1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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 = 56

9. 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.

10. 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.

11. 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.

12. 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)

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.