1. The learner will handle arithmetic operations, reading and writing the number symbols and solving practical problems involving up to 10 objects |
1.1 I can count whole numbers to twenty [1] |
1.2 I can put the numbers from one to twenty in order [2] |
1.3 I can add and subtract to solve problems involving up to 10 objects [3] |
1.4 I can read numbers from one to ten and their written names [4] |
1.5 I can write numners from one to ten and their names [5] |
1. The learner will handle arithmetic operations in practical contexts using mental recall and an appreciation that subtraction is the inverse of addition |
1.1 I can count sets of objects reliably with up to 100 objects [7] |
1.2 I can use mental recall of addition and subtraction facts to 10 [8] |
1.3 I can say how many tens and how many units make up a 2 digit number [9] |
1.4 I can identify when to add and when to subtract [10] |
1.5 I can use subtraction to get back to an original number after there has been addition [11] |
1.6 I can work out simple problems involving money and measures in my head [12] |
1.7 I can identify simple sequences of numbers from the properties of the individual numbers [13] |
1. The learner will use the 4 arithmetic operators on integers up to 1000 and mental recall of associated number facts in simple cases. |
1.1 I can add and subtract numbers with 2 digits in my head [15] |
1.2 I can add and subtract numbers with 3 digits using pencil and paper [16] |
1.3 I can recall 2,3,4,5, and 10 times tables [17] |
1.4 I can use my knowledge of multiplication tables to do simple division problems [18] |
1.5 I can identify the size of a number from its place value [19] |
1.6 I can make simple approximations [20] |
1.7 I can identify and write simple decimals and fractions [21] |
1.8 I can identify negative numbers in the contexts of money and temperature [22] |
1.9 I can identify when two fractions are equivalent [23] |
1. The learner will solve number problems using a range of methods including mental and written methods checking results using approximations. They can describe simple mathematical realtionships in words |
1.1 I can multiply and divide whole numbers by 10 or 100 [25] |
1.2 I can use a range of mental methods of computation involving the four operaters [26] |
1.3 I can mentally recall multiplication facts up to 10 x 10 and corresponding division facts [27] |
1.4 I can use efficient written methods of addition and subtraction and of short multiplication and division [28] |
1.5 I can recognise approximate proportions of a whole and use simple fractions and percentages to describe these [29] |
1.6 I can use simple formulae expressed in words [30] |
1. The learner will solve number problems involving fraction, decimals and negative numbers using a range of methods. They can solve simple problems involving ratios and construct simple formulae to describe mathematical relationships. |
1.1 I can multiply and divide whole numbers and decimals [32] |
1.2 I can order, add and subtract negative numbers in context [33] |
1.3 I can use all four operations with decimals to two places [34] |
1.4 I can solve simple problems involving ratio and direct proportion [35] |
1.5 I can calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate [36] |
1.6 I can construct, express in symbolic form and use simple formulae involving one or two operations [37] |
1.7 I can use brackets appropriately [38] |
1.8 I can use and interpret coordinates in all four quadrants [39] |
1. The learner will use a range of techniques to support solving linear equations and mapping algebraic functions with cartesian co-ordinates for paractical purposes |
1.1 I can use trial and improvement methods to order and approximate decimals when solving numerical problems and equations [41] |
1.2 I can evaluate one number as a fraction or percentage of another [42] |
1.3 I can describe and use the equivalences between fractions, decimals and percentages [43] |
1.4 I can calculate using ratios in appropriate situations [44] |
1.5 I can add and subtract fractions by writing them with a common denominator [45] |
1.6 I can find and describe in words the rule for the next term or nth term of a sequence where the rule is linear [46] |
1.7 I can formulate and solve linear equations with whole-number coefficients [47] |
1.8 I can represent mappings expressed algebraically using Cartesian coordinates, interpreting general features [48] |
1. The learner will use a range of analytical mathematical methods to solve increasingly complex mathematical problems involving rational and irrational numbers, graphical methods and quadratic functions |
1.1 I can explain and use rational and irrational numbers [65] |
1.2 I can determine the bounds of intervals [66] |
1.3 I can explain and use direct and inverse proportion [67] |
1.4 I can simplify algebraic expressions [68] |
1.5 I can use rules of indices for negative and fractional values [69] |
1.6 I can express general laws in symbolic form [70] |
1.7 I can find formulae that approximately connect data eg using graphical methods [71] |
1.8 I can solve simultaneous equations in two variables where one equation is linear and the other is quadratic [72] |
1.9 I can solve problems using intersections and gradients of graphs [73] |
Links
[1] https://theingots.org/community/ncl1u2manx#1.1
[2] https://theingots.org/community/ncl1u2manx#1.2
[3] https://theingots.org/community/ncl1u2manx#1.3
[4] https://theingots.org/community/ncl1u2manx#1.4
[5] https://theingots.org/community/ncl1u2manx#1.5
[6] https://theingots.org/community/ncl1u2mani
[7] https://theingots.org/community/ncl2u2manx#1.1
[8] https://theingots.org/community/ncl2u2manx#1.2
[9] https://theingots.org/community/ncl2u2manx#1.3
[10] https://theingots.org/community/ncl2u2manx#1.4
[11] https://theingots.org/community/ncl2u2manx#1.5
[12] https://theingots.org/community/ncl2u2manx#1.6
[13] https://theingots.org/community/ncl2u2manx#1.7
[14] https://theingots.org/community/ncl2u2mani
[15] https://theingots.org/community/ncl3u2manx#1.1
[16] https://theingots.org/community/ncl3u2manx#1.2
[17] https://theingots.org/community/ncl3u2manx#1.3
[18] https://theingots.org/community/ncl3u2manx#1.4
[19] https://theingots.org/community/ncl3u2manx#1.5
[20] https://theingots.org/community/ncl3u2manx#1.6
[21] https://theingots.org/community/ncl3u2manx#1.7
[22] https://theingots.org/community/ncl3u2manx#1.8
[23] https://theingots.org/community/ncl3u2manx#1.9
[24] https://theingots.org/community/ncl3u2mani
[25] https://theingots.org/community/ncl4u2manx#1.1
[26] https://theingots.org/community/ncl4u2manx#1.2
[27] https://theingots.org/community/ncl4u2manx#1.3
[28] https://theingots.org/community/ncl4u2manx#1.4
[29] https://theingots.org/community/ncl4u2manx#1.5
[30] https://theingots.org/community/ncl4u2manx#1.6
[31] https://theingots.org/community/ncl4u2mani
[32] https://theingots.org/community/ncl5u2manx#1.1
[33] https://theingots.org/community/ncl5u2manx#1.2
[34] https://theingots.org/community/ncl5u2manx#1.3
[35] https://theingots.org/community/ncl5u2manx#1.4
[36] https://theingots.org/community/ncl5u2manx#1.5
[37] https://theingots.org/community/ncl5u2manx#1.6
[38] https://theingots.org/community/ncl5u2manx#1.7
[39] https://theingots.org/community/ncl5u2manx#1.8
[40] https://theingots.org/community/ncl5u2mani
[41] https://theingots.org/community/ncl6u2manx#1.1
[42] https://theingots.org/community/ncl6u2manx#1.2
[43] https://theingots.org/community/ncl6u2manx#1.3
[44] https://theingots.org/community/ncl6u2manx#1.4
[45] https://theingots.org/community/ncl6u2manx#1.5
[46] https://theingots.org/community/ncl6u2manx#1.6
[47] https://theingots.org/community/ncl6u2manx#1.7
[48] https://theingots.org/community/ncl6u2manx#1.8
[49] https://theingots.org/community/ncl6u2mani
[50] https://theingots.org/community/ncl7u2manx#1.1
[51] https://theingots.org/community/ncl7u2manx#1.2
[52] https://theingots.org/community/ncl7u2manx#1.3
[53] https://theingots.org/community/ncl7u2manx#1.4
[54] https://theingots.org/community/ncl7u2manx#1.5
[55] https://theingots.org/community/ncl7u2manx#1.6
[56] https://theingots.org/community/ncl7u2manx#1.7
[57] https://theingots.org/community/ncl7u2mani
[58] https://theingots.org/community/ncl8u2manx#1.1
[59] https://theingots.org/community/ncl8u2manx#1.2
[60] https://theingots.org/community/ncl8u2manx#1.3
[61] https://theingots.org/community/ncl8u2manx#1.4
[62] https://theingots.org/community/ncl8u2manx#1.5
[63] https://theingots.org/community/ncl8u2manx#1.6
[64] https://theingots.org/community/ncl8u2mani
[65] https://theingots.org/community/ncl9u2manx#1.1
[66] https://theingots.org/community/ncl9u2manx#1.2
[67] https://theingots.org/community/ncl9u2manx#1.3
[68] https://theingots.org/community/ncl9u2manx#1.4
[69] https://theingots.org/community/ncl9u2manx#1.5
[70] https://theingots.org/community/ncl9u2manx#1.6
[71] https://theingots.org/community/ncl9u2manx#1.7
[72] https://theingots.org/community/ncl9u2manx#1.8
[73] https://theingots.org/community/ncl9u2manx#1.9
[74] https://theingots.org/community/ncl9u2mani