MTH 3-14a I can collect like algebraic terms, simplify expressions and evaluate using substitution. MTH 3-15a Having discussed ways to express problems or statements using mathematical language, I can construct, and use appropriate methods to solve, a range of simple equations. MTH 4-13a Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems. MTH 4-14a Having explored the distributive law in practical contexts, I can simplify, multiply and evaluate simple algebraic terms involving a bracket MTH 4-14b I can find the factors of algebraic terms, use my understanding to identify common factors and apply this to factorise expressions. MTH 4-15a Having discussed the benefits of using mathematics to model real-life situations, I can construct and solve inequalities and an extended range of equations.

MNU 2-11a I can explore and discuss how and why different shapes fit together and create a tiling pattern with them. MNU 2-11b I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 3-11a I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required. MTH 3-11b Having investigated different routes to a solution, I can find the area of compound 2D shapes and the volume of compound 3D objects, applying my knowledge to solve practical problems. MTH 4-11b Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. MTH 4-11c I have explored with others the practicalities of the use of 3D objects in everyday life and can solve problems involving the volume of a prism, using a formula to make related calculations when required.

MNU 2-02a I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. MNU 2-03b I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods. MNU 3-01a I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.

MNU 1-10a I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 2-10a I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. MNU 2-10c Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. MNU 3-10a Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. MNU 4-10b I can use the link between time, speed and distance to carry out related calculations. MNU 4-20aI can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others.

MNU 1-07a Having explored fractions by taking part in practical activities, I can show my understanding of:· (a)how a single item can be shared equally·(b) the notation and vocabulary associated with fractions · (c) where simple fractions lie on the number line. MNU 1-07b Having explored fractions by taking part in practical activities, I can show my understanding of:· (a)how a single item can be shared equally·(b) the notation and vocabulary associated with fractions · (c) where simple fractions lie on the number line. MNU 2-07a I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MTH 2-07c I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. MTH 3-07b By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions.MTH 3-07b By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions. MTH 4-07b I can solve problems involving fractions and mixed numbers in context, using addition, subtraction or multiplication.

MNU 2-04a    I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used. MNU 3-04a I can use my understanding of numbers less than zero to solve simple problems in context.

MNU 2-09c I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. MNU 3-09bI can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.  MNU 4-09bI can source information on earnings and deductions and use it when making calculations to determine net income.

MNU 2-07b I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method. MNU 3-07a I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. MTH 4-07b I can solve problems involving fractions and mixed numbers in context, using addition, subtraction or multiplication.

MNU 3-08a I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts. MNU 4-08a Using proportion, I can calculate the change in one quantity caused by a change in a related quantity and solve real-life problems.

MTH 2-05a Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers. MTH 2-13a Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern. MTH 3-13a Having explored number sequences, I can establish the set of numbers generated by a given rule and determine a rule for a given sequence, expressing it using appropriate notation. MTH 3-15b When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. MTH 4-13a >Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems.

MTH 4-13b I have discussed ways to describe the slope of a line, can interpret the definition of gradient and can use it to make relevant calculations, interpreting my answer for the context of the problem. MTH 4-13cHaving investigated the pattern of the coordinate points lying on a horizontal or vertical line, I can describe the pattern using a simple equation. MTH 4-13dI can use a given formula to generate points lying on a straight line, plot them to create a graphical representation then use this to answer related questions.

MNU 3-01a I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 4-01a Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real-life calculations.  MTH 4-06b Within real-life contexts, I can use scientific notation to express large or small numbers in a more efficient way and can understand and work with numbers written in this form.

MTH 4-13b I have discussed ways to describe the slope of a line, can interpret the definition of gradient and can use it to make relevant calculations, interpreting my answer for the context of the problem. MTH 4-13cHaving investigated the pattern of the coordinate points lying on a horizontal or vertical line, I can describe the pattern using a simple equation. MTH 4-13dI can use a given formula to generate points lying on a straight line, plot them to create a graphical representation then use this to answer related questions.

MNU 1-02a I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value.  MNU 2-01a I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others  MNU 2-03a Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.   MNU 3-03a I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. MNU 3-03b I can continue to recall number facts quickly and use them accurately when making calculations.