict what will come next. Understand the concept and language of angles (right angles) to describe turn by applying rotations, including in practical contexts Year 2 Beginning Developing Secure Deepening Statistics Recognise simple pictograms, tally charts, block diagrams and tables. Recognise simple pictograms, tally charts, block diagrams and tables. Recognise simple pictograms, tally charts, block diagrams and tables. Recognise simple pictograms, tally charts, block diagrams and tables. Begin to ask questions about simple pictograms, tally charts, block diagrams and tables. Be able to ask questions about simple pictograms, tally charts, block diagrams and tables. Be able to ask questions about simple pictograms, tally charts, block diagrams and tables. Be able to ask more complex questions about simple pictograms, tally charts, block diagrams and tables.
18 Year 3 Beginner Developing Secure Deepening Count in steps of 2, 3, 5 and 10 from any number forward and backwards. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number Find 10 more or less than a given number and 100 more than a given number Number and place value Count from 0 in multiples of 4, 8, 50 and 100; Find 10 or 100 more or less than a given number Count from 0 in multiples of 6, 25 and 1000 Recognise the place value of each digit in a twodigit number Start to recognise the place value of each digit in a threedigit number (hundreds, tens, ones) Recognise the place value of each digit in a threedigit number (hundreds, tens, ones) Recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens, ones) Compare and order numbers up to 100 Compare numbers up to 1000 Compare and order numbers up to 1000 Compare and order numbers beyond 1000 Identify, represent and estimate numbers up to 100 using different representations Identify, represent and estimate numbers up to 500 using different representations Identify, represent and estimate numbers up to 1000 using different representations Identify, represent and estimate numbers beyond 1000 using different representations Read and write numbers to at least 1000 in numerals and in words Read and write numbers up to 1000 in numerals Read and write numbers up to 1000 in numerals and in words Read and write numbers beyond up to 10,000 in numerals and in words Solve number problems and practical problems involving the ideas above Solve number problems and practical problems involving the ideas above Solve number problems and practical problems involving the ideas above Solve number problems and practical problems involving the ideas above
19 Year 3 Beginner Developing Secure Deepening Add and subtract numbers mentally, including: a twodigit number and ones a twodigit number and tens a twodigit number and hundreds Add and subtract numbers mentally, including: a threedigit number and ones a threedigit number and tens Addition and subtraction Add and subtract numbers mentally, including: a threedigit number and ones a threedigit number and tens a threedigit number and hundreds Pupils continue to practise both mental methods for addition and subtraction with increasingly large numbers Record addition and subtraction in columns to support place value Add and subtract numbers with up to two digits, using formal written methods of columnar addition and subtraction Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Add and begin to subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Use the inverse relationship between addition and subtraction to check calculations Start to estimate the answer to a calculation and use inverse operations to check answers Estimate the answer to a calculation and use inverse operations to check answers on a regular basis Use inverse operations to check answers to a calculation with numbers up to 4 digits. Solve missing number problems Solve problems, including missing number problems, using number facts and place value. Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Begin to solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why.
20 Year 3 Beginner Developing Secure Deepening Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables Recall and use multiplication and division facts for the 3 and 4 multiplication tables Multiplication and Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Recall and use multiplication and division facts for the 3, 4, 6 and 8, 9 and 11 multiplication tables Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication, division and equals signs. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental methods Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental and formal written methods Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. Confidently solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.
21 Year 3 Beginner Developing Secure Deepening Count up to 10 in halves and quarters Write simple fractions of numbers for example ½ of 6=3 Count up in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 Recognise, find and write fractions of a discrete set of objects: unit fractions with small denominators Fractions Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators Count up in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten and use these in a growing variety of problems. Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with larger denominators and use these in a growing variety of problems. Recognise and use fractions as numbers: unit fractions with small denominators Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators Recognise and use fractions as numbers: unit fractions and nonunit fractions with larger denominators and use these in a growing variety of problems. Recognise the equivalence of 2 4 and 1 2 Recognise the equivalence of halves, quarters, fifths and tenths. Recognise and show, using diagrams, equivalent fractions with small denominators Recognise and show, using diagrams, families of equivalent fractions and use these in a growing variety of problems. Recognise that if you add 2 halves together or 4 quarters together they add up to 1. Compare and order fractions with the same denominators Solve problems that involve all of the above Add fractions with the same denominator within one whole Compare and order fractions with the same denominators and compare unit fractions Solve problems that involve all of the above Add and subtract fractions with the same denominator within one whole Compare and order unit fractions, and fractions with the same denominators Solve problems that involve all of the above Add fractions with the same denominator beyond one whole and use these in a growing variety of problems. Begin to recognise there is equivalence between fractions and decimals. Solve problems that involve all of the above
22 Year 3 Beginner Developing Secure Deepening Measurement Estimate and measure lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Be able to find the perimeter of squares and rectangles drawn on squared paper by counting Add and subtract simple amounts of money using the support of practical apparatus Tell and write the time from an analogue clock to the nearest quarter of an hour Estimate and read time with increasing accuracy to the nearest quarter of an hour; record and compare time in terms of hours and o clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of minutes in an hour Measure and compare lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Measure the perimeter of squares, rectangles and triangles Add and subtract amounts of money to give change, using practical apparatus if needed Tell and write the time from an analogue clock, including using Roman numerals from I to XII, to the nearest five minutes Estimate and read time with increasing accuracy to the nearest five minutes; record and compare time in terms of seconds, minutes, hours and o clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight Know the number of seconds in a minute, the number of minutes in an hour and the number of days in each month. Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Measure the perimeter of simple 2D shapes Add and subtract amounts of money to give change, using both and p in practical contexts Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12hour and 24hour clocks Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year I can measure and compare, selecting the appropriate tools and units; add and subtract using mixed units and equivalence of units e.g. 75cm and ½ m I can measure and calculate the perimeter of simple 2D shapes accurately I can add and subtract amounts of money including mixed units and give change in manageable amounts I can confidently apply knowledge of time, including using Roman numerals, 12hour and 24hour, to a wide range of practical contexts; convert between 12 hour and 24hour clocks Estimate and read time with accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and days; Confidently use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight Know and apply knowledge of the number of seconds in a minute and the number of days in each month, year and leap year to a wide range of applications Compare durations of events given in seconds or minutes Compare durations of events that involve simple conversion Compare durations of events, for example to calculate the time taken by particular events or tasks. Confidently compare durations of events given in a range of formats
23 Year 3 Beginner Developing Secure Deepening Geometry  Properties of shape Draw 2D shapes and make 3D shapes using modelling materials with support Recognise that angles are a description of a turn with support Draw 2D shapes and make 3D shapes using modelling materials; begin to recognise 3D shapes in different orientations Recognise that angles are a description of a turn Draw 2D shapes and make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them. Recognise that angles are a property of shape or a description of a turn Describe, with appropriate vocabulary, the properties of 2 D and 3D shapes, when presented in a range of formats, using my knowledge of lengths and angles Recognise that angles are a property of shape or a description of a turn and can be measured in degrees or as a fraction both clockwise and anticlockwise Identify right angles, and when prompted, recognise that two right angles make a halfturn and four a complete turn Identify horizontal and vertical lines Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn Identify horizontal and vertical lines and begin to identify parallel lines. Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Demonstrate secure understanding that two right angles = 180 = ½ turn and three right angles = 270 = ¾ turn; Classify angles according to their size Apply knowledge of horizontal, vertical, parallel and perpendicular lines to shape using correct mathematical vocabulary
24 Year 3 Beginner Developing Secure Deepening Statistics Interpret and present data using pictograms, tables and block graphs Interpret and present data using pictograms, tables and bar charts with simple scales. Interpret and present data using bar charts, pictograms and tables Interpret and compare data presented in different formats, deriving simple conclusions Solve simple onestep and twostep questions using information presented in simple block charts, pictograms and tables with support Solve onestep and twostep questions using information presented in simple bar charts, pictograms and tables Solve onestep and twostep questions such as How many more? and How many fewer? using information presented in scaled bar charts and pictograms and tables. Solve increasingly complex multistep questions deriving information from a range of charts and justify my solutions
25 Year 4 Beginner Developing Secure Exceeding Number and place value Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number Begin to count in multiples of 6, 7, 9, 25 and 1000 recalling the first 5 in the sequence and 10x Count in multiples of 6,7,9,25 and 1000 Apply counting to decimals and multiples of 10 eg. 0.6, 70, 900 Read and write numbers up to 1000 in numerals and in words Read and write numbers up to 9999 in numerals and words Find 1000 more or less than a given number Find multiples of 1000 and 10,000 more or less than a given number, including in the context of problems. Recognise the place value of each digit in a threedigit number (hundreds, tens, ones) Understand how negative numbers are used in everyday life Count backwards through zero to include negative numbers Recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens, and ones) Count forwards and backwards from numbers below zero, including in the context of problems. Recognise the place value of each digit in a fivedigit number (ten thousands, thousands, hundreds, tens, and ones), including in the context of problems. Compare and order numbers up to 1000 Round any number to the nearest 10 Round any number to the nearest 10 or 100. Order and compare numbers beyond 1000 Round any number to the nearest 10, 100 or 1000 Order and compare numbers up to 10,000, including in the context of problems. Round any number to the nearest 10, 100, 1000 and 10,000, including rounding to solve division problems and also using rounding to approximate. Solve number problems and practical problems. Solve number and practical problems that involve some of the above and with increasingly large positive numbers Solve number and practical problems that involve all of the above and with increasingly large positive numbers Solve number and practical problems that involve all of the above and with increasingly large positive numbers, that use an increasing number of steps and greater complexity Read Roman numerals to 10 (I to X) Know the key Roman numerals up to 100 (I=1, X=10, L=50 and C=100) Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value Read and write Roman numerals to 100 (I to C)
26 Year 4 Beginner Developing Secure Exceeding Addition and subtraction Add and subtract numbers with up to 3 digits using the formal written methods of columnar addition and subtraction where appropriate Add and begin to subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Add and subtract numbers beyond 4 digits using the formal written methods of columnar addition and subtraction where appropriate Estimate the answer to a calculation with numbers up to three digits. Use inverse operations to check answers to a calculation with numbers up to 4 digits. Estimate and use inverse operations to check answers to a calculation up to 4 digits. Estimate whether the answer is sensible and explain reasoning. Explain whether the last digit in an answer is mathematically correct. Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction Begin to solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why. Solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why. Solve addition and subtraction twostep problems efficiently in contexts, deciding which operations and methods to use and explaining choice of method,
27 Year 4 Beginner Developing Secure Exceeding Multiplication and Division Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Recall and use multiplication and division facts for the 3, 4, 6 and 8, 9 and 11 multiplication tables Recall multiplication and division facts for multiplication tables up to Recall multiplication and division facts for multiplication tables up to with speed Use place value, known and derived facts for 2,3,4,5,8 and10 and including multiplying by 0 and 1 and dividing by 1; Use place value, known and derived facts for 2,3,4,5,6,8,9,10 and 11 including multiplying by 0 and 1; dividing by 1; multiplying together three numbers Use place value, known and derived facts to multiply and divide mentally with numbers up to 12x12, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers Use place value, known and derived facts to multiply and divide mentally with numbers greater than 12x12, including multiplying together three or more numbers Recognise what factor pairs are. Recognise some numbers have different numbers of factors. Find factor pairs for increasingly larger numbers Recognise and use factor pairs and commutativity in mental calculations Find all factor pairs of a number and find multiples. Begin to multiply twodigit numbers a onedigit number using formal written layout Multiply twodigit and threedigit numbers by a onedigit number using formal written layout Multiply twodigit and threedigit numbers by a onedigit number using formal written layout consistently. Multiply twodigit digit by twodigit number using formal written layout. Solve problems involving multiplying and adding, including using the distributive laws to multiply two digit numbers by one digit number. Solve problems involving multiplying and adding, including using the associative and distributive laws to multiply two digit numbers by one digit number. Solve problems involving multiplying and adding, including using the associative and distributive laws to multiply two digit numbers by two digit number. Solve scaling problems using multiplication Solve scaling problems using multiplication and division Solve integer scaling problems and harder correspondence problems Solve increasingly complex integer scaling problems and harder correspondence problems
28 Year 4 Beginner Developing Secure Exceeding Fractions Recognise and show, using diagrams, equivalent fractions with small denominators Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators Add and subtract fractions with the same denominator within one whole Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators Compare and order unit fractions, Solve simple measure problems involving fractions within one whole Recognise and show, using diagrams, families of equivalent fractions for ½ and ¼ Count up in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Find the effect of dividing a one or twodigit number by 10, identifying the value of the digits in the answer as ones and tenths. Understand what one decimal place means. Solve problems involving fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number Add fractions with the same denominator beyond one whole Recognise and write decimal equivalents of any number of tenths Recognise and write decimal equivalents to ½ and ¼ Compare numbers with the same number of decimal places up to one decimal place Solve simple measure and money problems involving fractions and decimals to one decimal places. Recognise and show, using diagrams, families of common equivalent fractions Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths Round decimals with one decimal place to the nearest whole number Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number Add and subtract fractions with the same denominator beyond one whole Recognise and write decimal equivalents of any number of tenths or hundredths Recognise and write decimal equivalents to ½ ¼ and ¾ Compare numbers with the same number of decimal places up to two decimal places Solve simple measure and money problems involving fractions and decimals to two decimal places. Recognise and show, using diagrams, families of common equivalent fractions and simplify where necessary. Count up and down quickly and confidently in tenths and hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Recognise and use thousandths Round decimals with two decimal places to the nearest whole number Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number or a fraction. Solve increasingly complex problems add and subtract fractions with the same denominator beyond one whole Recognise and use thousandths and relate them to tenths and hundredths Read and write decimal numbers up to one decimal place as fractions e.g. 0.4 = 4/10 Compare and order numbers with the same number of decimal places up to two decimal places and beyond Solve simple problems involving number up to two decimal places. Use decimal equivalences of ½, ¼ and ¾
29 Year 4 Beginner Developing Secure Deepening Measurement Convert between different units of measure resulting in integer answers when prompted Begin to experience a wider range of conversions for measure and time Convert between different units of measure [for example, kilometre to metre; hour to minute] Be fluent in converting between different units of measure without prompts Measure the perimeter of simple 2D shapes and begin to calculate the perimeter when prompted Calculate the perimeter of simple 2D shapes with support Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Measure and calculate the perimeter of rectilinear shapes with accuracy Make different shapes using squares and begin to record solutions on squared paper Make different shapes using squares and record solutions on squared paper; begin to associate these diagrams with area Find the area of rectilinear shapes by counting squares Begin to explore the perimeter of rectilinear shapes in centimetres and metres Measure and compare different measures, including money in pounds and pence Begin to estimate different measures, including money in pounds and pence with support Estimate, compare and calculate different measures, including money in pounds and pence Estimate, with increasingly accuracy, different measures, including money in pounds and pence; calculate different measures, including money in pounds and pence confidently Write and tell the time from analogue clocks; 12 and 24 hour clocks with confidence Begin to convert time between analogue and digital 12 and 24hour clocks with support Read, write and convert time between analogue and digital 12 and 24hour clocks Be fluent in reading, writing and converting between analogue and digital clocks and begin to apply these skills to different situations Begin to solve simple problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days with prompts Solve simple problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Solve increasingly complex problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days without prompts
30 Year 4 Beginner Developing Secure Deepening Geometry properties of shapes Compare and sort geometric shapes, including quadrilaterals and triangles Confidently identify right angles without being prompted; begin to compare and order angles up to two right angles by size Compare and classify geometric shapes, based on their properties and sizes with support Confidently identify whether an angle is less or greater than a right angle and begin to use the language of acute and obtuse when prompted Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Identify acute and obtuse angles and compare and order angles up to two right angles by size Explain and justify the classification of geometric shapes using correct mathematical vocabulary. Confidently identify acute and obtuse angles using correct mathematical vocabulary. Begin to identify lines of symmetry in simple 2D shapes presented in different orientations Identify lines of symmetry in 2D shapes presented in different orientations when prompted Identify lines of symmetry in 2D shapes presented in different orientations Identify all lines of symmetry in increasingly complex 2D shapes Begin to complete a simple symmetric figure with respect to a horizontal or vertical line of symmetry Confidently complete a simple symmetric figure with respect to a horizontal or vertical line of symmetry and begin to complete figures with a specific line of symmetry Complete a simple symmetric figure with respect to a specific line of symmetry. Complete increasingly complex symmetric figure with respect to a specific line of symmetry.
Primary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of MathUSee Program
Alignment of s to the Scope and Sequence of MathUSee Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The MathUSee levels do not address
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in MathUSee
More informationMissouri Mathematics GradeLevel Expectations
A Correlation of to the Grades K  6 G/M223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technologysupported
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationWelcome to Year 2. The New National Curriculum
Welcome to Year 2 The New National Curriculum Literacy Reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 57_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationMeasurement. Time. Teaching for mastery in primary maths
Measurement Time Teaching for mastery in primary maths Contents Introduction 3 01. Introduction to time 3 02. Telling the time 4 03. Analogue and digital time 4 04. Converting between units of time 5 05.
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (NonCalculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (NonCalculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade  2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten5 utilize a
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationKS1 Transport Objectives
KS1 Transport Y1: Number and Place Value 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 in numerals; count in multiples
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationDMA CLUSTER CALCULATIONS POLICY
DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETTPACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles
More informationUsing Proportions to Solve Percentage Problems I
RP71 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationTable of Contents. Development of K12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationSouth Carolina College and CareerReady Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents
More informationPreAlgebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus PreAlgebra A Course Overview PreAlgebra is a course designed to prepare you for future work in algebra. In PreAlgebra, you will strengthen your knowledge of numbers as you look to transition
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationRIGHTSTART MATHEMATICS
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart
More informationLLD MATH. Student Eligibility: Grades 68. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 68 Credit Value:
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationAssessment Requirements: November 2017 Grade 5
1 Assessment Requirements: November 2017 Grade 5 Your son starts his exams on 15 November 2017 Please ensure that he has the following at school EVERY DAY during the assessment week: A complete pencil
More informationOhio s Learning StandardsClear Learning Targets
Ohio s Learning StandardsClear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number +  x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationIMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA
IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonﬁction
More informationGrade 5 COMMON CORE STANDARDS
Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 880 Local: 881900 Fax: 8814 1 Kirkham
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More informationInvestigate the program components
Investigate the program components ORIGO Stepping Stones is an awardwinning core mathematics program developed by specialists for Australian primary schools. Stepping Stones provides every teacher with
More informationObjective: Add decimals using place value strategies, and relate those strategies to a written method.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice
More informationGrade 5 + DIGITAL. EL Strategies. DOK 14 RTI Tiers 13. Flexible Supplemental K8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 14 RTI Tiers 13 1520 Minute Lessons Assessments Consistent with CA Testing Technology
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationAlgebra 1 Summer Packet
Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia MoyerPackenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia MoyerPackenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationMODULE FRAMEWORK AND ASSESSMENT SHEET
MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for
More informationBENCHMARK MA.8.A.6.1. Reporting Category
Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationFractionWorks Correlation to Georgia Performance Standards
Cheryl Keck Educational Sales Consultant Phone: 8004455985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
21 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationGenevieve L. Hartman, Ph.D.
Curriculum Development and the TeachingLearning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current
More informationEnglish. summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
English Upper Spoken Language (Years 1 to 6) listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationFlorida Mathematics Standards for Geometry Honors (CPalms # )
A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.GCO.1.1: Know precise definitions of angle, circle, perpendicular
More informationFunctional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7
Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 010 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationPreAP Geometry Course Syllabus Page 1
PreAP Geometry Course Syllabus 20152016 Welcome to my PreAP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationBlocks & Math. Candace Jaruszewicz, Ph.D. College of Charleston
Blocks & Math Block play is nothing new! Plato, Comenius, Pestalozzi: the urge to build is natural to children Locke (1693): learning should be fun S.L. Hill Co. (1858): spelling & ABC blocks Jesse Crandall
More informationHardhatting in a GeoWorld
Hardhatting in a GeoWorld TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationLA LETTRE DE LA DIRECTRICE
LE GRIOT John Hanson French Immersion School 6360 Oxon Hill Road Oxon Hill, MD 20745 3017494780 Dr. Lysianne Essama, Principal MARCH 2008 Le compte à rebours a commencé: Le MSA est là. It does not matter
More informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationClassify: by elimination Road signs
WORK IT Road signs 911 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are:  the shape;  what the message represents.
More informationMGF 1106 Final Exam Review / (sections )
MGF 1106 Final Exam Review / (sections ) Time of Common Final Exam: Place of Common Final Exam (Sections  only):  Those students with a final exam conflict (with another
More informationGCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)
GCSE Mathematics A General Certificate of Secondary Education Unit A503/0: Mathematics C (Foundation Tier) Mark Scheme for January 203 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA)
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.
MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More informationMathematics Assessment Plan
Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,
More informationBackwards Numbers: A Study of Place Value. Catherine Perez
Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS
More informationTABE 9&10. Revised 8/2013 with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013 with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01 INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationCommon Core Standards Alignment Chart Grade 5
Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4
More informationDeveloping a concretepictorialabstract model for negative number arithmetic
Developing a concretepictorialabstract model for negative number arithmetic Jai Sharma and Doreen Connor Nottingham Trent University Research findings and assessment results persistently identify negative
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationBuild on students informal understanding of sharing and proportionality to develop initial fraction concepts.
Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction
More informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More informationChapter 4  Fractions
. Fractions Chapter  Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More informationASSESSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and
More information