Transcript Mathematics portfolio KS2.

KS2
Moderation
Carmarthenshire &
Pembrokeshire
2014
Curriculum 2008
Level 3
use decimal notation in
recording money
Year 3
record money
spent and
saved
use different
combinations
of money to
pay for items
up to £2 and
calculate the
change
order and
compare
items up to
£10
LNF/ Curriculum 2015
Year 4
Year 5
add and subtract
add and subtract
totals less than £10 totals less than
using correct
£100 using
notation, e.g. £6.85 correct notation,
– £2.76
e.g. £28.18 +
£33.45
use money to pay
for items up to £10
and calculate the
change
order and compare
items up to £100
order and
compare the cost
of items up to
£1 000
Curriculum 2008
Level 3
recognise negative numbers in
the context of
temperature
Year 3
LNF/ Curriculum 2015
Year 4
Year 5
take temperature readings
using thermometers and
interpret readings above
and below 0°C
Year 6
measure and record
temperatures involving
positive and negative
readings
Curriculum 2008
Level 3
develop further
mental strategies
for adding and
subtracting
numbers with at
least two digits
Year 2
partition 2-digit
numbers and know
the value of each
digit v
LNF/ Curriculum 2015
Year 3
use mental strategies
to recall number facts
within 20
Year 4
solve one- and
use mental strategies
two-step
to add and subtract
problems that
2-digit numbers
involve addition
and subtraction,
multiplication
and simple
division including
missing number
problems, e.g. 40
–  = 19 v
add a 2-digit number
to, and subtract a 2digit number from, a
3-digit number using
an appropriate
mental or written
method
find a small
difference
between two
numbers by
counting on, e.g.
44 – 28 =  v
find differences
within 100
find differences within 1
000
use partitioning
strategies to
double and halve
2-digit numbers
v
use partitioning to
double and halve
2-digit numbers
Curriculum 2008
Level 3
use mental recall of the 2,
3, 4. 5 and 10 multiplication
tables in solving whole
number problems involving
multiplication and division,
including those giving rise
to remainders
LNF/ Curriculum 2015
Year 2
Year 3
recall and use 2, 5 and 10
recall 2, 3, 4, 5 and 10
multiplication tables
multiplication tables and
use to solve
multiplication and
division problems
begin to link multiplication identify multiples of 2,
with simple division, e.g.
3, 4, 5 and 10; use the
grouping and sharing in 2s, term multiple v
5s and 10s v
Curriculum 2008
Level 3
use standard units of length
LNF/ Curriculum 2015
Year 2
use standard units to measure:
length, height and distance: metres, half
metres or centimetres
Curriculum 2008
Level 3
use standard units of capacity
LNF/ Curriculum 2015
Year 2
use standard units to measure:
capacity: litres
Curriculum 2008
Level 3
use standard units of mass
LNF/ Curriculum 2015
Year 2
use standard units to measure:
weight/mass: kilograms or 10 gram weights
Curriculum
2008
Level 3
use
standard
units of
time
LNF/ Curriculum 2015
Year 1
Year 2
use standard
units of time
to read
‘o’clock’
using both
analogue
and 12-hour
digital clocks
read ‘half
past’,
‘quarter
past’ and
‘quarter to’
on an
analogue
clock
read hours
and
minutes on
a 12-hour
digital clock
Year 3
Year 4
tell the time to the
tell the time to the
nearest 5 minutes on nearest minute on
an analogue clock and analogue clocks
calculate how long it is
to the next hour
Year 5
read and use analogue
and digital clocks
read hours and
minutes on a 12-hour
digital clock using
am/pm conventions
read hours and
minutes on a 24-hour
digital clock
calculate start times,
finish times and
durations using
hours, 30-minute
intervals and 15minute intervals v
calculate start times,
finish times and
durations using 5minute intervals v
calculate start times,
finish times and
durations using
hours and minutes v
estimate the number
of minutes everyday
activities take to
complete v
estimate the length
of time everyday
activities take to
complete, extending
to hours and
quarters of hours v
use calendars to plan
events
Year 6
carry out practical
activities involving
timed events and
explain which unit of
time is the most
appropriate
time and order events time events in minutes
in seconds
and seconds, and
order the results
use and interpret
timetables and
schedules to plan
events and activities
and make
calculations as part
of the planning
process
estimate the length
of time everyday
activities take to
complete with
increasing
accuracy v
estimate how long a
journey takes
time events in
minutes and
seconds to the
nearest tenth of a
second
Curriculum
2008
Level 3
classify
shapes in
various ways
LNF/ Curriculum 2015
Year 1
Year 2
recognise
and name
common 2D
shapes
(square,
triangle,
rectangle,
circle and
semi-circle)
and 3D
shapes
(cube,
cuboid,
cone and
sphere) in
order to
begin to
compare
and sort
recognise
and name
regular and
irregular 2D
and 3D
shapes,
understand
and use the
properties of
shape v
Year 3
recognise and
classify
triangles,
squares,
rectangles,
pentagons and
hexagons,
including
irregular cases
v
identify
congruent
shapes v
Year 4
recognise,
classify and
sketch
polygons with
up to eight
sides,
including
irregular
shapes v
Year 5
recognise and
classify
triangles, using
their own criteria
v
identify
congruent
shapes and
justify whether
two or more
shapes are
congruent v
Curriculum 2008
Level 3
extract and interpret
information
presented in simple
tables and lists
LNF/ Curriculum 2015
Year 2
Years 3 & 4
extract and interpret
extract and interpret
information from lists,
information from charts,
tables, diagrams and
timetables, diagrams and
graphs
graphs.
Curriculum 2008
Level 3
construct and interpret
pictograms
LNF/ Curriculum 2015
Year 2
Years 3 & 4
gather and record data from:
represent data using:
pictograms where the symbol
pictograms where one
represents one unit
symbol represents more
than one unit using a
key
Curriculum 2008
Level 3
construct and interpret bar charts
LNF/ Curriculum 2015
Years 3 & 4
represent data using:
bar charts and bar line graphs labelled in
2s, 5s and 10s
extract and interpret information from
charts, timetables, diagrams and graphs.
Curriculum 2008
LNF/ Curriculum 2015
Year 3
halve 2-digit numbers in the context of
number, money and measures
Curriculum 2008
LNF/ Curriculum 2015
Year 3
recognise a quarter as a half of a half v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
define a negative number as being less
than 0 v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
identify right angles v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
recognise that two right angles make a
half turn, and that four right angles
make a full turn v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
describe an angle as more or less than
a right angle v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
use the four compass points to describe
directions
Curriculum 2008
LNF/ Curriculum 2015
Year 3
find an ‘unknown’ in one step equations
and use this to derive other facts, e.g.
37 +  = 100 therefore 100 – 37 = 
v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
list numbers that are ‘greater than’ or
‘less than’ another number v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
read statements about numbers
expressed using an inequality sign, e.g.
6>4v
Curriculum 2008
LNF/ Curriculum 2015
Year 3
represent data using:
lists, tally charts, tables and diagrams
Venn and Carroll diagrams
Curriculum 2008
Level 4
use understanding of
place value to multiply
and divide whole
numbers by 10 and 100
LNF/ Curriculum 2015
Year 3
Year 4
multiply numbers by 10
multiply and divide numbers
by 10 and 100
Curriculum 2008
Level 4
use a variety of mental
and written methods for
computation; including
recall of multiplication
facts up to 10x10
LNF/ Curriculum 2015
Year 4
Year 5
Year 6
use mental
use mental
use mental
strategies to recall strategies to recall strategies to
multiplication
multiplication
recall
tables for 2, 3, 4,
tables for 2, 3, 4, multiplication
5, 6 and 10 and
5, 6, 8 and 10 and tables up to 10 x
use to solve
use to solve
10 and use to
division problems
division problems solve division
problems
Curriculum 2008
Level 4
add and subtract decimals
to two places
LNF/ Curriculum 2015
Year 5
Year 6
compare numbers with 1 and
2 decimal places
find differences between
numbers with 1 decimal
place
add and subtract
numbers using whole
numbers and decimals
Curriculum 2008
Level 4
check their results are reasonable by
considering the context or the size of
the numbers
LNF/ Curriculum 2015
Year
Curriculum 2008
Level 4
use simple fractions to describe
approximate parts of a whole
LNF/ Curriculum 2015
Year 3
Year 4
use halves and
quarters
recognise fractions
that are several
parts of a whole,
e.g. 2⁄3 , 3⁄10
Curriculum 2008
Level 4
use simple percentages to describe
approximate parts of a whole
LNF/ Curriculum 2015
Curriculum 2008
Level 4
recognise and
describe number
patterns and
relationships
Year 3
LNF/ Curriculum 2015
Year 4
Year 5
explore sequences of
whole numbers
involving addition and
subtraction, e.g.
counting in 2s, 3s and
4s from different
starting points v
explore sequences of
positive whole numbers
involving addition and
subtraction in 2s, 3s, 4s,
5s, 6s, 8s and 10s from
different starting points
v
recognise and state the
difference in sequences
that involve adding or
subtracting v
write the next two (or
more) terms in
sequences that
involve addition or
subtraction v
write the next two (or
more) terms in
sequences that involve
addition or subtraction
v
write the next two (or
more) terms in
sequences v
Year 6
show that a number is in
the sequence and/or find
the position number by
continuing the sequence
or otherwise v
identify multiples of 2, identify multiples of 2, 3,
3, 4, 5 and 10; use the 4, 5, 6 and 10; use the
term multiple v
terms multiple and factor
v
identify multiples of 2, 3,
4, 5, 6, 8 and 10; use the
terms multiple and factor
v
identify odd and even
numbers up to 1 000
v
identify prime numbers identify prime
as having only two
numbers v
factors; recognise that 1
is not a prime number v
identify prime numbers
below 10 v
identify multiples of
numbers up to 10;
use the terms
multiple and factor
v
know prime
numbers below 20
v
identify common
factors of two
numbers v
Curriculum 2008
Level 4
choose and use suitable
units and instruments,
Year 3
LNF/ Curriculum 2015
Year 4
Year 5
select and use
appropriate standard
units to estimate and
measure length,
weight/mass and
capacity v
reading, with
appropriate accuracy,
numbers on a range of
measuring instruments
use standard units to
estimate and measure:
length: measure on a
ruler to the nearest ½ cm
weight/mass: use 5g, 10g
and 100g weights
capacity: use litres and half
litres; measure to the
nearest 100ml p
read and
interpret scales
or divisions on
a range of
measuring
instruments
measure on a ruler to
the nearest mm and
record using a mix of
units, e.g. 1cm 3mm
use measuring
instruments with 10
equal divisions
between each major
unit, and record
use weighing scales with using decimal
notation, e.g. 4.2cm,
divisions to weigh
1.3kg
objects to the nearest
5g, 10g, 25g or 100g
measure capacities to
the nearest 50ml or
100ml
choose between metric
choose appropriate
units to measure a length metric units to
v
measure length,
weight/mass and
capacity v
recognise the
appropriateness of
units in different
contexts v
draw lines to the nearest
half centimetre v
draw and label
lines accurately,
e.g. AB v
draw lines to the
nearest millimetre v
Year 6
Curriculum 2008
Level 4
find perimeters of
shapes
Year 3
recognise that
perimeter is the
distance around a
shape
LNF/ Curriculum 2015
Year 4
measure and
calculate the
perimeter of
squares and
rectangles
Year 5
measure and
calculate
perimeters
Curriculum 2008
Level 4
find areas by counting squares
LNF/ Curriculum 2015
Year 3
find areas by counting squares
Curriculum 2008
Level 4
find volumes by counting cubes
LNF/ Curriculum 2015
Year 5
find volumes by counting and other practical
methods
Curriculum 2008
Level 4
use simple
formulae
expressed in
words
Year 3
LNF/ Curriculum 2015
Year 4
use one and two step
function machines to
generate input and
output involving
addition and
subtraction within 100;
express, in words, the
operations of function
machines v
use one and two
step function
machines to
generate input and
output using all
four operations;
express, in words,
the operations of
function machines
v
Year 5
use multistep
function
machines to
generate input
and output using
all four
operations;
express, in words,
the operations of
function
machines v
Curriculum 2008
Level 4
use knowledge of shape to
make 3-D mathematical
models
Year 3
recognise
3D shapes,
including
prisms v
LNF/ Curriculum 2015
Year 4
Year 5
recognise
and classify
3D shapes,
using their
own criteria
v
construct
solids
from
given
nets v
Year 6
identify a net of
a cube v
recognise
tetrahedra and
square based
pyramids v
draw nets of
cubes on
square paper v
Curriculum 2008
Level 4
draw common 2-D shapes in different
orientations on grids
LNF/ Curriculum 2015
Year 5
draw squares, rectangles and right angled
triangles accurately v
Curriculum 2008
Level 4
reflect simple shapes in a
mirror line
LNF/ Curriculum 2015
Year 5
draw the reflection of a shape in
any line v
Curriculum 2008
Level 4
use and interpret co-ordinates in the
first quadrant
LNF/ Curriculum 2015
Year 5
use coordinates to specify location
read, plot and write coordinates in one
quadrant, e.g. (2, 4) v
Curriculum 2008
Level 4
collect discrete data and group data
where appropriate
LNF/ Curriculum 2015
Year
Curriculum 2008
Level 4
use the mode and median as
characteristics of a set of data
LNF/ Curriculum 2015
Year 5
Year 6
use mean, median,
mode and range to
describe a data set
use mean, median,
mode and range to
describe a data set
Curriculum 2008
Level 4
draw and interpret frequency diagrams
and construct and interpret simple line
graphs
LNF/ Curriculum 2015
Years 5 & 6
represent data using: lists, tally charts,
tables, diagrams and frequency tables
bar charts, grouped data charts, line
graphs and conversion graphs
Curriculum 2008
Level 4
understand and use simple vocabulary
associated with probability
LNF/ Curriculum 2015
Year 5
use the words ‘certain’ and ‘impossible’
to describe the likelihood of an event
occurring v
recognise that some events are
impossible and some events are certain
v
recognise that some events are more
likely than others v
use the words ‘likely’, ‘unlikely’ and
‘even chance’. v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
use the words ‘likely’, ‘unlikely’ and ‘even
chance’. v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
halve 3-digit numbers in the context of
number, money and measures
Curriculum 2008
LNF/ Curriculum 2015
Year 4
use mental strategies to multiply and divide
2-digit numbers by a single digit number
Curriculum 2008
LNF/ Curriculum 2015
Year 4
identify negative whole numbers on a
number line v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
manage money, compare costs from different
retailers and determine what can be bought
within a given budget
Curriculum 2008
LNF/ Curriculum 2015
Year 4
recognise volume in practical contexts
Curriculum 2008
LNF/ Curriculum 2015
Year 4
use eight compass points to describe
direction
Curriculum 2008
LNF/ Curriculum 2015
Year 4
recognise and draw perpendicular and
parallel lines v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
use < > to describe whether a number is
less than or greater than another v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
find an ‘unknown’ in two step equations,
e.g. 4 x  + 1 = 25 v
Curriculum 2008
LNF/ Curriculum 2015
Year 4
represent data using: lists, tally charts, tables
and diagrams
Venn and Carroll diagrams
Curriculum 2008
LNF/ Curriculum 2015
Year 5
read and write numbers to 100 000
Curriculum 2008
LNF/ Curriculum 2015
Year 5
use understanding of simple fraction and
decimal equivalences when measuring and
calculating, e.g. ½ = 0.5, 1⁄10 = 0.1
Curriculum 2008
LNF/ Curriculum 2015
Year 5
use doubling and halving strategies when
working with simple proportions
Curriculum 2008
LNF/ Curriculum 2015
Year 5
share objects in a given ratio, e.g. red
blocks and blue blocks in a ratio of 1:2 v
Curriculum 2008
LNF/ Curriculum 2015
Year 5
add and subtract fractions with the same
denominator v
Curriculum 2008
LNF/ Curriculum 2015
Year 5
add fractions with the same denominator
to make a whole v
Curriculum 2008
LNF/ Curriculum 2015
Year 5
recognise connections between fractions,
e.g. one-tenth is half of one-fifth v
Curriculum 2008
LNF/ Curriculum 2015
Year 5
add and subtract 3-digit numbers using an
appropriate mental or written method
Curriculum 2008
LNF/ Curriculum 2015
Year 5
multiply and divide 3-digit numbers by a
single-digit number
Curriculum 2008
LNF/ Curriculum 2015
Year 5
plan and track money and savings by
keeping accurate records
Curriculum 2008
LNF/ Curriculum 2015
Year 5
realise that budgeting is important
Curriculum 2008
LNF/ Curriculum 2015
Year 5
calculate temperature differences, including
those involving temperature rise and fall
across 0°C
Curriculum 2008
LNF/ Curriculum 2015
Year 5
translate a shape on squared paper
horizontally or vertically v
Curriculum 2008
LNF/ Curriculum 2015
Year5
solve one step equations using letters to
present ‘unknowns’ with integer
solutions, e.g. 6 + a = 10 and b + b = 8 v
Curriculum 2008
LNF/ Curriculum 2015
Year 5
use < > to describe whether a number is
less than or greater than another, working
with different types of numbers v
Curriculum 2008
Level 5
use understanding of place value to
multiply and divide whole numbers and
decimals
LNF/ Curriculum 2015
Year 5
Year 6
multiply and divide
multiply numbers and
numbers and
decimals by a
decimals by 10 and
multiple of 10, e.g. 15
100
x 30, 1.4cm x 20
Curriculum 2008
Level 5
Order negative numbers
LNF/ Curriculum 2015
Year 4
Year 5
order whole
order negative and
numbers between
positive numbers,
-10 and 10 v
including decimals
to 1 decimal place
v
Curriculum 2008
Level 5
add and subtract negative numbers
LNF/ Curriculum 2015
Year 6
add or subtract across zero using a
number line, e.g. -3 + 5, 4 – 6 v
Curriculum 2008
Level 5
check solutions by
applying inverse
operations or
estimating using
approximations
LNF/ Curriculum 2015
Year 3
Year 4
Year 5
Year 6
check
subtraction
using addition
check
answers using
inverse
operations
check
answers using
inverse
operations
check
answers using
inverse
operations
estimate by
rounding to
the nearest
10, 100 or 1
000
estimate by
rounding to
the nearest
10, 100, 1 000
or whole
number
check halving estimate by
using doubling rounding to
the nearest 10
or 100
check
multiplication
using
repeated
addition
Curriculum 2008
Level 5
calculate
fractional parts
of quantities and
measurements
Year 3
find fractional
quantities linked to
known multiplication
facts, e.g. 1⁄3 of 18,
1⁄5 of 15
LNF/ Curriculum 2015
Year 4
Year 5
find fractional
calculate fractional
quantities using
quantities, e.g. 1⁄8 of
known table facts,
24 = 3, so 5⁄8 of 24 =
e.g. 1⁄6 of 30cm
15
Curriculum 2008
Level 5
calculate percentage parts of quantities
and measurements
LNF/ Curriculum 2015
Year 6
calculate percentage quantities based on
10%, e.g. 20%, 5%, 15%
use understanding of simple fraction,
decimal and percentage equivalences, e.g.
find 25% of 60cm and know that this is
equivalent to ¼ of 60cm
Curriculum 2008
Level 5
measure and draw angles to
the nearest degree
Year 4
use a
protractor to
check if an
angle is more
or less than a
right angle v
LNF/ Curriculum 2015
Year 5
Year 6
draw and
draw accurately
measure acute
and measure
angles in
acute and
multiples of 10
obtuse angles in
degrees v
multiples of 5
degrees v
recognise acute
and obtuse
angles v
recognise reflex
angles v
calculate a
missing angle
within a right
angle, on a
straight line or
around a point
v
Curriculum 2008
Level 5
convert one metric unit to another
LNF/ Curriculum 2015
Year 4
Year 5
Year 6
convert
make use of
record
metric units
conversions, e.g. measuremen
of length to
¼ of a km =
ts in different
smaller units, 250m
ways, e.g.
e.g. cm to
1.3kg = 1kg
mm, m to
300g
cm, km to m
convert
between 12and 24-hour
clock times
convert
between
standard
units of
time v
Curriculum 2008
Level 5
know the rough metric equivalents of
imperial units still in daily use
LNF/ Curriculum 2015
Year 6
use the language of imperial units in daily
use, e.g. miles, pints
Curriculum 2008
Level 5
make sensible estimates of a range of
everyday measures
LNF/ Curriculum 2015
Year 5
Year 6
make estimates of
make estimates of
length, weight/mass length, weight/mass
and capacity based and capacity based
on knowledge of
on knowledge of
the size of real-life
the size of real-life
objects v
objects,
recognising the
appropriateness of
units in different
contexts v
Curriculum 2008
Level 5
find areas of rectangles and triangles
LNF/ Curriculum 2015
Year 5
Year 6
calculate, estimate
calculate the area of
and compare the
squares and
area of squares and
rectangles
rectangles using
standard units
Curriculum 2008
Level 5
find volumes of cuboids
LNF/ Curriculum 2015
Year
Curriculum 2008
Level 5
read scales on maps, plans and graphs
LNF/ Curriculum 2015
Year 6
use grid references to specify location
Curriculum 2008
Level 5
construct and use simple formulae
involving one or two operations
LNF/ Curriculum 2015
Year 6
express output generated from one step
function machines using algebra v
Curriculum 2008
Level 5
use co-ordinates in all four quadrants
LNF/ Curriculum 2015
Year 6
identify the coordinates of a missing point
from a regular shape v
Curriculum 2008
Level 5
recognise, identify
and describe all the
symmetries of 2-D
shapes.
Year 3
identify lines of
symmetry in 2D
shapes v
draw horizontal
and vertical
lines of
symmetry
LNF/ Curriculum 2015
Year 4
Year 5
draw lines of draw the
symmetry v reflection of a
shape in any
line v
draw the
reflection of
a shape in a
horizontal or
vertical line
v
complete a
partly drawn
shape after
rotation v
Year 6
find all the
lines of
symmetry for
a given shape
v
identify
rotational
symmetry of
shapes v
identify
symmetrical
properties of
regular
polygons v
Curriculum 2008
Level 5
use the mean of discrete data and
compare two simple distributions
LNF/ Curriculum 2015
Years 5 & 6
use mean, median, mode and range to
describe a data set
Curriculum 2008
Level 5
interpret graphs, diagrams and pie
charts
LNF/ Curriculum 2015
Years 5 & 6
extract and interpret information from an
increasing range of diagrams, timetables and
graphs (including pie charts)
Curriculum 2008
Level 5
use the probability scale from 0 to 1
LNF/ Curriculum 2015
Year 6
use numbers to describe the likelihood
of an event, e.g. a one-in-six chance v
recognise that some events are equally
likely v
Curriculum 2008
Level 5
appreciate that different outcomes
may result from repeating an
experiment
LNF/ Curriculum 2015
Year 6
identify the outcomes of simple events,
e.g. flipping a coin, rolling a dice. v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
read and write numbers to 1 million and
numbers to 3 decimal places
Curriculum 2008
LNF/ Curriculum 2015
Year 6
identify common multiples of two
numbers v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
identify common factors of two numbers
v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
use simple ratio and proportion
Curriculum 2008
LNF/ Curriculum 2015
Year 6
use ratio to express two or more
quantities in words v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
state the proportion of a whole that each
share represents, e.g. recognise that in a
ratio of 1:3, 1 part represents a quarter of
the total v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
find equivalent fractions and use these to
add and subtract fractions v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
simplify fractions v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
multiply 2- and 3-digit numbers by a 2-digit
number
Curriculum 2008
LNF/ Curriculum 2015
Year 6
divide 3-digit numbers by a 2-digit number
Curriculum 2008
LNF/ Curriculum 2015
Year 6
use the terms profit and loss in buying and
selling activities and make calculations for
this
Curriculum 2008
LNF/ Curriculum 2015
Year 6
understand the advantages and
disadvantages of using bank accounts
Curriculum 2008
LNF/ Curriculum 2015
Year 6
make comparisons between prices and
understand which is best value for money
Curriculum 2008
LNF/ Curriculum 2015
Year 6
calculate temperature differences, including
those involving temperature rise and fall
across 0°C
Curriculum 2008
LNF/ Curriculum 2015
Year 6
recognise and sketch different types of
quadrilaterals v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
explore the tessellation of different
shapes v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
draw cubes and cuboids on isometric
paper v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
find the term to term rule for ascending
and descending sequences, e.g. 3, 7, 11,
15 add 4 v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
generate a sequence given the first term
and the term to term rule v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
consider spatial patterns, e.g. square
numbers v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
explore general statements through
practical activities, e.g. that a + a + a = 3a,
3 x a = 3a and a + a + a + b + b = 3a + 2b v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
simplify expressions involving the
addition of one variable, e.g. 5t + 3t = 8t v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
refer to the x axis and the y axis v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
construct and solve one step equations
with whole number solutions v
Curriculum 2008
LNF/ Curriculum 2015
Year 6
list numbers between two points using
the terminology ‘less than or equal to’ and
‘greater than or equal to’ v