They look for patterns and relationships, presenting 5, 6 6 information and results in a clear and organised way. They search for a solution by trying out ideas of their own. 5 N/A In order to explore mathematical situations, carry out tasks 6 N/A or tackle problems, pupils identify the mathematical aspects and obtain necessary information. They calculate accurately, using ICT where appropriate. 5, 6 4, 5, 5 6 They check their working and results, considering whether 5, 6 5, 6 these are sensible. Level They show understanding of situations by describing them 5, 6 N/A mathematically using symbols, words and diagrams. They draw simple conclusions of their own and explain their 4, 5, 6 N/A reasoning. Pupils carry out substantial tasks and solve quite complex 6 N/A problems by independently and systematically breaking them down into smaller, more manageable tasks. They interpret, discuss and synthesise information presented N/A 6 in a variety of mathematical forms, relating findings to the original context. Their written and spoken language explains and informs their N/A Level use of diagrams. They begin to give mathematical justifications, making 6 N/A connections between the current situation and situations they have encountered before. Year Ma2 Number and algebra Abacus NC 2014 Pupils count, order, add and subtract numbers 1 1 1 when solving problems involving up to 10 objects. They read and write the numbers involved. 1 1 Level Count sets of objects reliably, and use mental 1 1 recall of addition and subtraction facts to 10. They begin to understand the place value of 1, 2 2 each digit in a number and use this to order 2 numbers up to 100. They choose the appropriate operation when 2 2 solving addition and subtraction problems. Level They use the knowledge that subtraction is the 2 2, 3 inverse of addition. They use mental calculation strategies to solve 2 2 number problems involving money and
They look for patterns and relationships, presenting information and results in a clear and organised way. 5, 6 6 They search for a solution by trying out ideas of their own. 5 N/A Level 5 In order to explore mathematical situations, carry out tasks or tackle problems, pupils identify the mathematical aspects and obtain necessary information. 6 N/A They calculate accurately, using ICT where appropriate. 5, 6 4, 5, 6 They check their working and results, considering whether these are sensible. 5, 6 5, 6 They show understanding of situations by describing them mathematically using symbols, words and diagrams. 5, 6 N/A They draw simple conclusions of their own and explain their reasoning. 4, 5, 6 N/A Level 6 Pupils carry out substantial tasks and solve quite complex problems by independently and systematically breaking them down into smaller, more manageable tasks. 6 N/A They interpret, discuss and synthesise information presented in a variety of mathematical forms, relating findings to the original context. N/A Their written and spoken language explains and informs their use of diagrams. N/A They begin to give mathematical justifications, making connections between the current situation and situations they have encountered before. 6 N/A Ma2 Number and algebra Year Abacus NC 2014 Level 1 Pupils count, order, add and subtract numbers when solving problems involving up to 10 objects. 1 1 They read and write the numbers involved. 1 1 Level 2 Count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. 1 1 They begin to understand the place value of each digit in a number and use this to order numbers up to 100. 1, 2 2 They choose the appropriate operation when solving addition and subtraction problems. 2 2 They use the knowledge that subtraction is the inverse of addition. 2 2, 3 They use mental calculation strategies to solve number problems involving money and 2 2