I can find answers to one-step and I can use information presented in bar charts, I can complete, read and interpret information in tables, including q1 q1 q ‘How ‘How questions [for example, many more?’ and pictograms, tables and other graphs to answer questions where I need timetables many fewer?’] using information presented in bar charts, to add, subtract or compare Statistics pictograms and tables I can understand and present data (discrete and q2 I can understand and present data using continuous) using suitable graphs, (including bar charts and time q2 bar charts, pictograms and tables graphs)
Statistics q1 I can find answers to one-step and questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in bar charts, pictograms and tables q2 I can understand and present data using bar charts, pictograms and tables q1 I can use information presented in bar charts, pictograms, tables and other graphs to answer questions where I need to add, subtract or compare q2 I can understand and present data (discrete and continuous) using suitable graphs, (including bar charts and time graphs) q I can complete, read and interpret information in tables, including timetables
Year%205%20Mathematics%20KPI%20Mastery%20Progress%20and%20Target%20Record%20Sheet.docx