I can use the terms profit/loss in enterprise activities. Maths I can calculate totals, change and coins/notes required up to £100. I can use the terms profit/loss in enterprise activities. I can compare costs and manage a small budget identifying hidden costs e.g. delivery charges, VAT.

I can link ¼, ½ , ¾, 1½ hours to minutes. I can tell the time in 5 min intervals on analogue and digital displays I can estimate and calculate durations in hours and minutes on a 12 and 24 hour clock. I can link ¼, ½ , ¾, 1½ hours to minutes. I can use timetables and carry out calculations to solve “real life” problems such as scheduling an event.

I can measure length using mm, cm, m and km. I can find the perimeter of squares and rectangles using cm and mm. I can measure larger areas using the square metre. I can measure length using mm, cm, m and km. I can make relationships between simple fractions of units of measurement.

I can read scales of different callibrations. I can read scales to the nearest 100g. I can use my knowledge of weight in practical contexts. I can estimate the weight of familiar objects and check by measuring.

I can measure using ml/l. I can explain that ½ litre = 500ml,1 litre = 1000ml, ¾ litre-750 ml and ¼ litre = 250ml. I can change weights e.g. 1 kg 160g = 1160g. I can make fractional relationships e.g. ½ kg = 500g, ¼ kg = 250g. I can make the relationship between millilitres and litres. I can measure using ml/l.

I can measure larger areas using square metre. I can explain that ½ litre = 500ml,1 litre = 1000ml, ¾ litre-750 ml and ¼ litre = 250ml. I can make relationships between simple fractions of units of measurement. I can calculate area of regular shapes using length x breadth (lxb). I can find the area of irregular shapes by counting or drawing rectangles. I can measure larger areas using square metre.

I can identify sequences including x tables. I know how we can apply what we are learning in real life situations. I know the importance of mathematics in the world, how it links to real life, the workplace and the important part that it has played in advances and inventions. I can identify sequences including x tables. I can use sequencing in problem solving.

I can explain and extend a sequence. I can explain and discuss number patterns. I can demonstrate my understanding of inverse operations (+ -, x ÷) I can calculate simple equations e.g. 6 + = 56

I can calculate expanded equations. I can recognise and name a wide range of polygons. I can recognise and name isosceles, equilateral and right angled triangles. I can recognise and draw diagonal, parallel and perpendicular lines.

I can name and classify a variety of 3D objects. I can describe each 3D objects using faces, edges and vertices. I can build models of 3D objects using a variety of materials.

I can complete tiled patterns and create circle designs. I can name and classify a variety of 3D objects using appropriate vocabulary. I can describe each 3D objects using faces, edges and vertices. I can recognise an octahedron and describe it using faces, edges and vertices.

I can recognise and describe right angles in the environment, shapes and pictures. I can recognise and describe different types of angles e.g. right, acute, obtuse and straight. I can communicate a simple route using appropriate vocabulary e.g. third turn left, turn 90˚ clockwise. I can interpret compass points on a map (N , S , E , W, NE, SE, SW, NW)

I can identify and draw lines of symmetry. I can calculate the true dimensions of an object shown in a scale drawing or model. I can state the co-ordinates of a point with numbers written in brackets, x co-ordinate first, separated by a comma. I can plot and join plots in the correct order to produce shapes, patterns and pictures. I can identify and draw lines of symmetry.

I can discuss and explain the terms range, mode and mean. I can complete symmetrical patterns using two lines of symmetry. I can use a variety of methods to gather data e.g. tally marks, charts, tables etc. I can use and understand what the term scale means and how it applies to graphs selecting the most appropriate. I can discuss and explain the terms range, mode and mean.

I can compare and discuss different displays of the same data e. g I can compare and discuss different displays of the same data e.g. bar charts, line graphs. I can appreciate that data can be presented in a wide variety of ways. I can interpret and draw conclusions from different simple displays. I can use simple technology to display and organise data.

I can carry out simple experiments involving chance. I can use appropriate vocabulary; chance, likelihood, probable, improbably, certain, uncertain, possible, impossible, random, randomly. I can carry out simple experiments involving chance. I can assign a numerical value to the probability of simple events e.g. one in six chance I will roll a four. I can use data to predict the outcome of an experiment and explain my predictions.

I can apply my understanding of probability in real life contexts e. g I can apply my understanding of probability in real life contexts e.g. raffles, lotteries, games.