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Carmarthenshire & Pembrokeshire 2014

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1 Carmarthenshire & Pembrokeshire 2014
KS2 Moderation Carmarthenshire & Pembrokeshire 2014

2 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 Year 3 Year 4 use place value in numbers up to 1000 to make approximations demonstrate an understanding of place value up to at least 100 v read and write numbers to compare and estimate with numbers up to 100 compare and estimate with numbers up to 1 000 explain the value of a digit in numbers up to v

3 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 3 Year 4 Year 5 use decimal notation in recording money record money spent and saved add and subtract totals less than £10 using correct notation, e.g. £6.85 – £2.76 add and subtract totals less than £100 using correct notation, e.g. £ £33.45 use different combinations of money to pay for items up to £2 and calculate the change use money to pay for items up to £10 and calculate the change order and compare the cost of items up to £1 000 order and compare items up to £10 order and compare items up to £100

4 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 3 Year 4 Year 5 Year 6 recognise negative numbers in the context of temperature take temperature readings using thermometers and interpret readings above and below 0°C measure and record temperatures involving positive and negative readings

5 use mental strategies to recall number facts within 20
Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 Year 3 Year 4 develop further mental strategies for adding and subtracting numbers with at least two digits partition 2-digit numbers and know the value of each digit v use mental strategies to recall number facts within 20 solve one- and two-step problems that involve addition and subtraction, multiplication and simple division including missing number problems, e.g. 40 – ¨ = 19 v use mental strategies to add and subtract 2-digit numbers add a 2-digit number to, and subtract a 2-digit 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

6 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 Year 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 recall and use 2, 5 and 10 multiplication tables recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems begin to link multiplication with simple division, e.g. grouping and sharing in 2s, 5s and 10s v identify multiples of 2, 3, 4, 5 and 10; use the term multiple v

7 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 use standard units of length use standard units to measure: length, height and distance: metres, half metres or centimetres

8 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 use standard units of capacity use standard units to measure: capacity: litres

9 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 use standard units of mass use standard units to measure: weight/mass: kilograms or 10 gram weights

10 use standard units of time
Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 use standard units of time 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 tell the time to the nearest 5 minutes on an analogue clock and calculate how long it is to the next hour tell the time to the nearest minute on analogue clocks read and use analogue and digital clocks read hours and minutes on a 12-hour digital clock 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 15-minute intervals v calculate start times, finish times and durations using 5-minute intervals v calculate start times, finish times and durations using hours and minutes v use and interpret timetables and schedules to plan events and activities and make calculations as part of the planning process 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 estimate the length of time everyday activities take to complete with increasing accuracy v use calendars to plan events carry out practical activities involving timed events and explain which unit of time is the most appropriate estimate how long a journey takes time and order events in seconds time events in minutes and seconds, and order the results time events in minutes and seconds to the nearest tenth of a second

11 classify shapes in various ways
Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 1 Year 2 Year 3 Year 4 Year 5 classify shapes in various ways 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 recognise and classify triangles, squares, rectangles, pentagons and hexagons, including irregular cases v recognise, classify and sketch polygons with up to eight sides, including irregular shapes v recognise and classify triangles, using their own criteria v identify congruent shapes v identify congruent shapes and justify whether two or more shapes are congruent v

12 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 Years 3 & 4 extract and interpret information presented in simple tables and lists extract and interpret information from lists, tables, diagrams and graphs extract and interpret information from charts, timetables, diagrams and graphs.

13 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Year 2 Years 3 & 4 construct and interpret pictograms gather and record data from: pictograms where the symbol represents one unit represent data using: pictograms where one symbol represents more than one unit using a key

14 Curriculum 2008 LNF/ Curriculum 2015 Level 3 Years 3 & 4 construct and interpret bar charts 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.

15 Curriculum 2008 LNF/ Curriculum 2015 Year 3 halve 2-digit numbers in the context of number, money and measures

16 Curriculum 2008 LNF/ Curriculum 2015 Year 3 recognise a quarter as a half of a half v

17 Curriculum 2008 LNF/ Curriculum 2015 Year 3 define a negative number as being less than 0 v

18 Curriculum 2008 LNF/ Curriculum 2015 Year 3 identify right angles v

19 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

20 Curriculum 2008 LNF/ Curriculum 2015 Year 3 describe an angle as more or less than a right angle v

21 Curriculum 2008 LNF/ Curriculum 2015 Year 3 use the four compass points to describe directions

22 Curriculum 2008 LNF/ Curriculum 2015 Year 3 find an ‘unknown’ in one step equations and use this to derive other facts, e.g ¨ = 100 therefore 100 – 37 = ¨ v

23 Curriculum 2008 LNF/ Curriculum 2015 Year 3 list numbers that are ‘greater than’ or ‘less than’ another number v

24 Curriculum 2008 LNF/ Curriculum 2015 Year 3 read statements about numbers expressed using an inequality sign, e.g. 6 > 4 v

25 Curriculum 2008 LNF/ Curriculum 2015 Year 3 represent data using: lists, tally charts, tables and diagrams Venn and Carroll diagrams

26 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 use understanding of place value to multiply and divide whole numbers by 10 and 100 multiply numbers by 10 multiply and divide numbers by 10 and 100

27 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 4 Year 5 Year 6 use a variety of mental and written methods for computation; including recall of multiplication facts up to 10x10 use mental strategies to recall multiplication tables for 2, 3, 4, 5, 6 and 10 and use to solve division problems use mental strategies to recall multiplication tables for 2, 3, 4, 5, 6, 8 and 10 and use to solve division problems use mental strategies to recall multiplication tables up to 10 x 10 and use to solve division problems

28 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 Year 6 add and subtract decimals to two places compare numbers with 1 and 2 decimal places add and subtract numbers using whole numbers and decimals find differences between numbers with 1 decimal place

29 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year check their results are reasonable by considering the context or the size of the numbers

30 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 use simple fractions to describe approximate parts of a whole use halves and quarters recognise fractions that are several parts of a whole, e.g. 2⁄3 , 3⁄10

31 Curriculum 2008 LNF/ Curriculum 2015 Level 4 use simple percentages to describe approximate parts of a whole

32 recognise and describe number patterns and relationships
Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 Year 5 Year 6 recognise and describe number patterns and relationships 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 v 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, 3, 4, 5 and 10; use the term multiple v identify multiples of 2, 3, 4, 5, 6 and 10; use the terms multiple and factor v identify multiples of 2, 3, 4, 5, 6, 8 and 10; use the terms multiple and factor v identify multiples of numbers up to 10; use the terms multiple and factor v identify odd and even numbers up to v identify prime numbers as having only two factors; recognise that 1 is not a prime number v identify prime numbers v identify prime numbers below 10 v know prime numbers below 20 v identify common factors of two numbers v

33 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 Year 5 Year 6 choose and use suitable units and instruments, reading, with appropriate accuracy, numbers on a range of measuring instruments select and use appropriate standard units to estimate and measure length, weight/mass and capacity v read and interpret scales or divisions 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 measure on a ruler to the nearest mm and record using a mix of units, e.g. 1cm 3mm use weighing scales with divisions to weigh objects to the nearest 5g, 10g, 25g or 100g measure capacities to the nearest 50ml or 100ml use measuring instruments with 10 equal divisions between each major unit, and record using decimal notation, e.g. 4.2cm, 1.3kg choose between metric units to measure a length v choose appropriate metric units to 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 lines to the nearest millimetre v draw and label lines accurately, e.g. AB v

34 find perimeters of shapes
Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 Year 5 find perimeters of shapes recognise that perimeter is the distance around a shape measure and calculate the perimeter of squares and rectangles measure and calculate perimeters

35 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 find areas by counting squares

36 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 find volumes by counting cubes find volumes by counting and other practical methods

37 use simple formulae expressed in words
Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 Year 5 use simple formulae expressed in words 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 use multistep function machines to generate input and output using all four operations; express, in words, the operations of function machines v

38 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 3 Year 4 Year 5 Year 6 use knowledge of shape to make 3-D mathematical models recognise 3D shapes, including prisms v recognise and classify 3D shapes, using their own criteria v construct solids from given nets v identify a net of a cube v recognise tetrahedra and square based pyramids v draw nets of cubes on square paper v

39 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 draw common 2-D shapes in different orientations on grids draw squares, rectangles and right angled triangles accurately v

40 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 reflect simple shapes in a mirror line draw the reflection of a shape in any line v

41 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 use and interpret co-ordinates in the first quadrant use coordinates to specify location read, plot and write coordinates in one quadrant, e.g. (2, 4) v

42 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year collect discrete data and group data where appropriate

43 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 Year 6 use the mode and median as characteristics of a set of data use mean, median, mode and range to describe a data set

44 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Years 5 & 6 draw and interpret frequency diagrams and construct and interpret simple line graphs represent data using: lists, tally charts, tables, diagrams and frequency tables bar charts, grouped data charts, line graphs and conversion graphs

45 Curriculum 2008 LNF/ Curriculum 2015 Level 4 Year 5 understand and use simple vocabulary associated with probability 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

46 Curriculum 2008 LNF/ Curriculum 2015 Year 4 use the words ‘likely’, ‘unlikely’ and ‘even chance’. v

47 Curriculum 2008 LNF/ Curriculum 2015 Year 4 halve 3-digit numbers in the context of number, money and measures

48 Curriculum 2008 LNF/ Curriculum 2015 Year 4 use mental strategies to multiply and divide 2-digit numbers by a single digit number

49 Curriculum 2008 LNF/ Curriculum 2015 Year 4 identify negative whole numbers on a number line v

50 Curriculum 2008 LNF/ Curriculum 2015 Year 4 manage money, compare costs from different retailers and determine what can be bought within a given budget

51 Curriculum 2008 LNF/ Curriculum 2015 Year 4 recognise volume in practical contexts

52 Curriculum 2008 LNF/ Curriculum 2015 Year 4 use eight compass points to describe direction

53 Curriculum 2008 LNF/ Curriculum 2015 Year 4 recognise and draw perpendicular and parallel lines v

54 Curriculum 2008 LNF/ Curriculum 2015 Year 4 use < > to describe whether a number is less than or greater than another v

55 Curriculum 2008 LNF/ Curriculum 2015 Year 4 find an ‘unknown’ in two step equations, e.g. 4 x ¨ + 1 = 25 v

56 Curriculum 2008 LNF/ Curriculum 2015 Year 4 represent data using: lists, tally charts, tables and diagrams Venn and Carroll diagrams

57 Curriculum 2008 LNF/ Curriculum 2015 Year 5 read and write numbers to

58 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

59 Curriculum 2008 LNF/ Curriculum 2015 Year 5 use doubling and halving strategies when working with simple proportions

60 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

61 Curriculum 2008 LNF/ Curriculum 2015 Year 5 add and subtract fractions with the same denominator v

62 Curriculum 2008 LNF/ Curriculum 2015 Year 5 add fractions with the same denominator to make a whole v

63 Curriculum 2008 LNF/ Curriculum 2015 Year 5 recognise connections between fractions, e.g. one-tenth is half of one-fifth v

64 Curriculum 2008 LNF/ Curriculum 2015 Year 5 add and subtract 3-digit numbers using an appropriate mental or written method

65 Curriculum 2008 LNF/ Curriculum 2015 Year 5 multiply and divide 3-digit numbers by a single-digit number

66 Curriculum 2008 LNF/ Curriculum 2015 Year 5 plan and track money and savings by keeping accurate records

67 Curriculum 2008 LNF/ Curriculum 2015 Year 5 realise that budgeting is important

68 Curriculum 2008 LNF/ Curriculum 2015 Year 5 calculate temperature differences, including those involving temperature rise and fall across 0°C

69 Curriculum 2008 LNF/ Curriculum 2015 Year 5 translate a shape on squared paper horizontally or vertically v

70 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

71 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

72 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 5 Year 6 use understanding of place value to multiply and divide whole numbers and decimals multiply and divide numbers and decimals by 10 and 100 multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20

73 Order negative numbers
Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 4 Year 5 Order negative numbers order whole numbers between -10 and 10 v order negative and positive numbers, including decimals to 1 decimal place v

74 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 add and subtract negative numbers add or subtract across zero using a number line, e.g , 4 – 6 v

75 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 3 Year 4 Year 5 Year 6 check solutions by applying inverse operations or estimating using approximations check subtraction using addition check answers using inverse operations check halving using doubling estimate by rounding to the nearest 10 or 100 estimate by rounding to the nearest 10, 100 or 1 000 estimate by rounding to the nearest 10, 100, or whole number check multiplication using repeated addition

76 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 3 Year 4 Year 5 calculate fractional parts of quantities and measurements find fractional quantities linked to known multiplication facts, e.g. 1⁄3 of 18, 1⁄5 of 15 find fractional quantities using known table facts, e.g. 1⁄6 of 30cm calculate fractional quantities, e.g. 1⁄8 of 24 = 3, so 5⁄8 of 24 = 15

77 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 calculate percentage parts of quantities and measurements 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

78 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 4 Year 5 Year 6 measure and draw angles to the nearest degree use a protractor to check if an angle is more or less than a right angle v draw and measure acute angles in multiples of 10 degrees v draw accurately and measure acute and obtuse angles in 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

79 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 4 Year 5 Year 6 convert one metric unit to another convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m make use of conversions, e.g. ¼ of a km = 250m record measurements in different ways, e.g. 1.3kg = 1kg 300g convert between 12- and 24-hour clock times convert between standard units of time v

80 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 know the rough metric equivalents of imperial units still in daily use use the language of imperial units in daily use, e.g. miles, pints

81 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 5 Year 6 make sensible estimates of a range of everyday measures make estimates of length, weight/mass and capacity based on knowledge of the size of real-life objects v make estimates of length, weight/mass and capacity based on knowledge of the size of real-life objects, recognising the appropriateness of units in different contexts v

82 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 5 Year 6 find areas of rectangles and triangles calculate, estimate and compare the area of squares and rectangles using standard units calculate the area of squares and rectangles

83 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year find volumes of cuboids

84 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 read scales on maps, plans and graphs use grid references to specify location

85 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 construct and use simple formulae involving one or two operations express output generated from one step function machines using algebra v

86 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 use co-ordinates in all four quadrants identify the coordinates of a missing point from a regular shape v

87 recognise, identify and describe all the symmetries of 2-D shapes.
Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 3 Year 4 Year 5 Year 6 recognise, identify and describe all the symmetries of 2-D shapes. identify lines of symmetry in 2D shapes v draw lines of symmetry v draw the reflection of a shape in any line v find all the lines of symmetry for a given shape v draw horizontal and vertical lines of symmetry draw the reflection of a shape in a horizontal or vertical line v complete a partly drawn shape after rotation v identify rotational symmetry of shapes v identify symmetrical properties of regular polygons v

88 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Years 5 & 6 use the mean of discrete data and compare two simple distributions use mean, median, mode and range to describe a data set

89 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Years 5 & 6 interpret graphs, diagrams and pie charts extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts)

90 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 use the probability scale from 0 to 1 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

91 Curriculum 2008 LNF/ Curriculum 2015 Level 5 Year 6 appreciate that different outcomes may result from repeating an experiment identify the outcomes of simple events, e.g. flipping a coin, rolling a dice. v

92 Curriculum 2008 LNF/ Curriculum 2015 Year 6 read and write numbers to 1 million and numbers to 3 decimal places

93 Curriculum 2008 LNF/ Curriculum 2015 Year 6 identify common multiples of two numbers v

94 Curriculum 2008 LNF/ Curriculum 2015 Year 6 identify common factors of two numbers v

95 Curriculum 2008 LNF/ Curriculum 2015 Year 6 use simple ratio and proportion

96 Curriculum 2008 LNF/ Curriculum 2015 Year 6 use ratio to express two or more quantities in words v

97 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

98 Curriculum 2008 LNF/ Curriculum 2015 Year 6 find equivalent fractions and use these to add and subtract fractions v

99 Curriculum 2008 LNF/ Curriculum 2015 Year 6 simplify fractions v

100 Curriculum 2008 LNF/ Curriculum 2015 Year 6 multiply 2- and 3-digit numbers by a 2-digit number

101 Curriculum 2008 LNF/ Curriculum 2015 Year 6 divide 3-digit numbers by a 2-digit number

102 Curriculum 2008 LNF/ Curriculum 2015 Year 6 use the terms profit and loss in buying and selling activities and make calculations for this

103 Curriculum 2008 LNF/ Curriculum 2015 Year 6 understand the advantages and disadvantages of using bank accounts

104 Curriculum 2008 LNF/ Curriculum 2015 Year 6 make comparisons between prices and understand which is best value for money

105 Curriculum 2008 LNF/ Curriculum 2015 Year 6 calculate temperature differences, including those involving temperature rise and fall across 0°C

106 Curriculum 2008 LNF/ Curriculum 2015 Year 6 recognise and sketch different types of quadrilaterals v

107 Curriculum 2008 LNF/ Curriculum 2015 Year 6 explore the tessellation of different shapes v

108 Curriculum 2008 LNF/ Curriculum 2015 Year 6 draw cubes and cuboids on isometric paper v

109 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

110 Curriculum 2008 LNF/ Curriculum 2015 Year 6 generate a sequence given the first term and the term to term rule v

111 Curriculum 2008 LNF/ Curriculum 2015 Year 6 consider spatial patterns, e.g. square numbers v

112 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

113 Curriculum 2008 LNF/ Curriculum 2015 Year 6 simplify expressions involving the addition of one variable, e.g. 5t + 3t = 8t v

114 Curriculum 2008 LNF/ Curriculum 2015 Year 6 refer to the x axis and the y axis v

115 Curriculum 2008 LNF/ Curriculum 2015 Year 6 construct and solve one step equations with whole number solutions v

116 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

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