1. The learner will participate in simple mathematical activities |
1.1 I can use mathematics as an integral part of classroom activities [1] |
1.2 I can represent my work with objects or pictures [2] |
1.3 I can discuss what I am doing [3] |
1.4 I can recognise and use a simple pattern or relationship [4] |
1. The learner will initiate mathematical activities and use mathematical techniques when explaining outcomes |
1.1 I can select the mathematics to use in some classroom activities [6] |
1.2 I can discuss my work using mathematical language [7] |
1.3 I can explain my work using symbols and simple diagrams to help [8] |
1.4 I can explain why an answer is correct [9] |
1. The learner will solve mathematical problems, organise their work and discuss and interpret mathematical rules |
1.1 I can try different approaches to solve problems [11] |
1.2 I can organise my work and check results [12] |
1.3 I can explain what I think when discussing mathematics [13] |
1.4 I can use and interpret mathematical symbols and diagrams [14] |
1.5 I can match specific examples to a general mathematical statement [15] |
1. The learner will solve straightforward mathematical problems, independently |
1.1 I can develop a strategy for solving practical mathematical problems [17] |
1.2 I can solve problems with a calculator [18] |
1.3 I can solve problems without a calculator [19] |
1.4 I can check my results are reasonable by considering the context or the size of the numbers [20] |
1.5 I can find patterns and relationships [21] |
1.6 I can present information and results in a clear and organised way [22] |
1.7 I can search for a solution to a problem by trying my own ideas [23] |
1. The learner will use a range of mathematical techniques to explore mathematical situations, carrying out tasks and working on problems, arriving at safe solutions and presenting them in a way that is plausible to other people |
1.1 I can identify the mathematical aspects of a task [25] |
1.2 I can obtain necessary information to solve a problem [26] |
1.3 I can calculate accurately, using ICT where appropriate [27] |
1.4 I can check my working and results to make sure they are sensible [28] |
1.5 I can describe situations mathematically using symbols, words and diagrams [29] |
1.6 I can draw simple conclusions explaining my reasoning [30] |
1. The learner will carry out substantial mathematical projects, using analysis to solve complex problems communicating methods and outcomes and relating them to standard mathematical conventions |
1.1 I can analyse a problem independently and systematically, breaking it down into smaller, more manageable tasks [32] |
1.2 I can interpret and synthesise information presented in a variety of mathematical forms [33] |
1.3 I can discuss mathematical information and relate derived information to the original context [34] |
1.4 I can explain my mathematical diagrams orally and in writing [35] |
1.5 I can justifify the outcomes to problems that are new to me [36] |
1. The learner will explore mathematical models, including those represented in digital systems, demonstrating an understanding of mathematical form and its relationship with empirical data |
1.1 I can find invariance in one aspect of a problem when another changes [38] |
1.2 I can set up a mathematical model in a digital systems [39] |
1.3 I can progressively refine or extend the mathematics I use to present my work [40] |
1.4 I can give reasons for my choice of mathematical presentation and explain key features [41] |
1.5 I can justify my generalisations, arguments and solutions [42] |
1.6 I can identify equivalence to different problems with similar structures [43] |
1.7 I can identify the difference between mathematical explanation and experimental evidence [44] |
1. The learner will consider the way they employ mathematics to solve problems and communicate ideas and as a result make further progress with their own learning |
1.1 I can develop and follow alternative approaches [46] |
1.2 I can compare and evaluate representations of a situation, introducing and using a range of mathematical techniques [47] |
1.3 I can describe my own lines of enquiry when exploring mathematical tasks [48] |
1.4 I can use mathematical symbols precisely and consistently to communicate meaning to different audiences in a sustained way throughout my work [49] |
1.5 I can examine generalisations or solutions reached in an activity and make further progress in the activity as a result [50] |
1.6 I can comment constructively on the reasoning and logic, the process employed and the results obtained [51] |
1. The learner will reflect critically on their work in order to learn further and apply their wide range of mathematical knowledge to unfamiliar contexts using mathematical language and symbols |
1.1 I can critically evaluate the strategies I adopt to investigate pure mathematics [53] |
1.2 I can critically evaluate the strategies I adopt to solve practical mathematical problems [54] |
1.3 I can explain why different strategies were used, considering the elegance and efficiency of alternative lines of enquiry or procedures [55] |
1.4 I can apply the mathematics I know in a wide range of familiar and unfamiliar contexts [56] |
1.5 I can use mathematical language and symbols effectively in presenting a convincing, reasoned argument [57] |
1.6 I can include mathematical justifications, distinguishing between evidence and proof in mathematical reports [58] |
1.7 I can explain my solutions to problems involving a number of features or variables [59] |
Links
[1] https://theingots.org/community/ncl1u1maux#1.1
[2] https://theingots.org/community/ncl1u1maux#1.2
[3] https://theingots.org/community/ncl1u1maux#1.3
[4] https://theingots.org/community/ncl1u1maux#1.4
[5] https://theingots.org/community/ncl1u1maui
[6] https://theingots.org/community/ncl2u1maux#1.1
[7] https://theingots.org/community/ncl2u1maux#1.2
[8] https://theingots.org/community/ncl2u1maux#1.3
[9] https://theingots.org/community/ncl2u1maux#1.4
[10] https://theingots.org/community/ncl2u1maui
[11] https://theingots.org/community/ncl3u1maux#1.1
[12] https://theingots.org/community/ncl3u1maux#1.2
[13] https://theingots.org/community/ncl3u1maux#1.3
[14] https://theingots.org/community/ncl3u1maux#1.4
[15] https://theingots.org/community/ncl3u1maux#1.5
[16] https://theingots.org/community/ncl3u1maui
[17] https://theingots.org/community/ncl4u1maux#1.1
[18] https://theingots.org/community/ncl4u1maux#1.2
[19] https://theingots.org/community/ncl4u1maux#1.3
[20] https://theingots.org/community/ncl4u1maux#1.4
[21] https://theingots.org/community/ncl4u1maux#1.5
[22] https://theingots.org/community/ncl4u1maux#1.6
[23] https://theingots.org/community/ncl4u1maux#1.7
[24] https://theingots.org/community/ncl4u1maui
[25] https://theingots.org/community/ncl5u1maux#1.1
[26] https://theingots.org/community/ncl5u1maux#1.2
[27] https://theingots.org/community/ncl5u1maux#1.3
[28] https://theingots.org/community/ncl5u1maux#1.4
[29] https://theingots.org/community/ncl5u1maux#1.5
[30] https://theingots.org/community/ncl5u1maux#1.6
[31] https://theingots.org/community/ncl5u1maui
[32] https://theingots.org/community/ncl6u1maux#1.1
[33] https://theingots.org/community/ncl6u1maux#1.2
[34] https://theingots.org/community/ncl6u1maux#1.3
[35] https://theingots.org/community/ncl6u1maux#1.4
[36] https://theingots.org/community/ncl6u1maux#1.5
[37] https://theingots.org/community/ncl6u1maui
[38] https://theingots.org/community/ncl7u1maux#1.1
[39] https://theingots.org/community/ncl7u1maux#1.2
[40] https://theingots.org/community/ncl7u1maux#1.3
[41] https://theingots.org/community/ncl7u1maux#1.4
[42] https://theingots.org/community/ncl7u1maux#1.5
[43] https://theingots.org/community/ncl7u1maux#1.6
[44] https://theingots.org/community/ncl7u1maux#1.7
[45] https://theingots.org/community/ncl7u1maui
[46] https://theingots.org/community/ncl8u1maux#1.1
[47] https://theingots.org/community/ncl8u1maux#1.2
[48] https://theingots.org/community/ncl8u1maux#1.3
[49] https://theingots.org/community/ncl8u1maux#1.4
[50] https://theingots.org/community/ncl8u1maux#1.5
[51] https://theingots.org/community/ncl8u1maux#1.6
[52] https://theingots.org/community/ncl8u1maui
[53] https://theingots.org/community/ncl9u1maux#1.1
[54] https://theingots.org/community/ncl9u1maux#1.2
[55] https://theingots.org/community/ncl9u1maux#1.3
[56] https://theingots.org/community/ncl9u1maux#1.4
[57] https://theingots.org/community/ncl9u1maux#1.5
[58] https://theingots.org/community/ncl9u1maux#1.6
[59] https://theingots.org/community/ncl9u1maux#1.7
[60] https://theingots.org/community/ncl9u1maui